Nicoara, S. M., Szamoskozi, S. E., Mitrea, D. A., & Leucuta, D. C. (2020). Concept Mapping, an Effective Tool for Long-Term Memorization of Anatomy-A Quasi-Experimental Research Carried out among 1st Year General Medicine Students. European journal of investigation in health, psychology and education, 10(1), 530–543. https://doi.org/10.3390/ejihpe10010038

University of Michigan - Ann Arbor

A quasi-experimental studies performed upon 1st year medicine students, studying the effect of concept-map learning compared to normal learning on grades in two language classes (English and Romanian), showed that concept mapping significantly increased students' grade on language learning over a period of 6 months. 

They utilized concept maps that involved: first, developing a question/target topic; second, developing 10-20 words that are put into boxes hierarchically; and thied, connecting these boxes with explanatory arrows, hierarchically, then with expanding associations. Results are then measured through the students’ grades 3 and 6 months later. 


Effect of Anatomy Learning through Concept Mapping on Long Term Memory

Concept Mapping, an Effective Tool for Long-Term Memorization of Anatomy-A Quasi-Experimental Research Carried out among 1st Year General Medicine Students

Since language is explicitly network-represented in the mind in a format similar to Novakian maps, I wonder if this modulated how learning is affected by Hybrid versus Novakian maps. 

Question regarding the usage of concept maps on language/vocabulary learning and reading

- Major Finding: Concept maps are a valid means of assessing change in student's knowledge - CMs provide an organizational framework that can enhance comprehension. This is because CMS requires students to actively test their understanding of the relationships among concepts. - They are flexible; can. be used to create study guides or outline research papers, can be useful in groups or individual - Students can create these without need for much instruction

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