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| 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: 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: 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: 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: 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: Teaching Nursing Using Concept Maps Linda Caputi, Deanne Blach, 2008 |
| 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: 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: 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 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: 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: 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: 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: 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: 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: 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: 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: 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: Assessment in the Mathematics Classroom Berinderjeet Kaur, Khoon Yoong Wong, 2011 The third in the series of yearbooks by the Association of Mathematics Educators in Singapore, Assessment in the Mathematics Classroom is unique as it addresses a focused theme on mathematics education. The objective is to encourage teachers and researchers to include assessment of non-cognitive attributes and to use techniques in addition to paper-and-pencil tests that focus on typical problems.Several renowned international researchers in the field have published their work in the book. The thirteen chapters of the book illustrate evidence-based practices that school teachers and researchers can experiment in their lessons to bring about meaningful learning outcomes. A recurring theme in most chapters is the widely circulated notions of formative assessment and assessment for learning. The book makes a significant contribution towards assessment in mathematics. It is a good resource for research students and a must-read mathematics educators. |
| 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: 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: 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: Explicit Direct Instruction (EDI) John R. Hollingsworth, Silvia E. Ybarra, 2009 A proven method for better teaching, better learning, and better test scores! This teacher-friendly book presents a step-by-step approach for implementing the Explicit Direct Instruction (EDI) approach in diverse classrooms. Based on educational theory, brain research, and data analysis, EDI helps teachers deliver effective lessons that can significantly improve achievement all grade levels. The authors discuss characteristics of EDI, such as checking for understanding, lesson objectives, activating prior knowledge, concept and skills development, and guided practice, and provide: Clearly defined lesson design components Detailed sample lessons Easy-to-follow lesson delivery strategies Scenarios that illustrate what EDI techniques look like in the classroom |
| concept mapping for students: The Culture Map Erin Meyer, 2014-05-27 An international business expert helps you understand and navigate cultural differences in this insightful and practical guide, perfect for both your work and personal life. Americans precede anything negative with three nice comments; French, Dutch, Israelis, and Germans get straight to the point; Latin Americans and Asians are steeped in hierarchy; Scandinavians think the best boss is just one of the crowd. It's no surprise that when they try and talk to each other, chaos breaks out. In The Culture Map, INSEAD professor Erin Meyer is your guide through this subtle, sometimes treacherous terrain in which people from starkly different backgrounds are expected to work harmoniously together. She provides a field-tested model for decoding how cultural differences impact international business, and combines a smart analytical framework with practical, actionable advice. |
| 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: Artificial Intelligence in Education Elisabeth André, Ryan Baker, Xiangen Hu, Ma. Mercedes T. Rodrigo, Benedict du Boulay, 2017-06-22 This book constitutes the refereed proceedings of the 18th International Conference on Artificial Intelligence in Education, AIED 2017, held in Wuhan, China, in June/July 2017. The 36 revised full papers presented together with 4 keynotes, 37 poster, presentations, 4 doctoral consortium papers, 5 industry papers, 4 workshop abstracts, and 2 tutorial abstracts were carefully reviewed and selected from 159 submissions. The conference provides opportunities for the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology, linguistics as well as many domain-specific areas. |
| 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: Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications Management Association, Information Resources, 2019-10-11 As teaching strategies continue to change and evolve, and technology use in classrooms continues to increase, it is imperative that their impact on student learning is monitored and assessed. New practices are being developed to enhance students’ participation, especially in their own assessment, be it through peer-review, reflective assessment, the introduction of new technologies, or other novel solutions. Educators must remain up-to-date on the latest methods of evaluation and performance measurement techniques to ensure that their students excel. Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications is a vital reference source that examines emerging perspectives on the theoretical and practical aspects of learning and performance-based assessment techniques and applications within educational settings. Highlighting a range of topics such as learning outcomes, assessment design, and peer assessment, this multi-volume book is ideally designed for educators, administrative officials, principals, deans, instructional designers, school boards, academicians, researchers, and education students seeking coverage on an educator’s role in evaluation design and analyses of evaluation methods and outcomes. |
| concept mapping 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: Silver Burdett Science , 1984 |
