Concept map/Schema questionnaire
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Mapping Questionnaire defined in Klein (1998) [1]
The questionnaire
1. What is a concept map?
2. How do you make a concept map?
3. What can you use a concept map for?
4. For each of the following situations, rate (on a scale of 1 to 4) how useful concept mapping would be:
Not useful, Somewhat useful, Pretty useful, Very useful
- Following the characters and plot of a complicated story
- Understanding the Sumerians in social studies class
- Learning math formulas
- Classifying rocks and minerals
- Figuring out how you and your cousins are related
- Studying for a social studies test
- Memorizing important historical dates
- Preparing to write an essay
- Understanding the effects of a toxic spill in a creek on the plants and animals in that area
5. For each of the following examples, rate (on a scale of 1 to 4) how good a concept map it is. Rating Scale: 2=Somewhat good, 3=Pretty good, 1=Not good, 4= Very good
The drawings are not reproduced here for copyright reasons, but they include concept maps, mind maps and venn diagrams and maps in various quality.
Coding scheme for the open questions
Items 1-3 were coded with the following coding scheme
One point awarded for mentioning each of the following:
- Like a cluster, brainstorm, spider map, etc.
- Pieces: nodes, words, circles
- Pieces: links, lines, arrows
- Important or main ideas/concepts
- Relationships, connections, togetherness, linking, sentence-making
- Important ideas in middle, related ideas nearby
- Graphical, visible, diagrammatic, picture, chart
- Used to: show important concepts, relevant relationships, organize information, better understand, learn material
- Looks like this (with picture) OR description of creation process (e.g., make circles, draw lines to connect)
- One application of concept mapping (e.g., prewriting, studying for test)
- More than one application given OR varied applicability, can apply concept mapping in many content areas (this additional point awarded after award for single application givenÑsee previous bullet)
References
- ↑ Davina C. D. Klein (1998). Õve Seen This Before? The Effects of Self-Monitoring and Multiple Context Instruction on Knowledge Representation and Transfer Among Middle School Students, CSE Technical Report 466, National Center for Research on Evaluation, Standards, and Student Testing (CRESST) University of California, Los Angeles