Concept mapping
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Concept mapping
Modesto repositorio donde se recogen artículos relacionados con los mapas conceptuales, además de otras formas de organización gráfica del conocimiento
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Análise de mapas conceituais: reflexões sobre formação docente, transdisciplinaridade e paradigma da complexidade | Revista NUPEM

Análise de mapas conceituais: reflexões sobre formação docente, transdisciplinaridade e paradigma da complexidade | Revista NUPEM | Concept mapping | Scoop.it
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Serial Concept Maps: Tools for Concept Analysis

All, A. C., & Huycke, L. I. (2007). Serial Concept Maps: Tools for Concept Analysis. Journal of Nursing Education, 46(5), 217–224.

ABSTRACT
Nursing theory challenges students to think abstractly and is often a difficult introduction to graduate study. Traditionally, concept analysis is useful in facilitating this abstract thinking. Concept maps are a way to visualize an individual's knowledge about a specific topic. Serial concept maps express the sequential evolution of a student's perceptions of a selected concept. Maps reveal individual differences in learning and perceptions, as well as progress in understanding the concept. Relationships are assessed and suggestions are made during serial mapping, which actively engages the students and faculty in dialogue that leads to increased understanding of the link between nursing theory and practice. Serial concept mapping lends itself well to both online and traditional classroom environments.

Comentario personal:
Se centra más en la idea de mapas mentales que en los mapas conceptuales.
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Usos y abusos de las TIC en los adolescentes

Gairín, J., & Mecader, C. (2014). Usos y abusos de las TIC en adolescentes. Revista de Investigación Educativa, 36(1), 125–140. http://doi.org/http://dx.doi.org/10.6018/rie.36.1.284001



Abstract:

Las horas que un adolescente le dedica a las Tecnologías de la Información y la Comuni- cación han aumentado en los últimos años, así como la posibilidad de hacerlo sin supervisión. Los adolescentes utilizan las TIC en diferentes ámbitos de su vida: la escuela, el hogar o las relaciones sociales, tanto para realizar tareas relacionadas con los deberes académicos como para el ocio y diversión individual o con los amigos. El presente estudio analiza los usos y abusos que realizan los adolescentes de las TIC en los diferentes contextos diarios en las Comunidades Autónomas de Cataluña, Andalucía y Madrid. Centrado en adolescentes de 12 a 17 años, se recogieron las respuestas de 1.194 cuestionarios realizados a estudiantes de 31 centros educativos; así como 135 entrevistas a profesores, estudiantes y orientadores; y 5 grupos focales. Los resul- tados remarcan la preponderancia que tiene la utilización del móvil y ordenador, la utilización indebida de los mismos por un 30% de usuarios y la casi inexistencia de medidas de control por parte de educadores y familias. Asimismo, que las conductas de riesgo ante las TIC se dan más en estudiantes de ciclos formativos, del género masculino y entre los 15 a 17 años. Los datos permitieron identificar actuaciones frecuentes que realizan los centros educativos respecto a la problemática, percepciones que del tema tienen usuarios y educadores y establecer un decálogo sobre usos y abusos de las TIC en adolescentes y derivar propuestas que disminuyan los riesgos. 


Palabras clave: 

tecnología educativa; enseñanza secundaria; relación padres-escuela; tecnologías de la información y la comunicación.

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CmapTools as a Key Tool for Improving Academic Achievement in University Students.

Ignasi, N. S., Marta, R. F., & Carlota, G. G. (2017). CmapTools as a Key Tool for Improving Academic Achievement in University Students. International Journal of Modern Education Research, 4(6), 81–84. 


Abstract: For this study, 634 students were recruited and they consisted of an experimental group and a control group. The experimental group was instructed and elaborated conceptual maps through the CmapTools software with respect to the study of the taught contents. The control group used study techniques of their own free choosing and with no prior instruction. The objective was to detect whether statistically significant differences between the two groups occur at the level of academic performance. For this purpose, the whole sample was evaluated by means of using the same examination-type testing over the whole sample. The obtained data reveal that the scores are higher in the experimental group than in the control group. Hence, it can be concluded that simple modifications in pedagogical strategy significantly improve the teaching-learning process and consequently improve the average performance of the students. 

