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| concept mapping teaching strategy: Teaching Nursing Using Concept Maps Linda Caputi, Deanne Blach, 2008 |
| concept mapping teaching strategy: 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 teaching strategy: 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 teaching strategy: 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 teaching strategy: 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 teaching strategy: 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 teaching strategy: 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 teaching strategy: Higher Order Thinking Skills in the Language Classroom: A Concise Guide Afsaneh Ghanizadeh, Ali H. Al-Hoorie, Safoura Jahedizadeh, 2020-09-11 In this book, we try to provide a practical, down-to-earth guide for those who are involved in language learning and teaching. We hope that this book will be a useful reading for those who would like to incorporate higher-order thinking skills (HOTS)-enhancing techniques in their teaching practice. We set out from the position that, although it is hardly doubtful that it is at the heart of education, critical thinking is in reality often not given its due attention in pedagogy, particularly in language education. This book offers readers some practical advice on how to implement HOTS in their own practice. It has been written to take the reader through each technique with the ultimate goal of promoting HOTS step-by-step. In the introductory chapter, we present an overview of the theory behind HOTS, its definition, its relation to Bloom’s Taxonomy, its two dimensions (critical thinking and reflective thinking), and the ideas of some influential thinkers in this area. The subsequent chapters present six HOTS-enhancing techniques that classroom teachers can draw from, namely graphic organizers, critical discourse analysis, argumentation, emotion regulation and emotional intelligence enhancing techniques, reflective journals, and mindfulness-based strategies. As the book draws on a wide-ranging review of literature with exercises for direct use with language learners, we hope that this provides both theoretical and practical support for the teaching process to help language learners become effective critical thinkers. The compilation of the ideas in this book took us a long time, over a decade. Something that takes such a long time requires much engagement and life experience; so did this book. |
| concept mapping teaching strategy: 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 teaching strategy: How Learning Works Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, 2010-04-16 Praise for How Learning Works How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning. —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching. —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues. —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book. —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning |
| concept mapping teaching strategy: 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 teaching strategy: Building a Second Brain Tiago Forte, 2022-06-14 Building a second brain is getting things done for the digital age. It's a ... productivity method for consuming, synthesizing, and remembering the vast amount of information we take in, allowing us to become more effective and creative and harness the unprecedented amount of technology we have at our disposal-- |
| concept mapping teaching strategy: Understanding Social Change Anthony F. Heath, John Ermisch, Duncan Gallie, British Academy, 2005-02-17 These essays not only describe the major changes in British society in recent years, but seek to understand and explain what is happening. While there have been rapid changes in overall levels, there have been slower changes in relativities, and this distinction is fundamental to a proper understanding of contemporary society. The book considers the wide variety of mechanisms that underlie these changes, in particular processes of social interaction. The complex and often ill-understood nature of these mechanisms may be a major reason why so much social reform has proved ineffective. The verdict on social reforms in education, gender inequalities and ethnic inequalities is rather negative; sociologists have been concerned about the unintended consequences of social action. |
