Using concept mapping to evaluate knowledge structure in problem-based learning

Area of Science:

• Educational Psychology
• Cognitive Science
• Health Professions Education

Background:

• Problem-based learning (PBL) is widely used in education, but its impact on knowledge structure development is not fully understood.
• Concept mapping offers a visual method to explore how students organize and integrate information.

Purpose of the Study:

• To investigate the effect of PBL on the development of students' knowledge structures.
• To utilize concept mapping as a tool to analyze and compare knowledge structures in PBL versus traditional learning environments.

Main Methods:

• A quasi-experimental design involved 52 occupational therapy undergraduates randomly assigned to PBL or control groups.
• Concept mapping was used to assess knowledge structures after instruction.
• Descriptive and statistical analyses compared map morphology, concept relationships, hierarchy, and cross-linkages between groups.

Main Results:

• PBL group students predominantly created integrated concept maps, while the control group produced more isolated maps.
• Significant differences favoring the PBL group were observed in concept relationships, hierarchy levels, and cross-linkages.
• No significant difference was found in the examples provided within the concept maps.

Conclusions:

• Problem-based learning (PBL) positively influences the acquisition and integration of knowledge.
• PBL's features, such as situational learning and group interaction, promote deeper understanding and enhanced clinical reasoning.
• Concept mapping effectively visualizes the superior knowledge integration achieved through PBL.