| concept mapping for students: 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 for students: 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 for students: 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 for students: Teaching Nursing Using Concept Maps Linda Caputi, Deanne Blach, 2008 |
| concept mapping for students: 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 for students: Understanding the Nursing Process Lynda Juall Carpenito-Moyet, 2007 Written by the author of the best-selling texts on nursing diagnosis and care plans, Understanding the Nursing Process is the first book to tutor students on the nursing process, concept mapping, and care planning all in one text. It guides students systematically through each step, focusing sharply on fundamental need-to-know concepts and using easy-to-understand case studies and learning activities. To teach care planning, the text presents selected nursing diagnoses and collaborative problems that are appropriate for beginning students and grouped from simple to complex. An Instructor's Resource CD-ROM shows how to use the book in a clinical nursing course. Online Tutoring powered by Smarthinking--Free online tutoring, powered by Smarthinking, gives students access to expert nursing and allied health science educators whose mission, like yours, is to achieve success. Students can access live tutoring support, critiques of written work, and other valuable tools. |
| concept mapping for students: 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 for students: 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 for students: 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 for students: 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 for students: 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 for students: 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 for students: 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 for students: 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 for students: 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 for students: 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 for students: 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 for students: 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 for students: 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 for students: 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 for students: 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 for students: 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 for students: Making Thinking Visible Ron Ritchhart, Mark Church, Karin Morrison, 2011-05-03 A proven program for enhancing students' thinking and comprehension abilities Visible Thinking is a research-based approach to teaching thinking, begun at Harvard's Project Zero, that develops students' thinking dispositions, while at the same time deepening their understanding of the topics they study. Rather than a set of fixed lessons, Visible Thinking is a varied collection of practices, including thinking routines?small sets of questions or a short sequence of steps?as well as the documentation of student thinking. Using this process thinking becomes visible as the students' different viewpoints are expressed, documented, discussed and reflected upon. Helps direct student thinking and structure classroom discussion Can be applied with students at all grade levels and in all content areas Includes easy-to-implement classroom strategies The book also comes with a DVD of video clips featuring Visible Thinking in practice in different classrooms. |
| concept mapping for students: Concept Mapping Pamela McHugh Schuster, 2015-09-18 Provides the tools needed to construct care plans for any patient, in any setting, based on accepted standards of care. Introduces critical thinking early in the curriculum. Works with or without nursing diagnoses. Saves time and improves clinical performance. Emphasizes reasoning, improvising, and individualizing patient care. Teaches how to identify patient needs, then organize, prioritize, and implement care quickly. Establishes the relationships between medical and nursing diagnoses, physical assessment data, treatments, medications, laboratory data, and history data. Includes access to Davis's Care Planning & Nursing Diagnosis Resource Center. (Click on the Preview tab to view.) Makes concept mapping easy to understand and implement with... A podcast that explains concept mapping. Test Your Knowledge quiz that ensures you understand the theory behind creating a care map. Case studies that let you practice creating a care map. Templates for creating a concept care map. A care map generator online at DavisPlus with clear, concise instructions. |
| concept mapping for students: 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 for students: Science Teaching Reconsidered National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on Undergraduate Science Education, 1997-03-12 Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methodsâ€and the wonderâ€of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research. |
| concept mapping for students: The Great Mental Models, Volume 1 Shane Parrish, Rhiannon Beaubien, 2024-10-15 Discover the essential thinking tools you’ve been missing with The Great Mental Models series by Shane Parrish, New York Times bestselling author and the mind behind the acclaimed Farnam Street blog and “The Knowledge Project” podcast. This first book in the series is your guide to learning the crucial thinking tools nobody ever taught you. Time and time again, great thinkers such as Charlie Munger and Warren Buffett have credited their success to mental models–representations of how something works that can scale onto other fields. Mastering a small number of mental models enables you to rapidly grasp new information, identify patterns others miss, and avoid the common mistakes that hold people back. The Great Mental Models: Volume 1, General Thinking Concepts shows you how making a few tiny changes in the way you think can deliver big results. Drawing on examples from history, business, art, and science, this book details nine of the most versatile, all-purpose mental models you can use right away to improve your decision making and productivity. This book will teach you how to: Avoid blind spots when looking at problems. Find non-obvious solutions. Anticipate and achieve desired outcomes. Play to your strengths, avoid your weaknesses, … and more. The Great Mental Models series demystifies once elusive concepts and illuminates rich knowledge that traditional education overlooks. This series is the most comprehensive and accessible guide on using mental models to better understand our world, solve problems, and gain an advantage. |