| concept mapping teaching strategy: Learning as a Generative Activity Logan Fiorella, Richard E. Mayer, 2015-02-05 During the past twenty-five years, researchers have made impressive advances in pinpointing effective learning strategies (namely, activities the learner engages in during learning that are intended to improve learning). In Learning as a Generative Activity: Eight Learning Strategies that Promote Understanding, Logan Fiorella and Richard E. Mayer share eight evidence-based learning strategies that promote understanding: summarizing, mapping, drawing, imagining, self-testing, self-explaining, teaching, and enacting. Each chapter describes and exemplifies a learning strategy, examines the underlying cognitive theory, evaluates strategy effectiveness by analyzing the latest research, pinpoints boundary conditions, and explores practical implications and future directions. Each learning strategy targets generative learning, in which learners actively make sense out of the material so they can apply their learning to new situations. This concise, accessible introduction to learning strategies will benefit students, researchers, and practitioners in educational psychology, as well as general readers interested in the important twenty-first-century skill of regulating one's own learning. |
| concept mapping teaching strategy: Transforming Critical Thinking Barbara J. Thayer-Bacon, 2000-03 Thayer-Bacon argues that factors such as race, gender, and social status have direct bearing on philosophical inquiry: by abstracting theorists from their personal and social contexts, the absolutism of traditional critical thinking philosophies come into question. Thayer-Bacon encourages reevaluating the diversity of inquiry and suggests that diversity is a factor which constructs philosophy. |
| concept mapping teaching strategy: 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 teaching strategy: ADKAR Jeff Hiatt, 2006 In his first complete text on the ADKAR model, Jeff Hiatt explains the origin of the model and explores what drives each building block of ADKAR. Learn how to build awareness, create desire, develop knowledge, foster ability and reinforce changes in your organization. The ADKAR Model is changing how we think about managing the people side of change, and provides a powerful foundation to help you succeed at change. |
| concept mapping teaching strategy: 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 teaching strategy: Educational Technology to Improve Quality and Access on a Global Scale Kay A. Persichitte, Atwi Suparman, Michael Spector, 2017-11-16 This is an edited volume based on expanded versions of the best 30 papers presented at ETWC 2016 in Bali. Included are contributions from the keynote speakers of ETWC 2016: Robert Branch, Tian Belawati, Steve Harmon, Johannes Cronjé, Marc Childress, Mike Spector, Chairul Tanjung, and Rudiantara. The work is organized into the following sections: (a) Effective Technology Integration in Teaching and Learning, (b) Quality Design, Development and Implementation, (c) Innovation and Creativity in Distance Education, and (d) Open Access, Courses and Resources. |
| concept mapping teaching strategy: Teaching Science for Understanding Joel J. Mintzes, James H. Wandersee, Joseph D. Novak, 2005-02-21 Teaching Science for Understanding |
| concept mapping teaching strategy: 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 teaching strategy: 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 teaching strategy: Purposeful Co-Teaching Greg Conderman, Val Bresnahan, EdD, Special Education Teacher, Theresa Pedersen, 2008-10-15 A valuable desktop reference for all educators devoted to increased student outcomes within a positive, effective co-teaching partnership. Each chapter contains practical strategies and tips to take you from Monday to Friday! —Julia R. Wachal, Special Education Consultant Grantwood Area Education Agency, IA One of the best books I′ve read on what co-teaching really means and how it is implemented in the classroom. The authors present instructional methods and interpersonal communication skills that co-teachers can use to solve typical issues. —Michael Hazelkorn, Chair and Professor of Special Education University of West Georgia Create powerful teaching partnerships that promote success for every student in inclusive classrooms! How can teachers deliver an extensive curriculum and still meet the various needs of an increasingly diverse student body? This resource demonstrates how co-teaching collaborations can effectively promote success for each learner. Purposeful Co-Teaching integrates the vital components of interpersonal skills, content knowledge, instructional design, and teaching philosophy to guide educators toward the smooth collaboration of a full, mature co-teaching relationship. The authors also provide research-based, field-tested instructional strategies for using big ideas, visuals, mnemonics, formative assessment, and more, within a collaborative teaching context. Additional resources include: Chapter activities and checklists for planning lessons Case studies from elementary and secondary teachers in various subject areas to illustrate the realities of co-teaching Real-world resources such as books, videos, and helpful Web sites Ideal for both general and special education classrooms, this indispensible resource gives co-teachers the practical, proven methods they need to help students make connections, stay engaged, and become independent and successful learners. |
