Conceptual Graphs as Instructional Tools

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Abstract
Conceptual graphs are a method of diagraming knowledge structures. They are valuable in a variety of applications including design of instructional materials, student evaluation and diagnosis, and theoretical research. One problem has been the identification of methods for eliciting or measuring the “internal” knowledge structures to develop conceptual graphs. Several methods of mapping conceptual graphs have been used in various research domains (e.g., free recall, sorting, ordering, etc.). Most of these traditional methods suffer from serious drawbacks. To overcome these problems, a question probe method has been adapted from work done in the area of prose comprehension. The question probe technique is a method for systematically developing a set of “test questions”. The method allows for the direct development of conceptual graphs and quantitative comparison of the graphs. The question probe technique has been successfully used to systematically develop instructional materials, evaluate/diagnose student understanding of course material, evaluate alternative instructional methods, and assess the relationship between instruction and problem solving performance.