Developing Concrete Research Proposals and Facilitating Self-Directed Learning via Concept Mapping

Keetam D. F. Alkahtani

Department of Special Education, College of Education, King Saud University, Riyadh, KSA.

DOI: 10.4236/ce.2013.42016                

Abstract

Self-direction in learning and writing viable research proposals are considered by higher education institutions as essential skills for graduate students to start their careers as researchers. This is an evidence-based practice study focuses on the use of concept mapping to facilitate self-directed learning and enhance research proposal writing in teacher education. An action mixed methods research design was used in this study with quantitative and qualitative data. Participants were 29 graduate students who were enrolled in a core course aimed to provide learners with an in-depth understanding of research methods. All students, at the beginning of the course, were asked to write a research proposal and complete the Self-Directed Learning Readiness Scale (SDLRS). They then were given training in the use of concept mapping technique throughout the course to develop research proposals. Students’ scores prior to and after the intervention were compared. Results indicate that students developed significantly more concrete research proposals, and displayed higher scores at post-intervention assessment. Findings of this study value and support the use of concept mapping to provide students with a comprehensive understanding of the knowledge of their area of study as they reflect on every element of their proposals.

Keywords

Concept Mapping; Meaningful Learning; Self-Directed Learning; Research Proposals; Action Research; Higher Education

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1]	Ackoff, R. (1989). From data to wisdom. Journal of Applied Systems Analysis, 16, 3-9.
[2]	Ausubel, D. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston.
[3]	Bellinger, G. (2004). Knowledge management—Emerging perspectives. (URL last checked 23 August 2011). http://www.systems-thinking.org/kmgmt/kmgmt.htm
[4]	Bergman, M. (2008). Advances in mixed methods research theories and applications. Thousand Oaks, CA: Sage.
[5]	Ca?as, A., Coffey, J., Carnot, M., Feltovich, P., Hoffman, R., Feltovich, J., & Novak, J. (2003). A summary of literature pertaining to the use of concept mapping techniques and technologies for education and performance support. The Institute for Human and Machine Cognition. (URL last checked 29 June 2005). http://www.ihmc.us/users/acanas/Publications/ConceptMapLitReview/ IHMC%20Literature%20Review%20on%20Concept%20Mappingpdf
[6]	Candy, P. (1991). Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco, CA: Jossey-Bass Publishers.
[7]	Carr, W., & Kemmis, S. (1983). Becoming critical: Knowing through action research. Geelong, VIC: Deakin University Press.
[8]	Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage.
[9]	Creswell, J. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill Prentice Hall.
[10]	Denzin, K., & Lincoln, Y. (2005). The SAGE handbook of qualitative research. Thousand Oaks, CA: Sage. doi:10.1177/1468794105047237
[11]	Fisher, K., Wandersee, D., & Moody, D. (2000). Mapping biology knowledge. The Netherlands: Kluwer Academic Publishers.
[12]	Garrison, D. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48, 18-33. doi:10.1177/074171369704800103
[13]	Gee, J. (2005). An introduction to discourse analysis: Theory and method. New York: Routledge.
[14]	Grow, G. (1991). Teaching learners to be self-directed: A stage approach. Adult Education Quarterly, 41, 125-149. doi:10.1177/0001848191041003001
[15]	Guglielmino and Associates (2004). Self-directed learning readiness scale. (URL last checked 7 January 2011). http://www.guglielmino934.com/prod 01.htm
[16]	Jacobs-Lawson, J., & Hershey, D. (2002). Concept maps as an assessment tool in psychology courses. Teaching of Psychology, 29, 25-29. doi:10.1207/S15328023TOP2901_06
[17]	Knowles, M. (1975). Self-directed learning. New York: Association Press.
[18]	Lambert, L., Walker, D., Zimmerman, D., Cooper, J., Lambert, M., Gardner, M., & Szabo, M. (2002). The constructivist leader. New York: Teachers College Columbia University.
[19]	Mertler, C. (2006). Action research: Teachers as researchers in the classroom (2nd ed.). Thousand Oaks, CA: Sage.
[20]	Mordock, K., & Krasny, M. (2001). Participatory action research: A theoretical and practical framework for EE. Journal of Environmental Education, 32, 15-20. doi:10.1080/00958960109599140
[21]	Novak, J. (1977). A theory of education. Ithaca, NY: Cornell University Press.
[22]	Novak, J. (1998). Learning, creating, and using knowledge. NJ: Lawrence Erlbaum Association.
[23]	Novak, J., & Gowin, D. (1984). Learning how to learn. New York: Cambridge University Press. doi:10.1017/CBO9781139173469
[24]	Novak, J., & Ca?as, A. (2006). The theory underlying concept maps and how to construct them (Tech. Rep. IHMC CmapTools 2006-01). Pensacola, FL: Florida Institute for Human and Machine Cognition. (URL last checked 12 June 2012). http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
[25]	Roberts, G., & Dick, B. (2003). Emancipatory design choices for action research practitioners. Journal of Community and Applied Social Psychology, 13, 486-495. doi:10.1002/casp.753
[26]	Rowley, J. (2007). The wisdom hierarchy: representations of the DIKW hierarchy. Journal of Information Science, 33, 163-180. doi:10.1177/0165551506070706
[27]	Somekh, B. (2006). Constructing inter-cultural knowledge and understanding through collaborative action research. Teachers and Teaching: Theory and Practice, 12, 87-106. doi:10.1080/13450600500365460
[28]	Taylor, S., Rudolph, J., & Foldy, G. (2008). Teaching reflective practice in the action science/action inquiry tradition: Key stages, concepts and practices. In Reason and Bradbury (Eds.), The SAGE handbook of action research: Participative inquiry and practice (pp. 656-668). Thousand Oaks, CA: Sage.
[29]	Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Thousand Oaks, CA: Sage.
[30]	Zins, C. (2007). Conceptual approaches for defining data, information, and knowledge. Journal of the American Society for Information Science and Technology, 58, 479-493. doi:10.1002/asi.20508