| concept mapping teaching strategy: Understanding How We Learn Yana Weinstein, Megan Sumeracki, Oliver Caviglioli, 2018-08-22 Educational practice does not, for the most part, rely on research findings. Instead, there’s a preference for relying on our intuitions about what’s best for learning. But relying on intuition may be a bad idea for teachers and learners alike. This accessible guide helps teachers to integrate effective, research-backed strategies for learning into their classroom practice. The book explores exactly what constitutes good evidence for effective learning and teaching strategies, how to make evidence-based judgments instead of relying on intuition, and how to apply findings from cognitive psychology directly to the classroom. Including real-life examples and case studies, FAQs, and a wealth of engaging illustrations to explain complex concepts and emphasize key points, the book is divided into four parts: Evidence-based education and the science of learning Basics of human cognitive processes Strategies for effective learning Tips for students, teachers, and parents. Written by The Learning Scientists and fully illustrated by Oliver Caviglioli, Understanding How We Learn is a rejuvenating and fresh examination of cognitive psychology's application to education. This is an essential read for all teachers and educational practitioners, designed to convey the concepts of research to the reality of a teacher's classroom. |
| concept mapping teaching strategy: 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 teaching strategy: 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. |
| concept mapping teaching strategy: Teaching for Transfer Anne McKeough, Judy Lee Lupart, Anthony Marini, 2013-12-16 The transfer of learning is universally accepted as the ultimate aim of teaching. Facilitating knowledge transfer has perplexed educators and psychologists over time and across theoretical frameworks; it remains a central issue for today's practitioners and theorists. This volume examines the reasons for past failures and offers a reconceptualization of the notion of knowledge transfer, its problems and limitations, as well as its possibilities. Leading scholars outline programs of instruction that have effectively produced transfer at a variety of levels from kindergarten to university. They also explore a broad range of issues related to learning transfer including conceptual development, domain-specific knowledge, learning strategies, communities of learners, and disposition. The work of these contributors epitomizes theory-practice integration and enables the reader to review the reciprocal relation between the two that is so essential to good theorizing and effective teaching. |
| concept mapping teaching strategy: 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 teaching strategy: Art and Cognition Arthur D. Efland, 2002 |
| concept mapping teaching strategy: Insights Into Second Language Reading Keiko Koda, 2005-01-10 Publisher Description |
| concept mapping teaching strategy: The Surprising Power of Liberating Structures Henri Lipmanowicz, Keith McCandless, 2014-10-28 Smart leaders know that they would greatly increase productivity and innovation if only they could get everyone fully engaged. So do professors, facilitators and all changemakers. The challenge is how. Liberating Structures are novel, practical and no-nonsense methods to help you accomplish this goal with groups of any size. Prepare to be surprised by how simple and easy they are for anyone to use. This book shows you how with detailed descriptions for putting them into practice plus tips on how to get started and traps to avoid. It takes the design and facilitation methods experts use and puts them within reach of anyone in any organization or initiative, from the frontline to the C-suite. Part One: The Hidden Structure of Engagement will ground you with the conceptual framework and vocabulary of Liberating Structures. It contrasts Liberating Structures with conventional methods and shows the benefits of using them to transform the way people collaborate, learn, and discover solutions together. Part Two: Getting Started and Beyond offers guidelines for experimenting in a wide range of applications from small group interactions to system-wide initiatives: meetings, projects, problem solving, change initiatives, product launches, strategy development, etc. Part Three: Stories from the Field illustrates the endless possibilities Liberating Structures offer with stories from users around the world, in all types of organizations -- from healthcare to academic to military to global business enterprises, from judicial and legislative environments to R&D. Part Four: The Field Guide for Including, Engaging, and Unleashing Everyone describes how to use each of the 33 Liberating Structures with step-by-step explanations of what to do and what to expect. Discover today what Liberating Structures can do for you, without expensive investments, complicated training, or difficult restructuring. Liberate everyone's contributions -- all it takes is the determination to experiment. |
