Comparing expert and novice concept map construction through a talk-aloud protocol

Abstract

Concept map analysis usually focuses only on the final product. This case study used a talk aloud protocol to study the concept map construction processes of novices and experts. Three biology experts and three novices (9th/10th grade high school students) constructed a concept map from a given list of concepts. Findings suggest that final concept maps of high performing students cannot be distinguished from expert-generated maps. However, analysis of oral elaborations during the construction process revealed that experts often used the same link labels as novices but associated more complex knowledge with the label. Some final propositions would be considered incorrect without an oral explanation. Findings suggest extending concept map evaluation by complementing the final product with an analysis of intermediate stages and accompanying elaborations. Additionally, this study highlights that each expert created a different map and that there is no single best expert map.