| concept mapping for students: 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 for students: Concept Mapping As an Assessment Tool for Conceptual Understanding in Mathematics Haiyue Jin, 2022 This book investigates the practicability and effectiveness of the concept map as a tool for assessing students' conceptual understanding in mathematics. The author first introduces concept mapping and then employs it to investigate students' conceptual understanding of four different mathematical topics. Alongside traditional scoring methods, she adopts Social Network Analysis, a new technique, to interpret student-constructed concept maps, which revealed fresh insights into the graphic features of the concept map and into how students connect mathematical concepts. By comparing two traditional school tests with the concept map, she examines its concurrent validity and discusses its strengths and drawbacks from the viewpoint of assessing conceptual understanding. With self-designed questionnaires, interviews, and open-ended writing tasks, she also investigates students and teachers' attitudes toward concept mapping and describes the implications these findings may have for concept mapping's use in school and for further research on the topic. Scholars and postgraduate students of mathematics education and teachers interested in concept mapping or assessing conceptual understanding in classroom settings will find this book an informative, inspiring, and overall valuable addition to their libraries-- |
| concept mapping for students: 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 for students: Teaching Science for Understanding Joel J. Mintzes, James H. Wandersee, Joseph D. Novak, 2005-02-21 Teaching Science for Understanding |
| concept mapping for students: Touching for Knowing Yvette Hatwell, Arlette Streri, Edouard Gentaz, 2003-01-01 The dominance of vision is so strong in sighted people that touch is sometimes considered as a minor perceptual modality. However, touch is a powerful tool which contributes significantly to our knowledge of space and objects. Its intensive use by blind persons allows them to reach the same levels of knowledge and cognition as their sighted peers.In this book, specialized researchers present the recent state of knowledge about the cognitive functioning of touch. After an analysis of the neurophysiology and neuropsychology of touch, exploratory manual behaviors, intramodal haptic (tactual-kinesthetic) abilities and cross-modal visual-tactual coordination are examined in infants, children and adults, and in non-human primates. These studies concern both sighted and blind persons in order to know whether early visual deprivation modifies the modes of processing space and objects. The last section is devoted to the technical devices favoring the school and social integration of the young blind: Braille reading, use of raised maps and drawings, sensory substitution displays, and new technologies of communication adapted for the blind. (Series B) |
| concept mapping for students: Silver Burdett Science , 1984 |
| concept mapping for students: Probabilistic Machine Learning Kevin P. Murphy, 2022-03-01 A detailed and up-to-date introduction to machine learning, presented through the unifying lens of probabilistic modeling and Bayesian decision theory. This book offers a detailed and up-to-date introduction to machine learning (including deep learning) through the unifying lens of probabilistic modeling and Bayesian decision theory. The book covers mathematical background (including linear algebra and optimization), basic supervised learning (including linear and logistic regression and deep neural networks), as well as more advanced topics (including transfer learning and unsupervised learning). End-of-chapter exercises allow students to apply what they have learned, and an appendix covers notation. Probabilistic Machine Learning grew out of the author’s 2012 book, Machine Learning: A Probabilistic Perspective. More than just a simple update, this is a completely new book that reflects the dramatic developments in the field since 2012, most notably deep learning. In addition, the new book is accompanied by online Python code, using libraries such as scikit-learn, JAX, PyTorch, and Tensorflow, which can be used to reproduce nearly all the figures; this code can be run inside a web browser using cloud-based notebooks, and provides a practical complement to the theoretical topics discussed in the book. This introductory text will be followed by a sequel that covers more advanced topics, taking the same probabilistic approach. |