| concept mapping teaching strategy: Innovative Teaching Strategies in Nursing and Related Health Professions Martha J. Bradshaw, Beth L. Hultquist, Debra Hagler, 2019-09-27 Teaching Strategies in Nursing and Related Health Professions, Eighth Edition details the trends in teaching strategies and educational technology that promote effective learning for today’s students. The Eighth Edition has been updated to provide the most current information and strategies for online learning and incorporating technology across settings. Chapters on blended learning and study abroad programs help students to gain a more diverse and increased global perspective. Highlighting innovative teaching techniques and real-world illustrations of the educational strategies, this text goes beyond theory to offer practical application principles that educators can count on. |
| concept mapping teaching strategy: Teaching Literacy in the Visible Learning Classroom, Grades 6-12 Douglas Fisher, Nancy Frey, John Hattie, Marisol Thayre, 2017-04-12 It could happen at 10:10 a.m. in the midst of analyzing a text, at 2:00, when listening to a students’ debate, or even after class, when planning a lesson. The question arises: How do I influence students’ learning–what’s going to generate that light bulb Aha-moment of understanding? In this sequel to their megawatt best seller Visible Learning for Literacy, Douglas Fisher, Nancy Frey, and John Hattie help you answer that question by sharing structures and tools that have high-impact on learning, and insights on which stage of learning they have that high impact. With their expert lessons, video clips, and online resources, you can design reading and writing experiences that foster in your students deeper and more sophisticated expressions of literacy: Mobilizing Visible Learning: Use lesson design strategies based on research that included 500 million plus students to develop self-regulating learners able to see the purpose of what they are learning—and their own progress. Teacher Clarity: Articulate daily learning intentions, success criteria, and other goals; understand what your learners understand, and design high-potency experiences for all students. Direct Instruction: Embrace modeling and scaffolding as a critical pathway for students to learn new skills and concepts. Teacher-Led Dialogic Instruction: Guide reading, writing, listening, speaking, and thinking by using strategic questioning and other teacher-led discussion techniques to help learners to clarify thinking, discuss, debate, and goal-set. Student-Led Dialogic Learning: Promote intellectual, social, and creative growth with peer-mediated learning experiences that transfer to other subject areas, including history, science, math, and the visual and performing arts. Independent Learning: Ensure that students deepen learning by designing relevant tasks that enable them to think metacognitively, set goals, and develop self-regulatory skills. Tools to Use to Determine Literacy Impact: Know what your impact truly is with these research-based formative assessments for 6-12 learners. With Teaching Literacy in the Visible Learning Classroom, take your students from surface to deep to transfer learning. It’s all about using the most effective practices—and knowing WHEN those practices are best leveraged to maximize student learning. |
| concept mapping teaching strategy: 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 teaching strategy: Pupil As Scientist Rosalind Driver, 1983-06-16 The Pupil as Scientist intends to give teachers and student teachers a better understanding of the thinking of young adolescent pupils in science lessons and to indicate the difficulties such pupils have in understanding the more abstract or formal ideas with which they are presented. It is practical in its orientation as the issues discussed are illustrated with examples drawn from dialogue and observations made in science classes. One of Rosalind Driver's main themes is that science teachers must recognise more fully and act upon the preconceptions and alternative frameworks which pupils bring to their study of science. Despite is practical orientation, the book addresses some fundamental questions arguing for a reappraisal of science teaching in secondary schools in the light of developments in cognitive psychology and philosophy of science. This is an accessible, authoritative and very helpful book for all concerned with the teaching of science in the secondary years. |
