Healthy candy canes and magic ramen: Do concept maps show knowledge, language and cultural connections?

Abstract

Typically, concept maps have been used for teaching, studying and assessment in science education. Yet, this research team argues that besides showing connections to what a person knows about a topic, concept maps also display which language choices were helpful for the learner, and hint at personal experiences that are embedded in the maps. This mixed methods study uses concept maps from one multilingual elementary grade after school science club in the U.S. to show how students used the full range of available resources to communicate their scientific ideas. Findings revealed that students positioned themselves as competent knowers, made flexible language choices and incorporated personal experiences when constructing their maps. This study also adds to the literature on Legitimation Code Theory (LCT) because this new application of LCT autonomy codes highlights what was helpful for the learner as they both understood and made personal connections to the target content.