NCJ Number
227413
Journal
Journal of Criminal Justice Education Volume: 20 Issue: 1 Dated: March 2009 Pages: 4-19
Date Published
March 2009
Length
16 pages
Annotation
This study explored the use of concept mapping as a teaching and evaluation tool for criminological theory.
Abstract
Concept maps are two-dimensional diagrams which link concept by propositions; they can be used to teach, evaluate, and illustrate complex theories of crime and delinquency. Findings show that concept maps can be used effectively for evaluation; however, instructors should be careful that they do not "teach to the map" and use it as a memorization exercise. For small discussion groups or graduate-level theory courses, concept mapping can be incorporated as a brainstorming exercise. In such an exercise, the instructor acts as the facilitator while students map and discuss the inclusion of concepts, propositions, and examples. In addition, students can create their own personal map prior to the exercise and compare it to the final group map. Concept maps can also be used in methods and statistics courses to map out the operationalization of concepts into variables. Concept maps can also be used to discuss criminal justice processes, such as the flow of cases through the juvenile justice system or criminal courts. While concept maps offer a dynamic method for teaching theory, they may detract from the content in other courses. The introduction of concept maps does require some instruction time on how to create and interpret the maps. Beyond teaching, concept maps can also be used by scholars to bring clarity to sophisticated theories in books and research papers. Figures, references, and appendix