Author Keywords: Conceptual Map; Academic Performance; Meaningful Learning; CmapTools;
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Using Concept Mapping Method for Assessing Students’ Scientific Literacy - ScienceDirect

Using Concept Mapping Method for Assessing Students’ Scientific Literacy - ScienceDirect | Concept mapping | Scoop.it
Reiska, P., Soika, K., Möllits, A., Rannikmäe, M., & Soobard, R. (2015). Using Concept Mapping Method for Assessing Students’ Scientific Literacy. Procedia - Social and Behavioral Sciences, 177(July 2014), 352–357. http://doi.org/10.1016/j.sbspro.2015.02.357

Abstract:
The Natural Science Education Standards (NSES) has defined scientific literacy as knowledge and understanding of scientific concepts which helps us to make personal decisions, participate in cultural and civic speculation and take part in economic productivity. In order to assess students ‘cognitive components of scientific literacy we need a reliable and valid instrument, appropriate for the survey and easily usable by students, teachers and researchers. The aim of the study is to evaluate concept mapping as an assessment tool for determining cognitive aspects of scientific literacy. Students ‘concept maps can be assessed by different measures, for example, number of concepts, number and quality of propositions, concept centrality, size and hierarchy of the concept map, clusters in the maps. Our aim is to identify measures which are relevant and valid for assessing students ‘cognitive components of scientific literacy. Concept mapping was used as an assessment method in an Estonian large scale study (LoteGym, 2011-2014). The results from the PISA-like test were compared with the results obtained from the concept maps. The correlation analyses showed that as a predictor for students’ cognitive components of scientific literacy are better suitable the quality measures of concept mapping (e.g. number of high quality propositions). The analysis of the concept maps also showed, that students intend to create more propositions inside the “everyday life” cluster than inside the “subject” cluster or between these two clusters.

Author Keyworks:
assessment tool; cognitive learning.; concept mapping; scientific literature

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A novel method for expert finding in online communities based on concept map and PageRank

Rafiei, M., & Kardan, A. A. (2015). A novel method for expert finding in online communities based on concept map and PageRank. Human-Centric Computing and Information Sciences, 5(1), 10. http://doi.org/10.1186/s13673-015-0030-5

ABSTRACT:
Abstract An online community is a virtual community where people can express their opinions and their knowledge freely. There are a great deal of information in online communities, however there is no way to determine its authenticity. Thus the knowledge which has been shared in online communities is not reliable. By determining expertise level of users and finding experts in online communities the accuracy of posted comments can be evaluated. In this study, a hybrid method for expert finding in online communities is presented which is based on content analysis and social network analysis. The content analysis is based on concept map and the social network analysis is based on PageRank algorithm. To evaluate the proposed method java online community was selected and then correlation between our results and scores prepared by java online community was calculated. Based on obtained results Spearman correlation for 11 subcategories of java online community using this method is 0.904, which is highly an acceptable value.
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What's in a Word? Concept mapping: a graphical tool to reinforce learning of epidemiological concepts

What's in a Word? Concept mapping: a graphical tool to reinforce learning of epidemiological concepts | Concept mapping | Scoop.it

Berglund, A. (2015). What’s in a Word? Concept mapping: a graphical tool to reinforce learning of epidemiological concepts. Journal of Epidemiology and Community Health, 69(12), 1232–6. http://doi.org/10.1136/jech-2014-205068


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ABSTRACT:

