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| concept mapping in education: Concept Mapping for Planning and Evaluation Mary Kane, William M. K. Trochim, 2007 This is a complete guide to the concept mapping methodology and strategies behind using it for a broad range of social scientists - including students, researchers and practitioners. |
| concept mapping in education: Handbook of Research on Collaborative Learning Using Concept Mapping Lupion Torres, Patricia, de C ssia Veiga Marriott, Rita, 2009-07-31 This new encyclopedia discusses the extraordinary importance of internet technologies, with a particular focus on the Web. |
| concept mapping in education: Teaching Nursing Using Concept Maps Linda Caputi, Deanne Blach, 2008 |
| concept mapping in education: Learning, Creating, and Using Knowledge Joseph D. Novak, 2010-02-02 This fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic well being in today's knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Novak’s pioneering theory of education presented in the first edition remains viable and useful. This new edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational ─ that is, concept maps, created with the use of CMapTools and the V diagram. The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimised by CMapTools software. CMapTools software is highly intuitive and easy to use. People who have until now been reluctant to use the new technologies in their professional lives are will find this book particularly helpful. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity. |
| concept mapping in education: Learning How to Learn Joseph D. Novak, D. Bob Gowin, 1984-09-28 For almost a century, educational theory and practice have been influenced by the view of behavioural psychologists that learning is synonymous with behaviour change. In this book, the authors argue for the practical importance of an alternate view, that learning is synonymous with a change in the meaning of experience. They develop their theory of the conceptual nature of knowledge and describe classroom-tested strategies for helping students to construct new and more powerful meanings and to integrate thinking, feeling, and acting. In their research, they have found consistently that standard educational practices that do not lead learners to grasp the meaning of tasks usually fail to give them confidence in their abilities. It is necessary to understand why and how new information is related to what one already knows. All those concerned with the improvement of education will find something of interest in Learning How to Learn. |
| concept mapping in education: Active Learning Sherrie L. Nist, Sherrie Nist-Olejnik, Jodi Patrick Holschuh, Jodi Holschuh, 2000 Helps student to understand himself as a learner and what it takes to succeed. Focuses on four key factors; Students characteristics as learners; the tasks which must be completed in each class; the strategies that will help the student to read, understand and remember what professors expect him to learn and the texts with which the student interact. |
| concept mapping in education: Advances in Visual Informatics Halimah Badioze Zaman, Peter Robinson, Patrick Olivier, Timothy K. Shih, Sergio Velastin, 2013-10-12 This book constitutes the refereed proceedings of the Third International Conference on Advances in Visual Informatics, IVIC 2013, held in Selangor, Malaysia, in November 2013. The four keynotes and 69 papers presented were carefully reviewed and selected from various submissions. The papers focus on four tracks: computer visions and engineering; computer graphics and simulation; virtual and augmented reality; and visualization and social computing. |
| concept mapping in education: Applied Concept Mapping Brian Moon, Robert R. Hoffman, Joseph Novak, Alberto Canas, 2011-02-07 The expanding application of Concept Mapping includes its role in knowledge elicitation, institutional memory preservation, and ideation. With the advent of the CmapTools knowledge modeling software kit, Concept Mapping is being applied with increased frequency and success to address a variety of problems in the workplace.Supported by business appl |
| concept mapping in education: Pedagogy for Conceptual Thinking and Meaning Equivalence: Emerging Research and Opportunities Etkind, Masha, Shafrir, Uri, 2019-11-08 Research in neuroscience and brain imaging show that exposure of learners to multi-semiotic problems enhance cognitive control of inter-hemispheric attentional processing in the lateral brain and increase higher-order thinking. Multi-semiotic representations of conceptual meaning are found in most knowledge domains where issues of quantity, structure, space, and change play important roles, including applied sciences and social science. Teaching courses in History and Theory of Architecture to young architecture students with pedagogy for conceptual thinking allows them to connect analysis of historic artifact, identify pattern of design ideas extracted from the precedent, and transfer concepts of good design into their creative design process. Pedagogy for Conceptual Thinking and Meaning Equivalence: Emerging Research and Opportunities is a critical scholarly resource that demonstrates an instructional and assessment methodology that enhances higher-order thinking, deepens comprehension of conceptual content, and improves learning outcomes. Based on the rich literature on word meaning and concept formation in linguistics and semiotics, and in developmental and cognitive psychology, it shows how independent studies in these disciplines converge on the necessary clues for constructing a procedure for the demonstration of mastery of knowledge with equivalence-of-meaning across multiple representations. Featuring a wide range of topics such as curriculum design, learning outcomes, and STEM education, this book is essential for curriculum developers, instructional designers, teachers, administrators, education professionals, academicians, policymakers, and researchers. |