| 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: Advancing Online Course Design and Pedagogy for the 21st Century Learning Environment Chatham, Daniel, 2021-01-08 The current learning environment is substantially different than what existed for most of the 20th century. Learners and teachers today must navigate in perpetually changing contexts where education is influenced by technological advancement and obsolescence, economic barriers, a changing employment landscape, and even international politics. Studies indicate that employers seek to hire graduates with strong skills in areas coalescing around international awareness, creativity, communication, leadership, and teamwork. Skills and experiences in these areas are necessary preparation for the current economy and to pursue jobs that do not exist yet, while providing some insulation against the obsolescence of industries that lack these characteristics. These interpersonal skills are not often the subject of students’ degrees, yet there are opportunities in online education to cultivate them. With increased interest in new career options comes the need to reconsider how to teach subjects in the increasingly online environment. Advancing Online Course Design and Pedagogy for the 21st Century Learning Environment is a critical reference book that navigates today’s dynamic education requirements and provides examples of how online learning can foster growth in skill areas necessary for career advancement through effective course design. Moreover, it helps educators gain insight into online pedagogy and course design for the 21st century learner and prepares them to convert traditional courses and enhance existing online courses, thereby supporting students’ growth and development in the highly dynamic online learning environment. Focusing on specific learning activities, assessments, engagement, communication techniques, and more, this book provides a valuable resource for those seeking to upgrade teaching and learning into the online environment, those that seek better employment outcomes for their students, and those seeking to explore contemporary online course design strategies or examples. This includes teachers, instructional designers, curriculum developers, academicians, researchers, and students. |
| concept mapping for students: Experiential Learning David A. Kolb, 2015 Experiential learning is a powerful and proven approach to teaching and learning that is based on one incontrovertible reality: people learn best through experience. Now, in this extensively updated book, David A. Kolb offers a systematic and up-to-date statement of the theory of experiential learning and its modern applications to education, work, and adult development. Experiential Learning, Second Edition builds on the intellectual origins of experiential learning as defined by figures such as John Dewey, Kurt Lewin, Jean Piaget, and L.S. Vygotsky, while also reflecting three full decades of research and practice since the classic first edition. Kolb models the underlying structures of the learning process based on the latest insights in psychology, philosophy, and physiology. Building on his comprehensive structural model, he offers an exceptionally useful typology of individual learning styles and corresponding structures of knowledge in different academic disciplines and careers. Kolb also applies experiential learning to higher education and lifelong learning, especially with regard to adult education. This edition reviews recent applications and uses of experiential learning, updates Kolb's framework to address the current organizational and educational landscape, and features current examples of experiential learning both in the field and in the classroom. It will be an indispensable resource for everyone who wants to promote more effective learning: in higher education, training, organizational development, lifelong learning environments, and online. |
| 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: Uncovering Student Ideas in Life Science Page Keeley, 2011 Author Page Keeley continues to provide KOCo12 teachers with her highly usable and popular formula for uncovering and addressing the preconceptions that students bring to the classroomOCothe formative assessment probeOCoin this first book devoted exclusively to life science in her Uncovering Student Ideas in Science series. Keeley addresses the topics of life and its diversity; structure and function; life processes and needs of living things; ecosystems and change; reproduction, life cycles, and heredity; and human biology. |
| concept mapping for students: Mosby's Nursing Concept Map Creator Jean Foret Giddens, Elaine Kennedy, 2005-05 This unique, easy-to-use program walks you through each step involved in gathering, organizing, and entering patient data into a plan of care. Its flexible design and interactive approach make it a fun and effective way to learn concept mapping techniques while you build real-life skills for collecting and evaluating data for patient care! Applicable to all clinical practice areas, including med-surg, pediatrics, critical care, maternity, and psychiatric nursing. Easy-to-use program walks users through the steps of constructing a concept map, including: Creating a data sheet with assessment/physical examination findings, treatments, pathophysiology, medications, and more Entering medical diagnoses Identifying appropriate nursing diagnoses and collaborative problems Providing supporting data for each patient problem Prioritizing key nursing diagnoses and collaborative problems Determining nursing interventions Building the concept map and adding arrows to show relationships Creating an evaluation summary Flexible programming allows users to customize their concept maps by moving boxes and adding multidirectional arrows that can point to more than one box to indicate relationships. Data sheet feature allows users to record key preliminary information such as assessment/physical examination data, pathophysiology, treatments, diagnostic tests/results, and much more. Interview data can be entered using a functional health patterns or review of systems approach. Data is color-coded by type (assessment, nursing diagnosis, intervention, etc.) throughout the program and in the finished concept map and to help users visually differentiate content and more clearly understand the complexities of patient care. The save and modify function allows users to return at a later date to make modifications to data and/or the concept map. Evaluation summary step allows users to enter evaluation data after seeing the patient in clinicals. |