Epidemiology is founded on central concepts and principles, essential for conducting, reporting and critically assessing epidemiological studies. Definitions of the many concepts used in the field can be found in textbooks and via the Dictionary of Epidemiology. However, central epidemiological concepts are labelled and used in multiple ways, leading to potential misunderstanding when communicating in different fora. The aim here is to describe collaborative concept mapping, and illustrate how it can be used in teaching and learning epidemiology. Concept mapping is a cognitive technique that is widely used in the education of medical and allied health professions as a tool for critical thinking, and to assimilate new knowledge, but it is still under-utilised in epidemiology. A specific concept map is defined by the aim and question in focus; it is thus framed by a context. The concept map is constructed using a set of concepts (nodes) that are linked with arrows or lines (links). Words and phrases (connective terms) are used to explain relationships between the concepts linked. Different domains can be interconnected by linking concepts in different areas (cross-links). The underlying structure of knowledge is often complex, and consequently concept maps can be constructed using different topological features. Here we provide an illustrative example of concept mapping, based on a set of ‘basic’ concepts introduced in a doctoral course in epidemiology. In summary, concept mapping is a compelling, active learning tool, which can promote shared deeper knowledge of concepts and their complex interconnections, thereby facilitating a better understanding of epidemiological research.

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The Comparative Effect of Teaching Concept Mapping in Reading on Extrovert and Introvert EFL Learners' Self-Regulation

Nosratinia, M., & Abbasi, F. (2017). The Comparative Effect of Teaching Concept Mapping in Reading on Extrovert and Introvert EFL Learners’ Self-Regulation. International Journal of Applied Linguistics & English Literature, 6(5). http://doi.org/10.7575/aiac.ijalel.v.6n.5p.162

The present paper investigated the effectiveness of concept mapping as a learning strategy on EFL students' self-regulation (metacognitive self-regulation, time and study environment, effort regulation, peer learning, and help seeking). Sixty university students participated in the study. They were randomly assigned to control and experimental groups, each including thirty students. They were at the intermediate level of English proficiency and studying English either Translation or Literature. Their language proficiency was determined by the Michigan Test of English Language Proficiency (MTELP) (Corrigan, 1979). The instrument to collect data on the students' selfregulation was the Motivated Strategies for Learning Questionnaire (MSLQ) (Printrich et al., 1991). The findings revealed that students gained higher self-regulation in writing tasks as the result of the explicit instruction of the concept mapping strategy. The findings have implications for pedagogy as well as for research.
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Studying and Constructing Concept Maps: a Meta-Analysis

Studying and Constructing Concept Maps: a Meta-Analysis | Concept mapping | Scoop.it

Schroeder, N. L., Nesbit, J. C., Anguiano, C. J., & Adesope, O. O. (2017). Studying and Constructing Concept Maps: a Meta-Analysis


Asbtract: A concept map is a node-link diagram in which each node represents a concept and each link identifies the relationship between the two concepts it connects.We investigated how using concept maps influences learning by synthesizing the results of 142 independent effect sizes (n = 11,814). A random-effects model meta-analysis revealed that learning with concept and knowledge maps produced amoderate, statistically significant effect (g = 0.58, p less 0.001). A moderator analysis revealed that creating concept maps (g =0.72, p less 0.001) was associated with greater benefit relative to respective comparison conditions than studying concept maps (g =0.43, p less 0.001). Additionalmoderator analyses indicated learning with concept maps was superior to other instructional comparison conditions, and was effective across science, technology, engineering, and math (STEM) and non-STEM knowledge domains. Further moderator analyses, as well as implications for theory and practice, are provided.

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Avaliação da proficiência em mapeamento conceitual a partir da análise estrutural da rede proposicional

Mapas Conceituais celebrating a publicação de mais um trabalho científico with Paulo Correia and Joana Aguiar at EACH-USP. 17 h · São Paulo, Brazil · Joana Aguiar e Paulo Correia publicam mais um trabalho sobre #mapasconceituais na Ciência & Educação. O texto completo deverá ser disponibilizado a todos no primeiro número de 2017. Título do trabalho: Avaliação da proficiência em mapeamento conceitual a partir da análise estrutural da rede proposicional Title: Proficiency assessment in concept mapping from the structural analysis of the propositional network Conheça o site da revista: http://www.fc.unesp.br/#!/ciedu
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The Paradox of Classroom Technology: Despite Proliferation and Access, Students Not Using Technology for Learning

