The value of concept mapping in developing professional growth in a geography methods course
Author(s)
Reitano, Paul
Green, Nicole
Griffith University Author(s)
Year published
2012
Metadata
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This paper reports on an exploratory case study of six preservice teachers who studied a 10-week unit of secondary geography in their 4th (and final) year of education studies. The focus of the study was to track participants' conceptions of effective geography teaching, over a period of time; that is, to provide an example of conceptual change. Participants constructed concept maps at the beginning and at the conclusion of their geography curriculum methods course. The purpose of this article is to present concept mapping as a research tool for inquiring into the conceptual understandings and growth of early career teachers.This paper reports on an exploratory case study of six preservice teachers who studied a 10-week unit of secondary geography in their 4th (and final) year of education studies. The focus of the study was to track participants' conceptions of effective geography teaching, over a period of time; that is, to provide an example of conceptual change. Participants constructed concept maps at the beginning and at the conclusion of their geography curriculum methods course. The purpose of this article is to present concept mapping as a research tool for inquiring into the conceptual understandings and growth of early career teachers.
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Journal Title
International Journal of Multiple Research Approaches
Volume
6
Issue
2
Subject
Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)
Medical and Health Sciences
Commerce, Management, Tourism and Services
Studies in Human Society