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Concept mapping: an effective instructional strategy for diet therapy

C M Roberts1, K Sucher, D G Perrin

  • 1San Jose State University, CA 95192-0058.

Journal of the American Dietetic Association
|August 1, 1995
PubMed
Summary

Concept mapping, a graphical learning strategy, effectively enhances diet therapy students' knowledge, critical thinking, and collaboration skills. It fosters self-directed learning and problem-solving when integrated with comprehensive training and instructor guidance.

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Area of Science:

  • Dietetics and Nutrition Education
  • Educational Psychology
  • Instructional Design

Background:

  • Concept mapping is an established instructional strategy for promoting critical thinking and self-directed learning.
  • Its effectiveness has been demonstrated across various disciplines but not previously in diet therapy education.
  • Diet therapy courses require complex knowledge integration and problem-solving skills.

Purpose of the Study:

  • To implement concept mapping as a cooperative learning strategy in an upper-division diet therapy course.
  • To evaluate student perceptions of concept mapping's impact on knowledge, self-directed learning, problem-solving, and collaboration.
  • To assess the feasibility and effectiveness of concept mapping in diet therapy education.

Main Methods:

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  • A quasi-experimental design comparing lecture-only versus integrated concept mapping and lecture formats.
  • Student surveys were administered at the end of each semester to gather attitudinal data.
  • Data analysis focused on student responses regarding perceived skill enhancement and learning experience.

    • Main Results:

    • A majority of students believed concept mapping improved their knowledge of diet therapy principles, self-directed learning, critical thinking, problem-solving, and collaboration.
    • Concept mapping was perceived as more time-consuming and frustrating when team cooperation was lacking.
    • Student attitudes indicated positive impacts on key learning outcomes across both instructional formats.

    Conclusions:

    • Concept mapping is an effective learning strategy for diet therapy education, enhancing critical thinking, self-directed learning, collaboration, and problem-solving.
    • Optimal effectiveness is achieved through comprehensive training, coordinated lectures, instructor guidance, and sustained practice.
    • Concept mapping offers a valuable pedagogical approach to improve complex skill development in dietetics students.