Using concept map to scaffold pre-service teachers’ self-directed learning

This study aims to describe the process on how concept map can be used to scaffold pre-service teachers on their self-directed learning and to provide feedback to teacher educators on student progress. New developments in the conception of learning and technology have necessitated lifelong learning. Contemporary teachers have a significant role in developing in students self-directed learning, which underpins lifelong learning. Long (2000) identified metacognition as one of the key components of self-directed learning. In this study, concept map is used as a tool to scaffold learning by raising the learner's level of metacognition. Concept map is a graphical representation of main concepts and the interrelationships among concepts within a specific domain of knowledge (Novak, 1990). The literature has documented favorable reports on the application of concept map to support learning (Fraser, 1996; Stoyanova & Kommers, 2002; van Boxtel, et. al, 2002). The participants for this study comprised 20 student-teachers of a B.Ed. (Primary) degree programme. Student-teachers drew concept maps to represent their current conception of educational research at the beginning and middle of semester. The two sets of concept maps were compared to reflect the extent of learning of participants. Analysis showed that (a) there was significant change in the complexity level of conceptual understanding of student-teachers; (b) student-teachers became more sophisticated in their self-directed learning; and (c) the concept maps shifted in focus from domains of research to methods of research. The results indicated that concept map was an effective tool for supporting student-teachers in their development of self-directed learning.