Concept Maps: An Alternative Methodology to Assess Young Children

The use of concept maps in early childhood and primary education is not new. Educators have utilized concept maps as instructional and learning tools. Nancy Gallenstein (2003) defines a concept map as a “graphic/visual representation of concepts that shows various relationships between concepts” (p.82). The literature has documented that concept maps can be used to encourage inductive reasoning and critical thinking (Gallenstein, 2003); illustrate relationships among themes (Workman & Anziano, 1994); organize knowledge (Berionni & Baldón, 2006); help children represent what they know and what they are thinking (Birbili, 2006); teach scientific language to kindergarteners (Mancinelli, Gentili, Priori & Valitutti, 2004); and enhance preschooler’s knowledge gains by facilitating metacognitive thinking (Cassata & French, 2006). The purpose of this manuscript is to introduce concept maps as a methodology in quantitative research with young children as the research participants. While Bannister and Atkinson (1998) used concept mapping as an assessment tool, Birbili (2006) established that teachers can useconcept maps as an evaluation tool of pre-existing knowledge and misconceptions. Hough, O’Rode, Terman, and Weissglass (2007) successfully presented a methodology to quantify the differences between a pre- and post- assessment utilizing concept maps. Concept maps are easy to use and provide information regarding whether a treatment, such as a lesson on a subject, participation in a workshop, or an experience, results in the changes of the subject’s knowledge about content and/or pedagogy.