ABSTRACT Consideration of variations in the gross morphology of concept maps can be helpful in the context of lesson planning by promoting the consideration of the multiple perspectives held by students. The three basic concept map structures are described as having particular utility at different stages of the planning process: (a) chain-type maps emphasise a linear sequence of teaching sessions and are useful for organising lesson materials; (b) spoke-type maps can be helpful to the student by highlighting a knowledge structure that provides a fertile foundation for development, i.e. organising novice understanding; (c) net-type maps can demonstrate a deep understanding as held by the subject-specialist teacher and therefore illustrate expert knowledge structures to which students should aspire. Consideration of a teaching topic as depicted by a variety of map structures may help the ‘subject-expert novice-teacher’ to view the topic through the eyes of the subject-novice (student) and so increase the possibility of developing an effective dialogue between teacher and student. Examples are drawn from experiences with the trainee teachers on the microteaching course within the Department of Technical and Vocational Education at Kolej Universiti Teknologi Tun Hussein Onn (KUiTTHO), Malaysia.
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