Utilisation of Concept Maps in Geography Education Research: A Systematic Review

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F25%3A00141173" target="_blank" >RIV/00216224:14410/25:00141173 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.eurogeojournal.eu/index.php/egj/article/view/816" target="_blank" >https://www.eurogeojournal.eu/index.php/egj/article/view/816</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.48088/ejg.v.piv.16.2.169.183" target="_blank" >10.48088/ejg.v.piv.16.2.169.183</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Utilisation of Concept Maps in Geography Education Research: A Systematic Review

Popis výsledku v původním jazyce

Concept maps are graphical representations of students’ knowledge and understanding, used for the development of meaningful learning. In geographical education, they can support the visualisation of processes among Earth systems and the development of systems thinking. This systematic review examines 40 empirical studies (2003–2023), written in English and found in the Scopus and Web of Science databases. The aim of the literature review was to analyse and categorise the most common uses of concept maps in geography education research, focusing on the research, interaction and application issues of concept maps in relation to geography and the students creating them. The results show that concept maps were predominantly used as an assessment tool to reveal conceptual changes post-intervention. The most frequently mapped topic was climate change and other human–environment interactions. Concept maps were primarily used to study general pedagogical problems, less to explicitly research geographical education. This review highlights the role of concept maps in geography education, and their potential and limitations in efficient implementation.

Název v anglickém jazyce

Utilisation of Concept Maps in Geography Education Research: A Systematic Review

Popis výsledku anglicky

Concept maps are graphical representations of students’ knowledge and understanding, used for the development of meaningful learning. In geographical education, they can support the visualisation of processes among Earth systems and the development of systems thinking. This systematic review examines 40 empirical studies (2003–2023), written in English and found in the Scopus and Web of Science databases. The aim of the literature review was to analyse and categorise the most common uses of concept maps in geography education research, focusing on the research, interaction and application issues of concept maps in relation to geography and the students creating them. The results show that concept maps were predominantly used as an assessment tool to reveal conceptual changes post-intervention. The most frequently mapped topic was climate change and other human–environment interactions. Concept maps were primarily used to study general pedagogical problems, less to explicitly research geographical education. This review highlights the role of concept maps in geography education, and their potential and limitations in efficient implementation.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

European Journal of Geography

ISSN

1792-1341

e-ISSN

—

Svazek periodika

16

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

BE - Belgické království

Počet stran výsledku

15

Strana od-do

169-183

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-105008213455