| concept mapping in education: Structural Knowledge David H. Jonassen, Michael Yacci, Katherine Beissner, 2013-05-13 This book introduces the concept of a hypothetical type of knowledge construction -- referred to as structural knowledge -- that goes beyond traditional forms of information recall to provide the bases for knowledge application. Assuming that the validity of the concept is accepted, the volume functions as a handbook for supporting the assessment and use of structural knowledge in learning and instructional settings. It's descriptions are direct and short, and its structure is consistent. Almost all of the chapters describe a technique for representing and assessing structural knowledge acquisition, conveying knowledge structures through direct instruction, or providing learners with strategies that they may use to acquire structural knowledge. These chapters include the following sections in the same sequence: * description of the technique and its theoretical or conceptual rationale * examples and applications * procedures for development and use * effectiveness -- learner interactions and differences, and advantages and disadvantages * references to the literature. The chapters are structured to facilitate access to information as well as to illuminate comparisons and contrasts among the techniques. |
| concept mapping in education: Using Concept Mapping to Foster Adaptive Expertise Diane Salmon, Melissa Kelly, 2015 Salmon and Kelly provide a research-based framework and corresponding strategies to help teachers develop, critique, and revise their concept maps. In using this approach, teachers refine knowledge for teaching in order to expand their adaptive expertise and ultimately improve the academic performances of their students. |
| concept mapping in education: Oxford Textbook of Medical Education Kieran Walsh, 2016 Providing a comprehensive and evidence-based reference guide for those who have a strong and scholarly interest in medical education, the Oxford Textbook of Medical Education contains everything the medical educator needs to know in order to deliver the knowledge, skills, and behaviour that doctors need. The book explicitly states what constitutes best practice and gives an account of the evidence base that corroborates this. Describing the theoretical educational principles that lay the foundations of best practice in medical education, the book gives readers a through grounding in all aspects of this discipline. Contributors to this book come from a variety of different backgrounds, disciplines and continents, producing a book that is truly original and international. |
| concept mapping in education: Advancing Online Course Design and Pedagogy for the 21st Century Learning Environment Chatham, Daniel, 2021-01-08 The current learning environment is substantially different than what existed for most of the 20th century. Learners and teachers today must navigate in perpetually changing contexts where education is influenced by technological advancement and obsolescence, economic barriers, a changing employment landscape, and even international politics. Studies indicate that employers seek to hire graduates with strong skills in areas coalescing around international awareness, creativity, communication, leadership, and teamwork. Skills and experiences in these areas are necessary preparation for the current economy and to pursue jobs that do not exist yet, while providing some insulation against the obsolescence of industries that lack these characteristics. These interpersonal skills are not often the subject of students’ degrees, yet there are opportunities in online education to cultivate them. With increased interest in new career options comes the need to reconsider how to teach subjects in the increasingly online environment. Advancing Online Course Design and Pedagogy for the 21st Century Learning Environment is a critical reference book that navigates today’s dynamic education requirements and provides examples of how online learning can foster growth in skill areas necessary for career advancement through effective course design. Moreover, it helps educators gain insight into online pedagogy and course design for the 21st century learner and prepares them to convert traditional courses and enhance existing online courses, thereby supporting students’ growth and development in the highly dynamic online learning environment. Focusing on specific learning activities, assessments, engagement, communication techniques, and more, this book provides a valuable resource for those seeking to upgrade teaching and learning into the online environment, those that seek better employment outcomes for their students, and those seeking to explore contemporary online course design strategies or examples. This includes teachers, instructional designers, curriculum developers, academicians, researchers, and students. |
