Looking Inside a Student’s Mind: Can An Analysis of Student Concept Maps Measure Changes in Environmental Literacy?

Abstract

This study examined hand drawn concept maps from 34 students, ages 17 – 55, enrolled
in a community college environmental biology class. Maps were collected three times
during the semester-long course, and analyzed using graphical representation and
structural analysis to determine the level of complexity at which students organized and
learned the content of environmental science. Graphical changes within concept maps
showed a significant increase in the number of complex network-style concept maps
generated with a Chi-square analysis calculated a x.05 2(2) = 7.52, which exceeds the
critical value of 5.99. Structural components within concept maps measured linear
increases in the number of nodes, links, and link terms or propositions used. Map
components increased by 29% and 35% for nodes and links respectively, and by the end
of the semester, measured a 70% increase in proposition usage. In conclusion, significant
increases in map propositions and graphical complexity support how students develop
skills in articulation of knowledge and demonstrate a more literate understanding of
environmental science content.