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Published on: August 12, 2016
The use of concept mapping to enlighten the knowledge networks of diabetic children: a pilot study
C Pinosa1, C Marchand, N Tubiana-Rufi
1Laboratoire de Pédagogie de la Santé-UPRES-EA 3412, UFR SMBH Léonard de Vinci, University Paris 13, 74 rue Marcel Cachin, 93017 Bobigny, France.
Objective:
The value of concept mapping in enlightening nature and organization of knowledge was shown with adult diabetic or obese patients. Our objectives were to ascertain the relevance and feasability of concept mapping in diabetic children during an educational program.
Method:
This qualitative research was performed in 5 children from 8 to 13 years. Concept maps were drawn at the beginning (Phase 1) and at the end (Phase 2) of an educational program. During the interview each child was invited to express himself starting from the central concept: "diabetes", and to express his/her knowledge, representations, and life experience.
Results:
The ten maps analysis shows: an increase of knowledge between phase 1 and phase 2 (+34%), towards a deepening of initial knowledge and an addition of new knowledge (43% and 41% of the added knowledge); a decrease of inaccurate knowledge in phase 2; an enrichment of the knowledge networks (+16 cross links); an increase of knowledge related to the ways to behave knowledge (+42%).
Conclusion:
This preliminary report demonstrated that concept maps were feasible, useful and relevant in therapeutic education of children. This method allowed us to show how every child connected his knowledge and how it was modified by an educational intervention. Concept maps therefore contributed to individual educational diagnosis and assessment of new knowledge integration.
