Abstract
This article examines how the introduction of pedagogical interventions in the art history survey class, made by using concept maps beyond an initial brainstorming phase and rather as an active-learning strategy in aid to developing thematic papers, impacts students’ perception of their usefulness. The qualitative and quantitative data gathered included two questionnaires, one submitted periodically throughout the semester and one after the concept map and term paper were completed. Additionally, this study presents a visual analysis of three sample sets of students’ concept maps to illustrate the levels of deep, surface, and non-learning. The results reveal that assigning students the task of developing the concept map and the paper in tandem throughout the semester presents some pros and cons. By using concept maps, students reflect more deeply on the nature of connections between two ideas, on the process of narrowing down the main theme, and on the overall structure of the concept map. However, students’ perception of the concept map’s usefulness beyond an initial brainstorming phase is diversified, and the sets of concept maps developed produce mixed results relative to surface learning, deep learning, and non-learning. The limitations of such use of concept maps include possible correlations between learning and motivation.
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This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Cempellin, Leda. 2020. "The Metacognitive and Exploratory Use of the Concept Map for Thematic Art History Papers in the Survey Course." Art History Pedagogy & Practice 5, (1). https://academicworks.cuny.edu/ahpp/vol5/iss1/7
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