Poster

Concept maps have been used in classrooms nationwide as tools for idea creation, information recall, and writing production at both undergraduate and graduate levels. But in what ways can concept mapping contribute to the learning experiences and academic outcomes of new researchers? The work explores this research question, as the lead author and her graduate students explore concept maps and their utility in learning and conducting research during a Qualitative Research course. An auto-ethnographic approach will be taken in answering the featured research question. Reflective journals will serve as data in this co-authored project and the constant comparative method of data analysis will be employed during analysis.

Auto-ethnographic work offers students the opportunity to reflect upon learning course content as it relates to their own experiences (Davis et al, 2014). Using an auto-ethnographic approach, this work features the reflective writing of a faculty member and graduate students enrolled in the course “Qualitative Research.” The professor and graduate students used journaling to reflect upon a key teaching method within the course, concept mapping. The more difficult the concept, the more mapping items may be present in order for learning to occur (Chang et al, 2002). This work explores concept mapping in terms of applying the exercise to the early stages of the research process.

INTRODUCTION

SIGNIFICANCE OF THE STUDY

The results of this work promise to point to the utility and effectiveness of concept mapping in the graduate classroom. Identifying another successful tool to be used in graduate level learning broadens the available teaching methodology faculty may use in classrooms and aids in the ability to reach students of all learning types.

This work focuses upon the following major question:

In what ways can concept mapping contribute to the learning experiences and academic outcomes of new researchers?

METHODS

This work takes an auto-ethnographic approach to inquiry. Researchers utilizing the auto-ethnographic approach reflect on their lived experiences via writing (Delmont, 2009; Ellis & Bochner, 2000). According to Schwandt (2000, p. 13) auto-ethnography “commonly refers to a particular form of writing that seeks to unite ethnographic (looking outward at a world beyond one’s own) and autobiographical (gazing inward for a story of one’s self) intentions.” The auto-ethnographic nature of this work requires collaboration between myself as a teacher-scholar, and participating students. Hence, the students who participate serve as the work’s second authors.

Using an auto-ethnographic approach, students used journaling to share their experiences in the classroom. The group collectively worked to decide upon journaling prompts to use for their focused journal entries.

Data Analysis

Names were removed from journal entries and the constant comparative method was used to analyze the data. With roots in grounded theory, the constant comparative method of data analysis is commonly used in varied forms of qualitative research and prompts the researcher to identify reoccurring patterns in the data (Merriam, 2009).

Multiple researchers were used during the data analysis process to facilitate triangulation.

Participants

Participants consist of a purposeful sample of graduate students enrolled in the graduate course,

Qualitative Research. In terms of gender, 5 women and 4 men took part in the work. Participants self identified in terms of race/ethnicity in the following ways: 1 of African decent, 4 of Middle Eastern decent, 2 White, and 2 Asian.

MAJOR QUESTION

The following themes emerged as a result of using the constant comparative method. The themes are arranged in relation to relevant journal entry questions.

Perception of the Research Question Before Creating the Concept Map

Using a concept map for research was a first time experience for many participants. Students noted that initially their research questions were vague yet became clearer. Many found the mapping process interesting.

Perception of the Research Question After Creating the Concept Map

The process of using the concept map allowed participants to identify missing elements of the research process. Using the concept map resulted in their having a clear plan to organize their research and developed their research questions. Students believed the concept map was helpful and useful, as it offered a visual map of their research goals and clarified their ideas. Some student noted that the process resulted in new research related discoveries.

Priorities While Doing the Concept Map

Priorities while developing the concept map included capturing details and main points of the research process. Some students considered delving deeper in the research as a priority, while others were concerned about getting sidetracked and staying on topic. Some individuals focused in depth, while others focused on the broad overview of their research when approaching the concept map.

Lessons Learned as a New Researcher by Creating the Concept Map

Students learned that the concept map assisted them in organizing their thoughts as researchers and as a study aid. The map also contributed to their increased confidence and knowledge of research as well as applying it to their specific topics. They further believed that the map assisted in planning their research and preparing for the future writing process.

FINDINGS

CONCLUSION

Concept maps have long served as a tool for teaching and learning. This work points to the tool’s utility in the early stages of the research process as well. Future work in this area can continue to explore the role of the concept map throughout the varied phases of the research process.

REFERENCES

Atkinson, P. (2006). Rescuing autoethnography.

Journal of Contemporary Ethnography, 35(4),

373–395.

Chang, K. E., Sung, Y. T., & Chen, I. D. (2002). The

effect of concept mapping to enhance text

comprehension and summarization. The Journal

of Experimental Education, 71(1), 5-23.

Davis, D.J., Coffee, T., Murphy, J., & Woods, J.

(2014). Reflecting upon our experiences: An

auto-ethnographic approach to understanding

graduate learning. Reflective Practice.

Delamont, S. (2009). The only honest thing:

Autoethnography, reflexivity, and small crises in

fieldwork. Ethnography and Education, 4(1), 51–

63.

Ellis, C. S., & Bochner, A. (2000). Auto-

ethnography, personal narrative, reflexivity:

Researcher as subject. In N. Denzin, & Y.

Lincoln (Eds.), The handbook of qualitative

research (pp. 733–768). Thousand Oaks, CA:

Sage Publications.

Merriam, S.B. (2009). Qualitative research: A guide

to design and implementation. San Francisco,

CA. Jossey-Bass.

Schwandt, T. A. (2000). Dictionary of qualitative

inquiry. Thousand Oaks, CA: Sage Publications.

CONTACT

Concept Mapping and the Research Process

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