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008 130904s2013 ncua ob 000 0 eng d;

035 a| (Sirsi) o857589672;

035 a| (OCoLC)857589672;

049 a| EREE;

090 a| LB1060;

100 1 a| Mosley, William G,e| author.?| UNAUTHORIZED;

245 14 a| The effect of concept mapping on student understanding and correlation with student learning styles /c| by William G. Mosley.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2013.;

300 a| 118 pages :b| illustrations;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 4.53Mb2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| M.A.c| East Carolina Universityd| 2013.;

500 a| Presented to the faculty of the Department of Mathematics.;

500 a| Advisor: Elizabeth Doster-Taft.;

500 a| Title from PDF t.p. (viewed September 17, 2013).;

520 3 a| This study investigated the use of concept mapping as a pedagogical strategy to promote change in the learning styles of pre-nursing students. Students' individual learning styles revealed two subsets of students; those who demonstrated a learning style that favors abstract conceptualization and those who demonstrated a learning style that favors concrete experience. Students in the experimental groups performed concept mapping activities designed to facilitate an integrative understanding of interactions between various organ systems of the body while the control group received a traditional didactic instruction without performing concept mapping activities. Both qualitative and quantitative data were collected in order to measure differences in student achievement. Analysis of the quantitative data revealed no significant change in the learning styles of students in either the control or experimental groups. Learning style groups were analyzed qualitatively for recurring or emergent themes that students identified as facilitating their learning. An analysis of qualitative data revealed that most students in the pre-nursing program were able to identify concepts within the class based upon visual cues, and a majority of these students exhibited the learning style of abstract conceptualization. As the laboratory experience for the course involves an examination of the anatomical structures of the human body, a visual identification of these structures seemed to be the most logical method to measure students' ability to identify anatomical structures.;

504 a| Includes bibliographical references.;

650 0 a| Concept mapping.=| ^A1012297;

650 0 a| Learning.=| ^A1459;

650 0 a| Study skills.=| ^A323625;

653 a| Science education;

653 a| Health education;

653 a| Pedagogy;

700 1 a| Doster-Taft, Elizabeth,e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Science Education.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/4250;

949 o| jgml;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 3361977;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3361977-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 9/4/2013x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3361977-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 9/4/2013x| ETDz| HERESOURCE;

The effect of concept mapping on student understanding and correlation with student learning styles / by William G. Mosley.

Author/creator	Mosley, William G author.
Other author	Doster-Taft, Elizabeth, degree supervisor.
Other author	East Carolina University. Department of Science Education.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2013.
Description	118 pages : illustrations
Supplemental Content	Access via ScholarShip
Subjects	Concept mapping. Learning. Study skills.

Summary	This study investigated the use of concept mapping as a pedagogical strategy to promote change in the learning styles of pre-nursing students. Students' individual learning styles revealed two subsets of students; those who demonstrated a learning style that favors abstract conceptualization and those who demonstrated a learning style that favors concrete experience. Students in the experimental groups performed concept mapping activities designed to facilitate an integrative understanding of interactions between various organ systems of the body while the control group received a traditional didactic instruction without performing concept mapping activities. Both qualitative and quantitative data were collected in order to measure differences in student achievement. Analysis of the quantitative data revealed no significant change in the learning styles of students in either the control or experimental groups. Learning style groups were analyzed qualitatively for recurring or emergent themes that students identified as facilitating their learning. An analysis of qualitative data revealed that most students in the pre-nursing program were able to identify concepts within the class based upon visual cues, and a majority of these students exhibited the learning style of abstract conceptualization. As the laboratory experience for the course involves an examination of the anatomical structures of the human body, a visual identification of these structures seemed to be the most logical method to measure students' ability to identify anatomical structures.
General note	Presented to the faculty of the Department of Mathematics.
General note	Advisor: Elizabeth Doster-Taft.
General note	Title from PDF t.p. (viewed September 17, 2013).
Dissertation note	M.A. East Carolina University 2013.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

The effect of concept mapping on student understanding and correlation with student learning styles / by William G. Mosley.

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