| concept mapping in education: Knowledge Cartography Alexandra Okada, Simon J. Buckingham Shum, Tony Sherborne, 2014-10-07 Focuses on the process by which manually crafting interactive, hypertextual maps clarifies one’s own understanding, communicates it to others, and enables collective intelligence. The authors see mapping software as visual tools for reading and writing in a networked age. In an information ocean, the challenge is to find meaningful patterns around which we can weave plausible narratives. Maps of concepts, discussions and arguments make the connections between ideas tangible - and critically, disputable. With 22 chapters from leading researchers and practitioners (5 of them new for this edition), the reader will find the current state-of-the-art in the field. Part 1 focuses on knowledge maps for learning and teaching in schools and universities, before Part 2 turns to knowledge maps for information analysis and knowledge management in professional communities, but with many cross-cutting themes: · reflective practitioners documenting the most effective ways to map · conceptual frameworks for evaluating representations · real world case studies showing added value for professionals · more experimental case studies from research and education · visual languages, many of which work on both paper and with software · knowledge cartography software, much of it freely available and open source · visit the companion website for extra resources: books.kmi.open.ac.uk/knowledge-cartography Knowledge Cartography will be of interest to learners, educators, and researchers in all disciplines, as well as policy analysts, scenario planners, knowledge managers and team facilitators. Practitioners will find new perspectives and tools to expand their repertoire, while researchers will find rich enough conceptual grounding for further scholarship. |
| concept mapping in education: Knowledge and Information Visualization Sigmar-Olaf Tergan, Tanja Keller, 2005-06-27 formation. The basic ideas underlying knowledge visualization and information vi- alization are outlined. In a short preview of the contributions of this volume, the idea behind each approach and its contribution to the goals of the book are outlined. 2 The Basic Concepts of the Book Three basic concepts are the focus of this book: data, information, and kno- edge. There have been numerous attempts to define the terms data, information, and knowledge, among them, the OTEC Homepage Data, Information, Kno- edge, and Wisdom (Bellinger, Castro, & Mills, see http://www.syste- thinking.org/dikw/dikw.htm): Data are raw. They are symbols or isolated and non-interpreted facts. Data rep- sent a fact or statement of event without any relation to other data. Data simply exists and has no significance beyond its existence (in and of itself). It can exist in any form, usable or not. It does not have meaning of itself. |
| concept mapping in education: Advanced Concept Maps in STEM Education: Emerging Research and Opportunities Tang, Michael, Karunanithi, Arunprakash T., 2017-06-16 Concept mapping has often been acknowledged as an efficient instrument for aiding students in learning new information. Examining the impact this tool provides in STEM fields can help to create more effective teaching methods. Advanced Concept Maps in STEM Education: Emerging Research and Opportunities highlights both the history and recent innovations of concept maps in learning environments. Featuring extensive coverage of relevant topics including object maps, verbal maps, and spatial maps, this publication is ideal for educators, academicians, students, professionals, and researchers interested in discovering new perspectives on the impact of concept mapping in educational settings. |
| concept mapping in education: Visual Tools for Transforming Information Into Knowledge David Hyerle, 2008-09-05 Helps teachers think about what they are doing in the classroom with graphic organizers and how they can use them more effectively. —Mark Johnson, Principal Glenwood Elementary School, Kearney, NE With an emphasis on transforming information into knowledge, everyone who considers themselves a learner or a facilitator of someone else′s learning would benefit from the author′s message and ideas. —Judith A. Rogers, Professional Learning Specialist Tucson Unified School District, AZ Develop students′ thinking, note-taking, and study skills with powerful visual tools! Visual tools have the unique capacity to communicate rich patterns of thinking and help students take control of their own learning. This second edition of A Field Guide to Using Visual Tools shows teachers of all grades and disciplines how to use these tools to improve instruction and generate significant positive changes in students′ cognitive development and classroom performance. Expert David Hyerle describes three basic types of visual tools: brainstorming webs that nurture creativity, graphic organizers that build analytical skills and help process specific content, and concept maps that promote cognitive development and critical thinking. Updated with new research and applications for three kinds of Thinking Maps®, this essential resource: Expands teacher skills with practical guides for using each type of tool Presents recent research on effective instructional strategies, reading comprehension, and how the brain works Includes templates, examples, and more than 70 figures that show classroom applications By utilizing these powerful, brain-compatible learning aids, teachers can help students strengthen higher-order thinking skills, master content and conceptual knowledge, and become independent learners! |
| concept mapping in education: Learning, Creating, and Using Knowledge Joseph D. Novak, 2010-02-02 Fully revised and updated, this second edition updates Novak’s theory for meaningful learning and autonomous knowledge-building along with tools to make it operational – that is, concept maps, created with the use of CMapTools and the V diagram. It is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity. |
| concept mapping in education: Theory for Education Greg Dimitriadis, George Kamberelis, 2006-03-24 Theory for Education provides a concise and clear introduction to key contemporary theorists, including their lives, major works and ideas. Written for the student in need of a quick introduction or for the scholar brushing up on details, this new volume in the theory4 series presents major thinkers whose work and ideas have shaped critical thinking in our time. Greg Dimitriadis and George Kamberelis underscore the particular relevance of these thinkers for the field of education - their work on education, how others in education have used them and possible future directions for teachers and researchers. Theory for Education's ease of use, clarity and comprehensive scope will be invaluable for those entering the field. Adapted from Theory for Religious Studies, by William E. Deal and Timothy K. Beal. |
