Concept Mapping as Means to Stimulate Thematic Analysis in Higher Education: A Study of Greek Gods
Technology has the potential to promote constructivist teaching and learning through what Maddux and Johnson (2006) refer to as Type (II) integration strategies. These approaches often use readily-available software to advance unique educational objectives in ways that actually subvert the originally-intended use of the software. The following classroom study uses concept mapping as a vehicle to encourage higher education students to think more critically about the themes in a college course entitled “Gods in Classical Myth”. In an action-research model, the instructors received quantitative and qualitative feedback that identifies pitfalls in the strategy but moreover informs future practice through the development of a systematic implementation of concept mapping as a viable instructional tool.
||Technology, Higher Education, Concept Mapping
The International Journal of Technology, Knowledge and Society, Volume 5, Issue 3, pp.61-74.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 2.120MB).
Professor of Science & Technology Education, School of Education, Acadia University, Wolfville, Nova Scotia, Canada
Dr. Gregory R. MacKinnon is professor of Science & Technology Education in the School of Education at Acadia University in Nova Scotia, Canada. His areas of research include applications of technology to classroom instruction and science curriculum development. His most recent publications include: MacKinnon, G. & Cook-MacKinnon, P. (2008). Supporting institutional change; The case of a laptop university initiative. Journal of the World Universities Forum 1(2), 147-154., MacKinnon, G. (2008). Conversation design in the electronic discussion age. In R. Luppicini (Ed.) Handbook of Conversation Design for Instructional Applications. (pp 91-16) Hershey, PA: IGI Global., MacKinnon, G. (2007). A decade of laptop computers: The impact on the pedagogy of university faculty. Journal of Instruction Delivery Systems 21(3), 7- 20. Hemming, H., Day, D. & MacKinnon, G. (2007). Teaching in the age of technology: Tensions and possibilities. International Journal of Technology, Knowledge and Society, 3(6), 63-70.
Associate Professor, Department of Classics, Acadia University, Wolfville, Nova Scotia, Canada
Dr. Vernon L. Provencal is an Associate Professor of Classics at Acadia University, with publications in the areas of ancient Greek literature, philosophy and historiography, as well as teaching innovation involving the use of technology in the classroom.
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