CONCEPT MAPPING - HOW SHOULD IT BE INTRODUCED, AND IS THERE EVIDENCE FOR LONG-TERM BENEFIT

A naturalistic study, with two cycles of intervention, was carried out to investigate the effects of two methods of introducing concept mapp ing to students taking introductory subjects in genetics in an Austral ian university. Some of these students' views relating to concept mapp ing were also investigated in the years following its introduction, Th e results of this study suggest that the method of introduction can in fluence students' perception of concept mapping, and its potential ben efit. Although most students taking introductory subjects had taken pa rt in the project, and many had realised the benefits of concept mappi ng, retrospective views of students indicated that almost none had ado pted it as a regular part of study strategies. This outcome raises sev eral questions in regard ro introducing learning tools to students and , in particular, the reasons for doing so.