| concept mapping in education: How-to Guide for Active Learning Alice Fornari, Ann Poznanski, 2021-05-21 This book focuses on large and small group educational settings and offers brief strategies to engage learners to assure active learning strategies are core to the learning environment. The book opens with an introduction on active learning principles. Each chapter follows with a specific description of a strategy written by authors who are experienced in using the strategy in a classroom environment with students. The chapters are designed to be accessible and practical for the reader to apply in their learning environments. |
| concept mapping in education: Drive Daniel H. Pink, 2011-04-05 The New York Times bestseller that gives readers a paradigm-shattering new way to think about motivation from the author of When: The Scientific Secrets of Perfect Timing Most people believe that the best way to motivate is with rewards like money—the carrot-and-stick approach. That's a mistake, says Daniel H. Pink (author of To Sell Is Human: The Surprising Truth About Motivating Others). In this provocative and persuasive new book, he asserts that the secret to high performance and satisfaction-at work, at school, and at home—is the deeply human need to direct our own lives, to learn and create new things, and to do better by ourselves and our world. Drawing on four decades of scientific research on human motivation, Pink exposes the mismatch between what science knows and what business does—and how that affects every aspect of life. He examines the three elements of true motivation—autonomy, mastery, and purpose-and offers smart and surprising techniques for putting these into action in a unique book that will change how we think and transform how we live. |
| concept mapping in education: Art and Cognition Arthur D. Efland, 2002 |
| concept mapping in education: Learning Through Visual Displays Gregory Schraw, Matthew T. McCrudden, Daniel Robinson, 2013-07-01 The purpose of the volume is to explore the theory, development and use of visual displays and graphic organizers to improve instruction, learning and research. We anticipate five sections that address (1) frameworks for understanding different types of displays, (2) research-tested guidelines for constructing displays, (3) empirically-based instructional applications, (4) using displays to promote research and theory development, and (5) using displays to report test and research data to improve consumer understanding. Authors represent a variety of perspectives and areas of expertise, including instructional psychology, information technology, and research methodologies. The volume is divided into four sections. Section 1 provides a conceptual overview of previous research, as well as the contents of the current volume. Section 2 includes theoretical perspectives on the design and instructional uses of visual displays from major theorists in the field. These chapters discuss ways that visual displays enhance general cognition and information processing. Section 3 provides eight chapters that address the use of visual displays to enhance student learning. These chapters provide examples of how to organize content and use visual displays in a variety of ways in the real and virtual classroom. Section 4 includes three chapters that discuss ways that visual displays may enhance the research process, but especially improved data display. |
| concept mapping in education: Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications Management Association, Information Resources, 2019-10-11 As teaching strategies continue to change and evolve, and technology use in classrooms continues to increase, it is imperative that their impact on student learning is monitored and assessed. New practices are being developed to enhance students’ participation, especially in their own assessment, be it through peer-review, reflective assessment, the introduction of new technologies, or other novel solutions. Educators must remain up-to-date on the latest methods of evaluation and performance measurement techniques to ensure that their students excel. Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications is a vital reference source that examines emerging perspectives on the theoretical and practical aspects of learning and performance-based assessment techniques and applications within educational settings. Highlighting a range of topics such as learning outcomes, assessment design, and peer assessment, this multi-volume book is ideally designed for educators, administrative officials, principals, deans, instructional designers, school boards, academicians, researchers, and education students seeking coverage on an educator’s role in evaluation design and analyses of evaluation methods and outcomes. |
| concept mapping in education: Theory and Practice of Business Intelligence in Healthcare Khuntia, Jiban, Ning, Xue, Tanniru, Mohan, 2019-12-27 Business intelligence supports managers in enterprises to make informed business decisions in various levels and domains such as in healthcare. These technologies can handle large structured and unstructured data (big data) in the healthcare industry. Because of the complex nature of healthcare data and the significant impact of healthcare data analysis, it is important to understand both the theories and practices of business intelligence in healthcare. Theory and Practice of Business Intelligence in Healthcare is a collection of innovative research that introduces data mining, modeling, and analytic techniques to health and healthcare data; articulates the value of big volumes of data to health and healthcare; evaluates business intelligence tools; and explores business intelligence use and applications in healthcare. While highlighting topics including digital health, operations intelligence, and patient empowerment, this book is ideally designed for healthcare professionals, IT consultants, hospital directors, data management staff, data analysts, hospital administrators, executives, managers, academicians, students, and researchers seeking current research on the digitization of health records and health systems integration. |