| concept mapping teaching strategy: Introduction to Concept Mapping in Nursing Patricia Schmehl, 2014 Introduction to Concept Mapping in Nursing provides the foundation for what a concept map is and how to create a map that applies theory to practice. This excellent resource addresses how students will think about applying nursing theory as it relates to concept mapping. This book is unique because it focuses on a broad application of concept mapping, and ties concept mapping closely to critical thinking skills. Furthermore, this book will prepare nursing students to learn how to map out care plans for patients as they talk with patients.Key Features & Benefits* Demonstrates how students can think through every aspect of care by using compare and contrast tactics, critical thinking skills, and experiences a nursing student may encounter * Includes thought-provoking questions to guide the reader through the text * Provides a section on nursing theory complete with exercises and rationales that include concept maps so that students can understand how theory is applied to practice* Written for students with various learning styles, so a broad range of learning activities are included to help readers understand the material |
| concept mapping teaching strategy: Teaching Education for Sustainable Development at University Level Walter Leal Filho, Paul Pace, 2016-05-31 This book introduces readers to the latest research and findings from projects focusing on teaching education for sustainable development at universities. In particular, it describes practical experiences, outline courses, training schemes and other initiatives aimed at promoting better teaching on matters related to sustainable development at institutions of higher education. In order to meet the pressing need for publications to support sustainable development education, the book places special emphasis on state-of-the art descriptions of approaches, methods, initiatives and projects from around the world, illustrating how teaching education for sustainable development can be implemented at the international scale. The book represents a timely contribution to the dissemination of approaches and methods that may improve the way we perceive the importance of teaching education for sustainable development, as well as how we implement it. |
| concept mapping teaching strategy: Constructivist Learning Environments Brent Gayle Wilson, 1996 |
| concept mapping teaching strategy: 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 teaching strategy: Teaching Secondary School Science: Strategies for Developing Scientific Literacy Rodger W. Bybee, Janet Carlson Powell, 2013-10-03 Solidly grounded in current recommendations of the National Science Education Standards, this text offers teaching guidance and strategies for physical, biological, and earth science courses for middle school, junior high, and high school. The authors' extensive curriculum development experience imbues the text with a practical focus. Their collective knowledge of the field balances coverage of the theory and research behind the strategies they present. Also, inherent in the text is a description of the role of constructivism in science teaching and the connection between science and society including how technological development is driven by societal needs. The full text downloaded to your computer With eBooks you can: search for key concepts, words and phrases make highlights and notes as you study share your notes with friends eBooks are downloaded to your computer and accessible either offline through the Bookshelf (available as a free download), available online and also via the iPad and Android apps. Upon purchase, you'll gain instant access to this eBook. Time limit The eBooks products do not have an expiry date. You will continue to access your digital ebook products whilst you have your Bookshelf installed. |
CONCEPT Definition & Meaning - Merriam-Webster
The meaning of CONCEPT is something conceived in the mind : thought, notion. How to use concept in a sentence. Synonym Discussion of Concept.
CONCEPT Synonyms: 70 Similar and Opposite Words - Merriam-Webst…
Synonyms for CONCEPT: notion, conception, stereotype, theory, generalization, hypothesis, saying, generality; Antonyms of CONCEPT: fact, reality, actuality
CONCEPT | English meaning - Cambridge Dictionary
CONCEPT definition: 1. a principle or idea: 2. to not understand about something: 3. a principle or idea: . Learn more.
Concept - Wikipedia
In a physicalist theory of mind, a concept is a mental representation, which the brain uses to denote a class of things in the world.
Concept - Definition, Meaning & Synonyms - Vocabulary.com
A concept is a thought or idea. If you're redecorating your bedroom, you might want to start with a concept, such as "flower garden" or "outer space." It's a general …
Effects of Concept Mapping teaching strategy on Students’ …
The experimental group was taught using Concept-mapping teaching strategy while the control group was taught using conventional method. Three null hypotheses were formulated and …
Concept Mapping and Cooperative Learning Strategies on …
effect of using the concept mapping strategy in teaching on the performance of fifth graders in science and found that concept mapping is an effective strategy for teaching and learning …
Effect of Concept Mapping Teaching Strategy on Physical …
