Table 2.
Feedback is important for adequate conceptualization
| Number of students | |||
|---|---|---|---|
| 2004 | 2006 Individual | 2006 Groups | |
| CMAP#2 | |||
| No hierarchy | 170 | 149 | 75 |
| Hierarchy (pattern A) | 15 | 34 | 71 |
| Hierarchy (pattern B) | 24 | 33 | 65 |
| Hierarchy (other) | 2 | 7 | |
| CMAP#6 | |||
| No horizontal links | 165 | 111 | 80 |
| Links (pattern A) | 19 | 64 | 84 |
| Links (pattern B) | 16 | 15 | 26 |
Concept maps from module 2 (microscopy) and module 6 (energy metabolism) were grouped into types (examples of each are given in Figures 2 and 3, respectively), and the number of students producing maps of each type tabulated. Data for 2006 are given both for the individual maps (Individual) as well as for the total number of individuals supporting consensus maps (Groups).