| concept mapping in education: Concept Map-Based Formative Assessment of Studentsa Structural Knowledge Alla Anohina-Naumeca, 2019-07 The modern knowledge-based economic model demands highly qualified specialists who are capable of solving complex problems and seeing relationships between phenomena, events, and objects. This book highlights the development of the structural knowledge of university students as a necessary precondition for preparing labour market experts, as it facilitates significant cognitive processes, effective problem solving and expert-level performance. The volume considers structural knowledge as an object that should be regularly assessed and further developed in the formative assessment process by using concept mapping as an assessment instrument. It describes concept mapping, the theoretical foundations of structural knowledge, and its formative assessment, and provides a set of practical scenarios validated in instructional practice. It is intended primarily for the administrative and educational staff of higher education institutions who wish to improve the quality of education with the aim of bringing students structural knowledge closer to experts knowledge, and thus ensuring better preparation of students for their professional activities. |
| concept mapping in education: Handbook of Research on Ecosystem-Based Theoretical Models of Learning and Communication Railean, Elena A., 2019-03-22 ICT and globalization have completely redefined learning and communication. People virtually connect to, collaborate with, and learn from other individuals. Because educational technology has matured considerably since its inception, there are still many issues in the design of learner-centered environments. The Handbook of Research on Ecosystem-Based Theoretical Models of Learning and Communication is an essential reference source that discusses learning and communication ecosystems and the strategic role of trust at different levels of the information and knowledge society. Featuring research on topics such as global society, life-long learning, and nanotechnology, this book is ideally designed for educators, instructional designers, principals, administrators, professionals, researchers, and students. |
| concept mapping in education: Teaching Science for Understanding Joel J. Mintzes, James H. Wandersee, Joseph D. Novak, 2005-02-21 Teaching Science for Understanding |
| concept mapping in education: Concept Mapping in Mathematics Karoline Afamasaga-Fuata'i, 2009-04-21 Concept Mapping in Mathematics: Research into Practice is the first comprehensive book on concept mapping in mathematics. It provides the reader with an understanding of how the meta-cognitive tool, namely, hierarchical concept maps, and the process of concept mapping can be used innovatively and strategically to improve planning, teaching, learning, and assessment at different educational levels. This collection of research articles examines the usefulness of concept maps in the educational setting, with applications and examples ranging from primary grade classrooms through secondary mathematics to pre-service teacher education, undergraduate mathematics and post-graduate mathematics education. A second meta-cognitive tool, called vee diagrams, is also critically examined by two authors, particularly its value in improving mathematical problem solving. Thematically, the book flows from a historical development overview of concept mapping in the sciences to applications of concept mapping in mathematics by teachers and pre-service teachers as a means of analyzing mathematics topics, planning for instruction and designing assessment tasks including applications by school and university students as learning and review tools. This book provides case studies and resources that have been field tested with school and university students alike. The findings presented have implications for enriching mathematics learning and making problem solving more accessible and meaningful for students. The theoretical underpinnings of concept mapping and of the studies in the book include Ausubel’s cognitive theory of meaningful learning, constructivist and Vygotskian psychology to name a few. There is evidence particularly from international studies such as PISA and TIMSS and mathematics education research, which suggest that students’ mathematical literacy and problem solving skills can be enhanced through students collaborating and interacting as they work, discuss and communicate mathematically. This book proposes the meta-cognitive strategy of concept mapping as one viable means of promoting, communicating and explicating students’ mathematical thinking and reasoning publicly in a social setting (e.g., mathematics classrooms) as they engage in mathematical dialogues and discussions. Concept Mapping in Mathematics: Research into Practice is of interest to researchers, graduate students, teacher educators and professionals in mathematics education. |
| concept mapping in education: Color Accounting Peter Frampton, Mark Robilliard, Accounting Comes Alive, 2013-06-14 |
