Studying and Constructing Concept Maps: a Meta-Analysis

Schroeder, N. L., Nesbit, J. C., Anguiano, C. J., & Adesope, O. O. (2017). Studying and Constructing Concept Maps: a Meta-Analysis. Educational Psychology Review, 1–25. http://doi.org/10.1007/s10648-017-9403-9

Astract:
A concept map is a node-link diagram in which each node represents a concept and each link identifies the relationship between the two concepts it connects.We investigated how using concept maps influences learning by synthesizing the results of 142 independent effect sizes (n = 11,814). A random-effects model meta-analysis revealed that learning with concept and knowledge maps produced amoderate, statistically significant effect (g = 0.58, p less 0.001). A moderator analysis revealed that creating concept maps (g =0.72, p less 0.001) was associated with greater benefit relative to respective comparison conditions than studying concept maps (g =0.43, p less 0.001). Additionalmoderator analyses indicated learning with concept maps was superior to other instructional comparison conditions, and was effective across science, technology, engineering, and math (STEM) and non-STEM knowledge domains. Further moderator analyses, as well as implications for theory and practice, are provided.

Keywords Conceptmap .Knowledgemap .Meta-analysis .cmap .kmap

Coffey, JW: Concept Mapping and Knowledge Modeling

Coffey, J. W. (2015). Concept Mapping and Knowledge Modeling: A Multi-Disciplinary Educational, Informational, and Communication Technology. Journal of Systemics, Cybernetics and Informatics, 13(6), 122–128.

Abstract
Concept maps are useful in many disciplines for the representation and communication of structured knowledge. This article contains a description of concept mapping and knowledge modeling based upon concept maps that are used for a variety of purposes. It describes applications of concept mapping and knowledge modeling for education, for knowledge preservation and sharing, for knowledge creation, as an efficient means of creating documentation, and for the creation of knowledge formalisms from informal knowledge representations. Examples are drawn from several different knowledge domains.