The purpose of this assignment is to support student learning in introductory biology courses by strengthening how students process and organize information. It focuses on reinforcing critical thinking through concept map construction, in which students must decide which information is essential and how to organize and make logical connections. In addition, the assignment requires students to apply concepts and build meaningful connections across topics rather than relying on memorization.
Introductory biology courses serve as a foundation for upper-division coursework. Their role extends beyond content coverage to developing how students learn science, read scientific material, organize information, recognize patterns, and connect ideas across topics. These courses also develop core skills such as scientific literacy, problem-solving, and the ability to apply concepts in new contexts. For students in BIO156, particularly those in allied health pathways, these foundational skills are essential for success in later courses.
A consistent challenge is that students struggle with notetaking and identifying what information is essential. Their approach often centers on memorizing isolated facts rather than organizing ideas or understanding relationships between concepts. As a result, they have difficulty making meaningful connections. For example, students may list the four major macromolecules but cannot clearly explain the relationship between monomers and polymers or correctly identify these within each category. This limits their ability to understand biology and apply knowledge.
Students also report frustration with study strategies and effective note-taking. When allowed to use a cheat sheet during exams, some are unable to create an effective one because they do not know how to prioritize or organize information. This reflects a gap in both note-taking and conceptual organization.
To address these issues, concept maps were selected as the primary assessment strategy. A concept map is a visual representation that organizes knowledge by linking key concepts through labeled relationships, typically in a hierarchical structure. This format directly targets the identified challenges by requiring students to select important information, organize it logically, and explicitly show connections between ideas. Concept maps shift students from memorization to structured understanding, improving retention and application. The effectiveness of concept maps increases when students construct them themselves (1). Building a map requires active decision-making about what content to include and how concepts relate, which promotes deeper cognitive processing and reveals gaps in understanding (2).
Collaboration is integrated to further strengthen learning. Group work and peer feedback require students to explain their reasoning, evaluate alternative perspectives, and revise their work. This process improves clarity and reinforces connections between concepts.
1. Wang, XM., Wang, JL., Xu, SY. et al. Concept mapping in STEM education: a meta-analysis of its impact on students’ achievement (2004–2023). IJ STEM Ed 12, 30 (2025). https://doi.org/10.1186/s40594-025-00554-2
2. Hartmeyer, R., Stevenson, M. P., & Bentsen, P. (2018). A systematic review of concept mapping-based formative assessment processes in primary and secondary science education. Assessment in Education: Principles, Policy & Practice, 25(6), 598–619. https://doi.org/10.1080/0969594X.2017.1377685
In BIO156 (one online, one hybrid, and two in-person sections), this assignment is implemented as a structured collaborative project. Students are placed into random groups at the beginning of the semester to ensure diverse participation and shared responsibility.
To introduce concept maps, the first topic is used as a model. The instructor presents the content by constructing a concept map in real time, demonstrating how to identify key ideas, organize them hierarchically, and label relationships between concepts. An instructor-created concept map is also provided for students to review and analyze.
During the second topic, students work in groups to construct a concept map in class. These maps are shared, evaluated for clarity and accuracy, and a class vote is used to identify the most effective example. This step models peer feedback and establishes clear expectations before independent group work begins.
Students are provided with detailed instructions for creating concept maps, along with examples, guidelines, and grading criteria. All materials are posted in the Canvas module for continuous access. In addition, students are introduced to Lucidchart, which is available through Canvas at no cost. Instructional videos and step-by-step guides are provided to help students use the platform. Dedicated collaboration spaces are created within Lucidchart, particularly for online students, to allow real-time group work and shared editing. Students were free to choose the platform to construct concept maps. Many hybrid and in-person groups used handwritten concept maps, while online groups used Lucidchart.
After the modeling phase, each group is assigned a specific topic. Groups create a first draft of their concept map before the topic is formally covered in class. They post their draft to the discussion forum, where classmates provide structured feedback focused on accuracy, completeness, organization, and clarity of connections.