The Paradox of Classroom Technology:  Despite Proliferation and Access, Students Not Using Technology for Learning | Concept mapping | Scoop.it
Governments, schools and systems as well as the philanthropic community have invested heavily in technology to keep up with the demands of 21st century learners. Even after years of huge public and private investments and the sheer number of technology-in-education initiatives (1:1 computing, e-Rate, P-TECH, STEM), one would think that students’ use of digital tools and technology for learning in K-12 settings would be ubiquitous. It is in fact the contrary. While the pervasive use of tablets, smartphones, laptops and digital education content is expanding around us, in the classroom, students are not actively using these technologies for learning—even within well-equipped classrooms where access is not the problem. AdvancED® research has found that examples of technology being put to use by students to strengthen learning are barely evident in classrooms today.

After conducting over 140,000 direct classroom observations in K-12 schools in the U.S. and across the globe, AdvancED has uncovered that there are still relatively few classrooms in which students’ use of digital tools and technology is a regular part of a student’s school experience.

Via Kim Flintoff
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Can cognitive maps provide insight into women who hurt their children?

Mugavin, M. E., & Sapien, R. E. (2016). Can cognitive maps provide insight into women who hurt their children? Journal of Nursing Education and Practice, 6(12). http://doi.org/10.5430/jnep.v6n12p71


Abstract:
Efforts to organize information relative to complex, multifaceted issues such as fatal and nonfatal child abuse can be daunting but are essential to the development of adequate strategies for recognition of at-risk mothers and, ultimately, for prevention-focused interventions. The purpose of this exploratory descriptive pilot study using quantitative and qualitative techniques was to determine what constellation of antecedents broadly categorized as vulnerabilities and triggers may be associated with fatal or nonfatal abuse from the viewpoint of the mother/perpetrator. Due to challenges in accessing the study population, a convenience sample of 88 women incarcerated for fatal and nonfatal abuse was drawn from four women’s prisons in three Southwestern United States. A structured questionnaire consisting of 68 paired comparisons was administered to participants. Participants rated the vulnerabilities and triggers for dissimilarity and ranked their relative importance. Priority ratings were obtained from responses to content analysis questions. Multidimensional scaling (MDS) and clustering methodologies were used to generate cognitive maps of the concepts in relation to one another. The two groups shared common underlying structures consisting of three disparate clusters, “Family Intimacy”, “Negative Emotion”, and “Abuse”. They diverged in vulnerabilities and triggers that had the most profound impact on their thinking and behavior. Both groups had a similar underlying structure for antecedents to these crimes, but evaluative responses showed differences between women convicted of fatal versus nonfatal abuse.

 KeyWords: Child abuse, Filicide, Multidimensional scaling, Cognition 
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Organic Chemistry Students’ Fragmented Ideas about the Structure and Function of Nucleophiles and Electrophiles: A Concept Map Analysis

Organic Chemistry Students’ Fragmented Ideas about the Structure and Function of Nucleophiles and Electrophiles: A Concept Map Analysis | Concept mapping | Scoop.it

Anzovino, M. E., & Bretz, S. L. (2016). Anzovino, M. E., & Bretz, S. L. (2016). Organic Chemistry Students’ Fragmented Ideas about the Structure and Function of Nucleophiles and Electrophiles: A Concept Map Analysis. Chem. Educ. Res. Pract. http://doi.org/10.1039/C6RP00111D. ;


Organic chemistry students struggle with multiple aspects of reaction mechanisms and the curved arrow notation used by organic chemists. Faculty believe that an understanding of nucleophiles and electrophiles, among other concepts, is required before students can develop fluency with the electron-pushing formalism (EPF). An expert concept map was created to depict an understanding of nucleophiles and electrophiles ideally held by undergraduates. Second year organic chemistry students were interviewed and asked to give examples of nucleophiles and electrophiles and to identify them in reactions. A cognitive map was created to represent each student’s understanding. The students’ maps were compared to the expert map, revealing that students possess fragmented ideas about the structure and function of nucleophiles and electrophiles.


