Resumen de An analysis of student experiences with concept mapping in a foundational undergraduate engineering course
Concept mapping is a powerful graphical technique for helping learners organize knowledge and visualize connections andrelationships between relevant concepts. The present study is an investigation of student experiences with concept mappingin a foundational undergraduate engineering course titled Engineering Dynamics. A total of 165 undergraduateengineering students from two recent semesters participated in the present study. This paper provides representativeexamples of student-generated concept maps. Student comments collected at the end of each semester were analyzed usingcontent analysis. Students provided positive feedback, for example, concept mapping helped students make connectionsbetween concepts; reviewed what students had learned; visualized, understood and organized concepts; saw the biggerpicture of dynamics; and thought more clearly about concepts. Students also provided negative feedback, for example,concept mapping was busy work, did not help in understanding concepts, was a small percentage of credit of the finalcourse grade, and students had other ways to learn concepts. The results reported in this paper are useful for engineeringeducators and researchers to develop a better understanding of the strengths and limitations of concept mapping inteaching and learning engineering courses.