| 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: Why Knowledge Matters E. D. Hirsch, 2019-01-02 In Why Knowledge Matters, E. D. Hirsch, Jr., presents evidence from cognitive science, sociology, and education history to further the argument for a knowledge-based elementary curriculum. Influential scholar Hirsch, author of The Knowledge Deficit, asserts that a carefully planned curriculum that imparts communal knowledge is essential in achieving one of the most fundamental aims and objectives of education: preparing students for lifelong success. Hirsch examines historical and contemporary evidence from the United States and other nations, including France, and affirms that a knowledge-based approach has improved both achievement and equity in schools where it has been instituted. In contrast, educational change of the past several decades in the United States has endorsed a skills-based approach, founded on, Hirsch points out, many incorrect assumptions about child development and how children learn. He recommends new policies that are better aligned with our current understanding of neuroscience, developmental psychology, and social science. The book focuses on six persistent problems that merit the attention of contemporary education reform: the over-testing of students in the name of educational accountability; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum to crowd out history, geography, science, literature, and the arts; the achievement gap between demographic groups; and the reliance on standards, such as the Common Core State Standards, that are not linked to a rigorous curriculum. Why Knowledge Matters makes a clear case for educational innovation and introduces a new generation of American educators to Hirsch’s astute and passionate analysis. |
A Powerful Tool for Learning - ed
ng benefits for learners.4. Cognitive efort: Concept mapping requires extensive processing of concepts (e.g., prioritization of relevance, organization, layout), which can. be taxing for some …
Improving learning and understanding through concept mapping
the concept mapping activity is part of a meaningful learning experience or not. 3. Concept mapping to improve learning & understanding Most educators are what we call one-time …
The Use of Concept Maps for Assessment - University College Dublin
Concept maps are great tools for use in class as feedback to students on their conceptual understanding. They have a strong role to play in formative assessment. If being used for …
Concept Mapping - flaguide.org
Collaborative Concept Mapping Sometimes the frustration levels can be very high when concept mapping is first introduced, especially in large classes of relative novices. To counter some of …
Concept Mapping: Developing Critical Thinking through Mind …
7 Apr 2016 · visual language. This review will examine concept mapping that students can construct as it relates to learning theories, by achieving meaningful learning through learning …
Want to try Concept Mapping in your class? - Harvard University
During. Tell students how to make a Concept Map: Material directly from Nilson (2010) 1. Identify key concepts, perhaps twelve to twenty, from the readings, your last lecture, or another …
The effect of concept mapping on students’ cognitive load - WIETE
Cognitive load is a multidimensional concept in which two components, mental load and mental effort, can be distinguished. Mental load is imposed by instructional parameters (e.g. task …
Strengthening Students Clinical Judgment Through Conceptual …
Concept mapping promotes active learning and student preparation for class, clinical, lab, and simulation experiences. It requires students to read assigned textbook content, conduct …
Using Concept Mapping to Teach Young EFL Learners Reading Skills
According to Kalhor and Shakibaei (2012), concept mapping (1) helps students understand the framework of the subject being taught; (2) clarifies the relationships and connections among all …
Learning With Retrieval-Based Concept Mapping - Purdue University
Concept mapping could be used as technique to implement retrieval practice, and there are reasons to expect that concept mapping might serve as an effective retrieval-based learning …
Concept mapping: A strategy for promoting meaningful learning …
SUMMARY Concept mapping is an educational tool that encourages meanin& learning. Fostering meanin&l and self- directed learning among medical students is now recognized as. a major …
CONCEPT MAPPING AS A TOOL TO DEVELOP AND MEASURE …
Concept maps are constructive tools to help students (a) consider the connections between the science terms being learned, (b) organize their thoughts (c) visualize the relationships …
Concept mapping as a formative assessment in college classrooms …
Ruiz-Primo, 1998; Walker & King, 2003; Williams, 2004) conducted on the use of concept mapping as a technique for classroom assessment. However, in these studies, concept …
A Development of Analytical Thinking Skills of Graduate Students …
emselves. Concept mapping is an efficient tool for analytical thinking skill development. This research focuses upo. developing the analytical thinking skills of graduate students by using …
The Effects of Concept Mapping and Academic Self-Efficacy on
Concept Mapping is a learning methods in which students are required to draw a bubble map to represent the conceptual knowledge they read from learning materials. Through concept …
Concept maps as assessment for learning in university mathematics
Concept maps as assessment or learning in university… 477 1 3 Educators can use concept mapping in two major ways. First, an expert can devise a concept map as a learning tool to be …
Concept mapping in problem based learning: a cautionary tale
students while the control was made up of groups A and B, totalling 160. The main thrust of the research was to observe students at work in a PBL situation in which they were encouraged to …
Mapping Knowledge: Concept Maps in Early Childhood Education
Mapping Knowledge: Concept Maps in Early Childhood EducationMappi. ia Birbili Aristotle University of ThessalonikiAbstractGraphic organizers such as webs, time lines, Venn …
The Effectiveness of Concept Maps on Students’ Achievement
Concept mapping is an instructional strategy usually used to enhance science achievement for elementary and secondary education students, who are the focus of the present study. …
A Comparative Study Between Frayer Model And Concept …
Bauman (2007) stated concept mapping is a vocabulary learning strategy. The strategy involved arranging words into a picture with a core concept at the center or at the top and related words …
A Powerful Tool for Learning - ed
ng benefits for learners.4. Cognitive efort: Concept mapping requires extensive processing of concepts (e.g., prioritization of relevance, …
Improving learning and understanding through conce…
the concept mapping activity is part of a meaningful learning experience or not. 3. Concept mapping to improve learning & understanding Most educators are …
The Use of Concept Maps for Assessment - University Coll…
Concept maps are great tools for use in class as feedback to students on their conceptual understanding. They have a strong role to play in formative …
Concept Mapping - flaguide.org
Collaborative Concept Mapping Sometimes the frustration levels can be very high when concept mapping is first introduced, especially in large classes …
Concept Mapping: Developing Critical Thinking through Min…
7 Apr 2016 · visual language. This review will examine concept mapping that students can construct as it relates to learning theories, by achieving …