it is clear that concept mapping teaching strategy has an enhancing impact on student‟s academic achievement. Concept Map: Concept maps represent graphical tools to
Which strategy best suits biology teaching - ed
Which strategy best suits biology teaching? Lecturing, concept mapping, cooperative learning or learning cycle? O. Patrick Ajaja . Delta State University . Abstract . The purpose of this study …
Effect of Concept Mapping Strategy on Students’ …
concept mapping strategy in teaching on the achievement of fifth graders in science. The result of the study showed that concept mapping strategy results in higher achievement. Two studies …
CONCEPT MAPPING TEACHING STRATEGY AND …
Dec 5, 2021 · interest of students e.g. concept mapping. Concept mapping is a constructivist based teaching/learning strategy that has its orientation in David Ausubel‟s Assimilation theory …
Englisia - CORE
regarding concept mapping strategy. The following are presented here as representative for those. A research conducted by Romli (2014) looked at the performance of English teachers …
Journal of Science, Technology & Education Vol. 1, No. 1
effect of concept mapping teaching strategy on the academic achievement of senior secondary school students in genetics a. g. jibrin and s. d. zayum science education programme,
Effects of Concept Mapping Instruction Approach on …
One instructional strategy which probably has the potential to offer opportunities to address the problems of effective teaching and learning of basic science is the concept mapping …
Effect of experiential concept mapping teaching strategy on …
Mapping teaching strategy on achievement of students in Chemistry in Tigania West Sub-County. A Quasi -experimental research design and in particular, the Solomon Four noncorresponding …
Effect of Concept Mapping Teaching Strategy on Students …
Keywords: misconceptions, concept mapping, chemical bonding, and teaching strategy INTRODUCTION Learning is assumed to occur when the learner has acquired stated …
Using Concept Mapping to Teach Young EFL Learners …
One effective strategy is . concept mapping, which is the use of visual tools to help . readers understand material by transferring “the written content into concrete images” (Liu, Chen, and …
Effect of Concept Mapping Instructional Strategy on Senior …
According to Daley et al. [21] concept mapping, a teaching and learning strategy developed by Novak and Gowin, is one strategy that can promote meaningful learning. Concept mapping is …
CONCEPT MAPPING AS A MEANS FOR BINDING …
development of concept mapping applications to instruction. This paper broadens awareness of how concept mapping can serve as a basis for linking instructional strategies that when …
Effect of Concept Mapping Strategy on Students
1. To develop instructional material based on concept mapping strategy, in the selected few units of science for students studying in class IX. 2. To study the effect of concept mapping on …
EFFECTIVENESS OF CONCEPT MAPPING STRATEGY ON …
concept mapping to the experimental group, and also the control group was taught by the investigator by using traditional method. The same test was given as a posttest for assessing …
GASPRO INTERNATIONAL JOURNAL OF EMINENT SCHOLAR …
This study investigated the effect of concept mapping teaching strategy on academic achievement of upper basic students in basic science. It also examined the interaction effect of the teaching …
EFFECT OF COLLABORATIVE CONCEPT MAPPING …
Collaborative Concept Mapping teaching strategy and those taught using Conventional Method of Instruction. From the findings it can be concluded that the attitude towards mathematics is …
USING CONCEPT MAPPING AND PARAPHRASING FOR …
Concept mapping strategy is a spatial learning technique which can be used to improve comprehension. They can ... This study investigated the comparative impact of two types of …
EFFECT OF COLLABORATIVE CONCEPT MAPPING …
Collaborative Concept Mapping teaching strategy and those taught using Conventional Method of Instruction. From the findings it can be concluded that the attitude towards mathematics is …
Concept mapping strategy: An effective tool for …
Concept mapping (CM) is an active teaching strategy, under constructivism, placing the students at the centre of learning activity and the teacher as a facilitator which aims at foster-ing …
Effect of Mind Mapping and Vee-Mapping Instructional …
of innovative teaching strategy such as concept mapping. i. Mind mapping teaching strategy focuses merely on one word or idea as the central concept for instruction. ii. Mind mapping …
Effects of Concept Mapping Instructional Strategy on …
achievement in the subject is therefore necessary. This calls for search for strategy that might help in learning, understanding and using it. Use of concept mapping strategy in teaching …
USING CONCEPT MAPS IN ENGLISH TEACHING
Concept mapping is a learning strategy propounded by Novak, based on the idea of using graphical tools for organizing and representing knowledge. They include salient concepts, ... of …