| concept mapping for students: Concept Mapping as an Assessment Tool for Conceptual Understanding in Mathematics Haiyue JIN, 2022-05-05 This book investigates the practicability and effectiveness of the concept map as a tool for assessing students’ conceptual understanding in mathematics. The author first introduces concept mapping and then employs it to investigate students’ conceptual understanding of four different mathematical topics. Alongside traditional scoring methods, she adopts Social Network Analysis, a new technique, to interpret student-constructed concept maps, which reveals fresh insights into the graphic features of the concept map and into how students connect mathematical concepts. By comparing two traditional school tests with the concept map, she examines its concurrent validity and discusses its strengths and drawbacks from the viewpoint of assessing conceptual understanding. With self-designed questionnaires, interviews, and open-ended writing tasks, she also investigates students and teachers’ attitudes toward concept mapping and describes the implications these findings may have for concept mapping’s use in school and for further research on the topic. Scholars and postgraduate students of mathematics education and teachers interested in concept mapping or assessing conceptual understanding in classroom settings will find this book an informative, inspiring, and overall valuable addition to their libraries. |
| concept mapping for students: 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 for students: Student Successes With Thinking Maps® David N. Hyerle, Larry Alper, 2011-01-28 Use Thinking Maps® as a GPS for student success Neuroscientists tell us that the brain organizes information in networks and maps. What better way to teach students to express their ideas than with the same method used by the brain? Student Successes With Thinking Maps presents eight powerful visual models that boost all learners' metacognitive and critical thinking skills. Enriched with new research, a wealth of examples, and cross-content applications, this novel and effective resource helps students: Organize thoughts Examine relationships Enhance reasoning skills Create connections between subjects Engage with content |
| concept mapping for students: Cooperative Learning for Higher Education Faculty Barbara J. Millis, Philip G. Cottell, 1998 A practical manual for faculty who use a collaborative approach to education at the post-secondary level. Overviews the cooperative learning process with discussions of its rationale, research base, value, and practical implementation. Also describes a variety of approaches and complementary movements such as classroom research, writing across the curriculum and critical thinking. Annotation copyrighted by Book News, Inc., Portland, OR |
| concept mapping for students: 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 for students: The Zones of Regulation Leah M. Kuypers, 2011 ... a curriculum geared toward helping students gain skills in consciously regulating their actions, which in turn leads to increased control and problem solving abilities. Using a cognitive behavior approach, the curriculum's learning activities are designed to help students recognize when they are in different states called zones, with each of four zones represented by a different color. In the activities, students also learn how to use strategies or tools to stay in a zone or move from one to another. Students explore calming techniques, cognitive strategies, and sensory supports so they will have a toolbox of methods to use to move between zones. To deepen students' understanding of how to self-regulate, the lessons set out to teach students these skills: how to read others' facial expressions and recognize a broader range of emotions, perspective about how others see and react to their behavior, insight into events that trigger their less regulated states, and when and how to use tools and problem solving skills. The curriculum's learning activities are presented in 18 lessons. To reinforce the concepts being taught, each lesson includes probing questions to discuss and instructions for one or more learning activities. Many lessons offer extension activities and ways to adapt the activity for individual student needs. The curriculum also includes worksheets, other handouts, and visuals to display and share. These can be photocopied from this book or printed from the accompanying CD.--Publisher's website. |
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-Webster
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 idea about a thing or group of …
CONCEPT Definition & Meaning | Dictionary.com
a general notion or idea; conception. an idea of something formed by mentally combining all its characteristics or particulars; a construct. a directly conceived or intuited object of thought. a …
concept noun - Definition, pictures, pronunciation and usage …
Definition of concept noun in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
CONCEPT | definition in the Cambridge Learner’s Dictionary
CONCEPT meaning: an idea or principle: . Learn more.
Concept - definition of concept by The Free Dictionary
1. a general notion or idea; conception. 2. an idea of something formed by mentally combining all its characteristics or particulars; a construct. 3. a directly conceived or intuited object of …
Concept Definition & Meaning - YourDictionary
An idea or thought, esp. a generalized idea of a thing or class of things; abstract notion. An original idea, design, etc.; conception. A central or unifying idea or theme. A concept …
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-Webster
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 idea about a thing or group of …
CONCEPT Definition & Meaning | Dictionary.com
a general notion or idea; conception. an idea of something formed by mentally combining all its characteristics or particulars; a construct. a directly conceived or intuited object of thought. a …
concept noun - Definition, pictures, pronunciation and usage …
Definition of concept noun in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
CONCEPT | definition in the Cambridge Learner’s Dictionary
CONCEPT meaning: an idea or principle: . Learn more.
Concept - definition of concept by The Free Dictionary
1. a general notion or idea; conception. 2. an idea of something formed by mentally combining all its characteristics or particulars; a construct. 3. a directly conceived or intuited object of …
Concept Definition & Meaning - YourDictionary
An idea or thought, esp. a generalized idea of a thing or class of things; abstract notion. An original idea, design, etc.; conception. A central or unifying idea or theme. A concept …