| concept mapping in education: Handbook of Research on Computerized Occlusal Analysis Technology Applications in Dental Medicine Kerstein, DMD, Robert B., 2014-10-31 Modern medicine is changing drastically as new technologies emerge to transform the way in which patients are diagnosed, treated, and monitored. In particular, dental medicine is experiencing a tremendous shift as new digital innovations are integrated into dental practice. The Handbook of Research on Computerized Occlusal Analysis Technology Applications in Dental Medicine explores the use of digital tools in dentistry, including their evolution as well as evidence-based research on the benefits of technological tools versus non-digital occlusal indicators. Comprised of current research on clinical applications and technologies, this publication is ideal for use by clinicians, educators, and upper-level students in dentistry. |
| concept mapping in education: Feedback in Higher and Professional Education David Boud, Elizabeth Molloy, 2013 Learners complain that they do not get enough feedback, and educators resent that although they put considerable time into generating feedback, students take little notice of it. Both parties agree that it is very important. Feedback in Higher and Professional Education explores what needs to be done to make feedback more effective. It examines the problem of feedback and suggests that there is a lack of clarity and shared meaning about what it is and what constitutes doing it well. It argues that new ways of thinking about feedback are needed. There has been considerable development in research on feedback in recent years, but surprisingly little awareness of what needs to be done to improve it and good ideas are not translated into action. The book provides a multi-disciplinary and international account of the role of feedback in higher and professional education. It challenges three conventional assumptions about feedback in learning: That feedback constitutes one-way flow of information from a knowledgeable person to a less knowledgeable person. That the job of feedback is complete with the imparting of performance-related information. That a generic model of best-practice feedback can be applied to all learners and all learning situations It seeking a new approach to feedback, it proposes that it is necessary to recognise that learners need to be much more actively involved in seeking, generating and using feedback. Rather than it being something they are subjected to, it must be an activity that they drive. |
| concept mapping in education: Visualizing Social Science Research Johannes Wheeldon, Mauri K. Ahlberg, 2011-07-12 This introductory text presents basic principles of social science research through maps, graphs, and diagrams. The authors show how concept maps and mind maps can be used in quantitative, qualitative, and mixed methods research, using student-friendly examples and classroom-based activities. Integrating theory and practice, chapters show how to use these tools to plan research projects, see analysis strategies, and assist in the development and writing of research reports. |
| concept mapping in education: Developing Student Autonomy in Learning Boud, David, 2012-11-12 First Published in 1987. The assumption about the purpose of education, to which the authors of this book subscribe, is that it is to produce autonomous lifelong learners. This book is about a very important goal of education and how it can be translated into practice. It concerns ways in which teachers in higher education can enable students to become more autonomous in their learning; that is, assist students to learn more effectively without the constant presence or intervention of a teacher. |
| concept mapping in education: How to Mind Map Tony Buzan, 2002 This practical, mini-guide teaches readers quick-fire methods that will have them creating Mind Maps in minutes, to maximize brainpower and improve creativity. |
| concept mapping in education: Pedagogic Frailty and Resilience in the University Ian M. Kinchin, Naomi E. Winstone, 2017-04-17 Pedagogic Frailty and Resilience in the University presents a theoretical model and a practical tool to support the professional development of reflective university teachers. It can be used to highlight links to key issues in higher education. Pedagogic frailty exists where the quality of interaction between elements in the evolving teaching environment succumbs to cumulative pressures that eventually inhibit the capacity to develop teaching practice. Indicators of frailty can be observed at different resolutions, from the individual, to the departmental or the institutional. Chapters are written by experts in their respective fields who critique the frailty model from the perspectives of their own research. This will help readers to make practical links between established bodies of research literature and the concept of frailty, and to form a coherent and integrated view of higher education. This can then be explored and developed by individuals, departments or institutions to inform and evaluate their own enhancement programmes. This may support the development of greater resilience to the demands of the teaching environment. In comparison with other commonly used terms, we have found that the term ‘frailty’ has improved resonance with the experiences of colleagues across the disciplines in higher education, and elicits a personal (sometimes emotional) response to their professional situation that encourages positive dialogue, debate and reflection that may lead to the enhancement of university teaching. This book offers a particular route through the fractured discourses of higher education pedagogy, creating a coherent and cohesive perspective of the field that may illuminate the experiences and observations of colleagues within the profession. “If we are to realise the promise of higher education ... we will need the concepts, methods, and reflections contained in this book.” – Robert R. Hoffman |