CONCEPT MAPPING TEACHING STRATEGY AND …
interesting. Such teaching approaches that are interactive and activity-based can arouse the interest of students e.g. concept mapping. Concept mapping is a constructivist based …
Effects of Concept Mapping and Brainstorming Instructional …
the mean scores of students taught social studies using concept mapping strategy, brainstorming ... strategy and conventional teaching method. There was a significant difference in the retention
Assistant Professor, School of Nursing (Principal Investigator)
2 Evaluation of Concept Map Use on Nursing Students’ Critical Thinking and Clinical Judgment Abstract Aim:The purpose of the study is to evaluate whether students’ critical thinking (CT) …
EFFECT OF COLLABORATIVE CONCEPT MAPPING …
Collaborative Concept Mapping teaching strategy and those taught using Conventional Method of Instruction. From the findings it can be concluded that the attitude towards mathematics is …
Concept Mapping Teaching Strategy - origin-biomed.waters
concept mapping teaching strategy: Concept Mapping for Planning and Evaluation Mary Kane, William M. K. Trochim, 2007 This is a complete guide to the concept mapping methodology …
CONCEPT MAP: A STRATEGY FOR ENHANCING READING …
Proc. of Fourth Int. Conference on Concept Mapping Viña del Mar, Chile, 2010 CONCEPT MAP: A STRATEGY FOR ENHANCING READING COMPREHENSION IN ENGLISH AS L2 …
EFFECT OF CONCEPT MAPPING TEACHING STRATEGY ON …
to use a concept mapping teaching approach when teaching chemistry. Keywords: Effect, Concept mapping teaching strategy, Chemistry, Academic achievement, Chemical bonding. …
Concept Mapping as a Teaching Tool on Critical Thinking …
Keywords: Concept mapping, Teaching tool, Critical thinking skills, Academic performance, ... the traditional lecture, concept mapping is an instructional strategy to visually
A COMPARATIVE STUDY ON EFFECTIVENESS OF CONCEPT …
Concept mapping, Constructivist approach, Effectiveness, Life science INTRODUCTION: There are several perspectives in ways in which pupils learn (Bennett, 2003). In this study …
Effect of experiential concept mapping teaching strategy on …
The aim of this study was to look into the influence of Experiential Concept Mapping teaching strategy on achievement of students in Chemistry in Tigania West Sub-County. A true …
Effect of Concept Mapping Strategy on Cognitive Processes …
The study used a quasi-experimental pre-test-post-test equivalent control group design. The independent variables are concept mapping strategy, traditional teaching strategy and the …
European Journal of English Language Teaching - oapub.org
application of the teaching reading using concept mapping. This study is also expected to be a useful resource for the teachers and learners at the university and for those of ... (2009). In the …
Effect of Concept Mapping Teaching Strategy on Students’ …
Concept mapping teaching strategy is an approach to teaching which utilize concept maps in the form of graphical tools to organize and present an individual’s mental model or knowledge …
Dala Education Zone, Kano State, Nigeria. The specific
students using concept mapping as a teaching strategy. The interactive and visual nature of concept mapping enhances learning outcomes and student interest in regional geography, …
Effect of Concept Mapping Teaching Strategy on the …
exposed using the concept mapping teaching strategy compared to the lecture method, as shown in the mean difference of 12.467 with a t-value of 15.194 and a p-value of 6.9858 x 10^-22 …
Concept Mapping Strategy and its Effects on - IJSRE
investigated concept mapping teaching strategy on students’ performance level in organic Chemistry. The contents covered are alkanoic acids and alkanoates (esters) in organic …
Concept Mapping Strategy and Learning Achievement: A
review paper on concept mapping strategy. The reference list of the retrieved articles and evaluated papers had been evaluated for any study. Few studies were undertaken that only …
Concept Mapping: A Graphical System for Understanding the …
Concept Mapping In the 1960s, Joseph D. Novak (1991) at Cornell University began to study the concept mapping technique. His work was based on the theories of David Ausubel (1968), …
www.jeseh.net Concept Mapping Strategy: An Effective Tool …
Concept Mapping Strategy: An Effective Tool for Improving Students’ Academic Achievement in Biology John Sakiyo*, Kawu Waziri Modibbo Adama University of Technology Abstract The …
Effectiveness of Concept Mapping Strategy on Cognitive …
process of students taught by concept mapping strategy and traditional teaching strategy. 2. There will not be significant difference in the gain score of cognitive processes between the …
The Effectiveness Of Concept Maps On Science Learning In …
Concept mapping is both teaching and learning strategy that involves the use of graphics and text to enhance science vocabulary development and reading comprehension. It is a type of ...