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The Implementation of Physics Problem Solving Strategy Combined with Concept Map in General Physics Course - IOPscience

Hidayati, H., & Ramli, R. (2018). The Implementation of Physics Problem Solving Strategy Combined with Concept Map in General Physics Course. IOP Conference Series: Materials Science and Engineering, 335, 012077. http://doi.org/10.1088/1757-899X/335/1/012077

Abstract:
This paper aims to provide a description of the implementation of Physic Problem Solving strategy combined with concept maps in General Physics learning at Department of Physics, Universitas Negeri Padang. Action research has been conducted in two cycles where each end of the cycle is reflected and improved for the next cycle. Implementation of Physics Problem Solving strategy combined with concept map can increase student activity in solving general physics problem with an average increase of 15% and can improve student learning outcomes from 42,7 in the cycle I become 62,7 in cycle II in general physics at the Universitas Negeri Padang. In the future, the implementation of Physic Problem Solving strategy combined with concept maps will need to be considered in Physics courses.

Keywords:
affordable; fast; flexible; open access; proceedings; template
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Mapas conceptuales: CmapTools para iPad y Apple Pencil.

Mapas conceptuales: CmapTools para iPad y Apple Pencil. | Concept mapping | Scoop.it
Hace unos días me llegó mi nuevo iPad (6ª generación, 2018), con soporte para Apple Pencil. Una de Las primeras pruebas que hice fu
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Using Concept Mapping to Develop a Human Rights Based Indicator Framework to Assess Country Efforts to Strengthen Rehabilitation Provision and Policy: The Rehabilitation System Diagnosis and Dialog...

Skempes, D., Melvin, J., Groote, V., Stucki, G., & Bickenbach, J. (2018). Using Concept Mapping to Develop a Human Rights Based Indicator Framework to Assess Country Efforts to Strengthen Rehabilitation Provision and Policy: The Rehabilitation System Diagnosis and Dialogue (RESYST) Framework. Preprints. http://doi.org/10.20944/preprints201801.0114.v1

Abstract:
Background Access to rehabilitation is crucial for the realization of the right to health and a proper concern of global health. Yet, reliable information to guide rehabilitation service planning is unavailable in many countries in part due to the lack of appropriate indicators. To ensure universal health coverage and meet the central imperative of “leaving no one behind” countries must be able to assess key aspects of rehabilitation policy and provision and monitor how they have discharged their human rights responsibilities towards those most disadvantaged, including people with disability. This article describes the process of developing an expert guided indicator framework to assess governments’ efforts and progress in strengthening rehabilitation in line with the Convention on the Rights of Persons with Disabilities. Methods A systems methodology - concept mapping - was used to capture, aggregate and confirm the knowledge of diverse stakeholders on measures thought to be useful for monitoring the implementation of the Convention with respect to health related rehabilitation. 56 individuals generated a list of 107 indicators through online brainstorming which were subsequently sorted by 37 experts from the original panel into non overlapping categories. 41 participants rated the indicators for importance and feasibility. Multivariate statistical techniques where used to explore patterns and themes in the data and create the indicators’ organizing framework which was verified and interpreted by participants. Results A concept map of 11 clusters of indicators emerged from the analysis grouped into three broader themes: Governance and Leadership (3 clusters); Service Delivery, Financing and Oversight (6 clusters); and Human Resources (2 clusters). The RESYST was comprehensive and well aligned with the Convention. On average, there was a moderately positive correlation between importance and feasibility of the indicators (r=.58) with experts prioritizing the indicators contained in the clusters of the Governance and Leadership domain. Two of the most important indicators arose from the Service Delivery, Financing and Oversight domain and reflect the need to monitor unmet needs and barriers in access to rehabilitation. In total, 59 indicators achieved above average score for importance and comprised the two–tiered priority set of indicators. Conclusion Concept mapping was successful in generating a shared model that enables a system’s view of the most critical legal, policy and programmatic factors that must be addressed when assessing country efforts to reform, upscale and improve rehabilitation services. The RESYST provides a data driven basis for the development of standardized data collection tools to facilitate comparative analysis of rehabilitation systems.