| concept mapping in education: Concept Mapping in Mathematics Karoline Afamasaga-Fuata'i, 2009-03-05 Concept Mapping in Mathematics: Research into Practice is the first comprehensive book on concept mapping in mathematics. It provides the reader with an understanding of how the meta-cognitive tool, namely, hierarchical concept maps, and the process of concept mapping can be used innovatively and strategically to improve planning, teaching, learning, and assessment at different educational levels. This collection of research articles examines the usefulness of concept maps in the educational setting, with applications and examples ranging from primary grade classrooms through secondary mathematics to pre-service teacher education, undergraduate mathematics and post-graduate mathematics education. A second meta-cognitive tool, called vee diagrams, is also critically examined by two authors, particularly its value in improving mathematical problem solving. Thematically, the book flows from a historical development overview of concept mapping in the sciences to applications of concept mapping in mathematics by teachers and pre-service teachers as a means of analyzing mathematics topics, planning for instruction and designing assessment tasks including applications by school and university students as learning and review tools. This book provides case studies and resources that have been field tested with school and university students alike. The findings presented have implications for enriching mathematics learning and making problem solving more accessible and meaningful for students. The theoretical underpinnings of concept mapping and of the studies in the book include Ausubel’s cognitive theory of meaningful learning, constructivist and Vygotskian psychology to name a few. There is evidence particularly from international studies such as PISA and TIMSS and mathematics education research, which suggest that students’ mathematical literacy and problem solving skills can be enhanced through students collaborating and interacting as they work, discuss and communicate mathematically. This book proposes the meta-cognitive strategy of concept mapping as one viable means of promoting, communicating and explicating students’ mathematical thinking and reasoning publicly in a social setting (e.g., mathematics classrooms) as they engage in mathematical dialogues and discussions. Concept Mapping in Mathematics: Research into Practice is of interest to researchers, graduate students, teacher educators and professionals in mathematics education. |
| concept mapping in education: Environmental Education in the 21st Century Joy Palmer, 2002-09-11 Environmental education is a field characterised by a paradox. Few would doubt the urgency and importance of learning to live in sustainable ways, but environmental education holds nowhere near the priority position in formal schooling around the world that this would suggest. This text sets out to find out why this is so. It is divided into six parts: Part 1 is a concise history of the development of environmental education from an international perspective; Part 2 is an overview of the 'global agenda', or subject knowledge of environmental education; Part 3 introduces perspectives on theory and research in environmental education; Part 4 moves on to practice, and presents an integrated model for planning environmental education programmes; Part 5 brings together invited contributors who talk about environmental education in their own countries - from 15 countries including China, South Africa, Sri Lanka and the USA; Part 6 returns to the core questions of how progress can be made, and how we can maximise the potential of environmental education for the twenty first century. |
| concept mapping in education: The Science of Reading Margaret J. Snowling, Charles Hulme, 2008-04-15 The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field |
| concept mapping in education: Survival Guide for Anatomy & Physiology Kevin T. Patton, 2013-10-15 Don't be overwhelmed by the perils and pitfalls of learning A&P! Survival Guide for Anatomy & Physiology, 2nd Edition provides a quick and easy overview of tips, strategies, and key A&P content to make studying more productive, more fun, and less time-consuming. A perfect on-the-go reference, this handy guide is packed with colorful cartoons, A&P visuals, illustrated tables, and keen insights to help you prepare for even the most dangerous labs and exams. Joining this excellent adventure are two new survival skills chapters plus strategies for using digital resources effectively. Written by renowned author and educator Kevin Patton, this book makes it easier to survive and conquer A&P! - Plan a Learning Strategy section helps you study more effectively by showing how to tailor your learning activities to suit your learning style. - Part 2: Maps, Charts, and Shortcuts breaks the subject of A&P into six sections, so you can quickly find the information you need in an easy-to-read and understand format. - Mnemonic devices and memorable analogies help you remember A&P concepts with ease. - Specific test-taking strategies help you prepare for and pass exams. - Instructions on how to read your A&P textbook lead to greater comprehension. - Dozens of tables make it easy to access the A&P facts you need to remember on the skeletal system, muscles, nerves, circulatory, respiratory, and digestive systems, and more. - NEW! Know the Language chapter focuses on strategies for mastering medical terminology. - UPDATED information includes more on digital-based learning strategies, more examples, and additional study tips to develop skills in mastering pronunciation, dealing with test anxiety, using flashcards, and more. - New analogies and tips help you make deeper connections between challenging A&P concepts and the real world, including What's a Gradient?, Bone Names Have Meaning, Mnemonics to Help You Learn Bone Structures, and more. - NEW! What to Do If You Get Lost chapter offers advice on getting back on track from Kevin Patton, whose enthusiasm, humor, and special insights have guided many students through the A&P wilderness. - New cartoons and illustrated tables simplify facts and concepts relating to topics such as tissues, joint movements, regions of the brain, and more. - New appendices on common abbreviations and word parts make it easy to look up prefixes, suffixes, abbreviations, and more. |
