Adaptations of Concept Mapping for Technological Literacy Courses
Date
2011-06-26
Authors
Major Professor
Advisor
Committee Member
Journal Title
Journal ISSN
Volume Title
Publisher
American Society for Engineering Education
Abstract
Assessment of student learning is a challenging issue in courses on engineering and technology
for non-engineers. Equally challenging is finding effective methods to communicate central
features of technological systems to a diverse student audience with limited background
knowledge. Methods of assessment are needed that extend beyond questions that can be
answered by memorization but do not require extensive prerequisite mathematical knowledge.
Communication or explanation of how technical systems work requires a method that can
represent a diverse range of technological products but that non-engineers can learn to use in a
limited amount of time. The technique of concept mapping has been adapted to this purpose.
Concept mapping provides a visual method of demonstrating the relationships that exist between
the component parts of a larger body of information. Such a feature is well-suited for explaining
technical systems. In one application concept mapping is combined with aspects of the
engineering design technique of functional analysis or functional decomposition to create a
method that non-engineers can use to describe or explain how a technical system works.
Another application is reported that illustrates how concept maps can be used to help nonengineering
students transfer understanding of underlying principles from one technical system
to another.
Series Number
Journal Issue
Is Version Of
Versions
Series
Academic or Administrative Unit
Type
Presentation
Comments
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: Krupczak, J., & Aprill, L., & Mina, M. (2011, June), "Adaptations of Concept Mapping for Technological Literacy Courses." Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17419.
Copyright 2011 American Society for Engineering Education.
Posted with permission.