Groups revise their maps based on feedback and submit a final version for grading. Concept maps are evaluated using a rubric with four categories: content accuracy, quality of connections, organization/structure, and clarity.
Final concept maps are shared with the class and used as study tools. Each group’s concept map is approved for use as a cheat sheet for its assigned topic during exams, reinforcing the value of creating organized, meaningful, and accurate representations of course content.
To evaluate the effectiveness of concept map assignments on exam performance, Spring 2026 BIO156 sections that implemented concept maps were compared to Fall 2025 hybrid sections that did not. Because the Spring 2026 semester was still in progress, only Exam 2 scores were used for comparison. Class averages between the two groups were similar, indicating that concept maps did not produce a significant difference in exam scores based on this measure alone. However, this comparison has limitations. Fall 2025 exams were administered online using Respondus Lockdown Browser, while Spring 2026 exams were conducted in person. Differences in testing modality, including the potential for increased academic dishonesty in online settings, reduce the validity of direct comparisons between the two groups.
In addition to exam data, a student survey was conducted in the Spring 2026 hybrid section (N = 12) to assess students’ perceptions of the concept map assignment. Results indicated that students viewed concept map assignments as having a moderate to strong positive impact on their learning and as useful tools for exam preparation. Students reported increased confidence in their understanding of course material. However, the impact on exam anxiety was mixed.
Students responded positively to the collaborative aspect of the assignment, noting that peer interaction supported their learning. However, they also identified challenges, including difficulty coordinating meetings outside of class and inconsistent participation from some group members.
Student responses when they were asked what they found most helpful about concept maps:
“Organizes my thoughts and allows me to fill in gaps in my learning”
“Key concepts are broken down into a more visual style, which is helpful for different learning styles”
“I find concept maps better because of how organized they are and how everything is sorted into sections, making it easier to find what I don’t remember”
“Being able to include what may be beneficial for exams; concept maps helped retain small details that are often tested”
“I found that the information and how it connects is very helpful instead of having a lot of disconnected information”
“They are a resource I can look back at when feeling stuck”
“Concept maps are helpful for remembering small details that are easy to forget from lectures
I could refer back to them during exams and use them to decide between answer choices”
“During exams it helps sometimes, but not consistently”
“They help organize the information that we went over”
Introductory biology courses serve as a foundation for upper-division coursework and are expected to develop not only content knowledge but also essential skills such as note-taking, organization, and conceptual understanding. A persistent challenge in BIO156 is that students struggle to identify key information, organize their notes, and connect concepts, often relying on memorization of isolated facts. This limitation affects their ability to apply knowledge and create effective study tools, such as exam cheat sheets. To address these issues, concept map assignments were implemented across BIO156 sections (online, hybrid, and in-person). Concept maps require students to organize information hierarchically and explicitly represent relationships between concepts. The assignment was designed as a collaborative, multi-stage process that included instructor modeling, guided practice, peer feedback, and iterative revision. Students created concept maps in groups, shared drafts for feedback, and used finalized maps as approved cheat sheets during exams. Effectiveness was evaluated through comparisons of exam performance and student perception surveys. Exam 2 averages between sections with and without concept maps were similar, though comparisons were limited by differences in exam modality (in-person vs. online). Survey data (N = 12) indicated that students perceived concept maps as beneficial for organizing information, improving understanding, and increasing confidence, with moderate to strong gains in learning and exam preparation. Collaboration was viewed positively overall, though challenges such as uneven participation and coordination outside of class were reported. These findings suggest that while concept maps may not significantly impact exam scores under current conditions, they support deeper learning, organization, and engagement. Future implementation will focus on improving group accountability and refining assessment design to better evaluate their impact.
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| concept-map-collaborative-assignment.docx | 17.15 KB |
| summary-survey-hybrid-class-s26.docx | 15.42 KB |