A Powerful Tool for Learning - ed
The research on concept mapping is rich and varied in applica-tions, ranging from use as formative assessments 19 to supporting critical thinking. 20 Let’s look at five ways we can use …
Concept maps in education
The main benefit of concept mapping is achieving meaningful learning instead of rote learning , i.e., students understand the information they acquire and so remember it longer and can use it …
Concept Mapping, Mind Mapping and Argument Mapping: …
Abstract: In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and …
Concept Maps as Teaching, Learning, and Assessment Tools
Concept maps can be used to promote learning and assessment of SLS outcomes. Brainstorm! Make a list of SLS topics that could be assessed using cmaps. Identify the SLS outcome …
CONCEPT MAPPING AS A MEANS FOR BINDING KNOWLEDGE …
In their recent article, Novak and Canas discussed the role of concept mapping in cumulative meaningful learning and different uses of concept mapping by teachers and students to …
A Summary of Literature Pertaining to the Use of Concept …
Concept Mapping has been put to many uses in education, business and government. One of the original uses in education was for the assessment of what a learner knows. Concept Maps can …
Improving learning and understanding through concept …
In this paper we examine the difference between using concept maps for learning and for assessment, and propose steps on how to move towards the use of the tool to improve …
Concept Mapping: an Innovative Tool for Curriculum …
Concept mapping is a tool for visualizing interrelationships between concepts in an integrated, hierarchical manner.. A concept map illustrates the dynamic network of these relationships and …
CONCEPT MAPPING AS A TOOL FOR CURRICULUM DESIGN: …
Applying concept mapping principles in designing curriculum requires that the concepts will be mapped along the specific competencies, to give students, administrators and the faculty a …
CONCEPT MAPPING AS AN ASSESSMENT TOOL IN SCIENCE …
We argue that concept mapping method gives a unique possibility to visualize the structure of students’ knowledge. The article aims to analyse how to use concept mapping for assessment. …
Dr Catherine Martin-Dunlop Concept maps Concept mapping …
higher-education institution. Concept mapping as a learning strategy: Concept mapping is an active learning technique that involves representing connections between ideas in a …
Mapping Knowledge: Concept Maps in Early Childhood …
This article discusses the use of concept maps in early childhood education. In light of a theory that suggests that information is processed and stored in memory in both linguistic and visual …
Concept mapping: A strategy for promoting meaningful …
Concept mapping is an active, creative, visual and spatial learning activity in which concepts are organized according to their hierarchical relationships. Linking words are used to describe the …
Concept Mapping: A Graphical System for Understanding the …
Concept mapping is a technique for representing the structure of information visually. There are several uses for concept mapping: to generate ideas and gather new knowledge and …
USING CONCEPT MAPPING IN VOCATIONAL EDUCATION
Concept mapping is a graphic technique that represents ideas, helps to think, solve a problem, plan a strategy or develop a process. Concept mapping is used in professional education, …
Concept Maps: An Instructional Tool to Facilitate Meaningful …
Concept mapping requires the learner to operate at all six levels; knowledge, compre- hension, application, analysis, evaluation, and creation (synthesis) of Bloom’s educational objectives of …
Concept Mapping as a Form of Student Assessment and …
studies findings as they relate to the potential of concept mapping as a method for capturing and assessing students conceptual knowledge, and an instructional technique that integrates an …
Integrating Concept Mapping into Information Systems …
Based on theoretical foundation of CMs and prior related empirical work, we designed a series of assignments that require students to complete CMs in three participating courses. We also …
USES OF CONCEPT MAPPING IN TEACHER EDUCATION IN …
Abstract A case study of the concept maps of two pre-service teachers illustrates the potential of concept mapping to the teacher educator. The maps reveal much about whether future …
PERSPECTIVES ON PRACTICE Concept Maps: Practice …
Concept maps can be used as both a cognitive and constructivist learning strategy in teaching and learning in adult education and human resource development. The maps can be used to …
Concept Mapping: an Innovative To…
a concept map on concept mapping. In higher education concept maps have already been used to organize, plan and …
FREEDOM VS. RESTRICTION O…
The applications of concept mapping in education are diverse, and encompass all domains of knowledge and students of all ages …
in the Science CONCEPT MAP…
copy of the concept map assessment activity we used for a recent study (see Resources), which includes an introduc-tion to and …
CONCEPT MAPS IN MATHEMATIC…
»Concept Mapping in Mathematics: Research into Practice«, explains many topics useful in primary and secondary education …
Effect of Concept Mapping Educat…
the most important missions in medical education. Concept eate medical care through a diagrammatic representation of patient …