Autho Keyworks: 
rehabilitation; indicators; health systems; right to health; monitoring; health services for persons with disability; human rights; accountability;
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Group concept mapping for evaluation and development in nursing education - ScienceDirect

Group concept mapping for evaluation and development in nursing education - ScienceDirect | Concept mapping | Scoop.it
Hagell, P., Edfors, E., Hedin, G., Westergren, A., & Hammarlund, C. S. (2016). Group concept mapping for evaluation and development in nursing education. Nurse Education in Practice, 20, 147–153. http://doi.org/10.1016/j.nepr.2016.08.006

Abstract:
The value of course evaluations has been debated since they frequently fail to capture the complexity of education and learning. Group Concept Mapping (GCM), a participant-centred mixed-method was explored as a tool for evaluation and development in nursing education and to better understand students' learning experiences, using data from a GCM-based evaluation of a research training assignment integrating clinical practice and research data collection within a Swedish university nursing program. Student nurses (n = 47) participated in a one-day GCM exercise. Focus group brainstorming regarding experiences from the assignment that the students considered important and instructive yielded 98 statements that were individually sorted based on their student-perceived relationships, and rated regarding their importance/instructiveness and need for development. Quantitative analysis of sort data produced a 2-dimensional map representing their conceptual relationships, and eight conceptual areas. Average cluster ratings were plotted relative to each other and provided a decision aid for development and planning by identifying areas (i.e., “Research methodology”, “Patients' perspectives”, and “Interviewer role”) considered highly important/instructive and in high need for development. These experiences illustrate the use and potential of GCM as an interactive participant-centred approach to evaluation, planning and development in nursing and other higher health science educations.

Author Keyworks:
Evaluation; Experiential learning; Group Concept Mapping; Mixed-methods; Nursing education research
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Learning with retrieval-based concept mapping.

Blunt, J. R., & Karpicke, J. D. (2014). Learning with retrieval-based concept mapping. Journal of Educational Psychology, 106(3), 849–858. http://doi.org/10.1037/a0035934

ABSTRACT:
Students typically create concept maps while they view the material they are trying to learn. In these circumstances, concept mapping serves as an elaborative study activity—students are not required to retrieve the material they are learning. In 2 experiments, we examined the effectiveness of concept mapping when it is used as a retrieval practice activity. In Experiment 1, students read educational texts and practiced retrieval either by writing down as many ideas as they could recall in paragraph format or by creating a concept map (retrieval-based concept mapping). In Experiment 2, we factorially crossed the format of the activity (paragraph vs. concept map) and the presence or absence of the text (i.e., whether the activity involved repeated studying or retrieval practice). On a final test 1 week later that assessed verbatim knowledge and inferencing, both paragraph and concept map retrieval practice formats produced better performance than additional studying, but the 2 retrieval formats themselves did not differ. The results demonstrate the effectiveness of concept mapping when it is used as a retrieval practice activity and show that retrieval itself, rather than merely the act of writing, drives the benefits of retrieval-based learning activities.

AUTOR KEYWORDS:
retrieval practice; concept mapping; learning; writing; study strategies
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The effectiveness of concept mapping and retrieval practice as learning strategies in an undergraduate physiology course

Burdo, J., & O’Dwyer, L. (2015). The effectiveness of concept mapping and retrieval practice as learning strategies in an undergraduate physiology course. Advances in Physiology Education, 39(4), 335–340. http://doi.org/10.1152/advan.00041.2015


ABSTRACT:

Concept mapping and retrieval practice are both educational methods that have separately been reported to provide significant benefits for learning in diverse settings. Concept mapping involves diagramming a hierarchical representation of relationships between distinct pieces of informa- tion, whereas retrieval practice involves retrieving information that was previously coded into memory. The relative benefits of these two methods have never been tested against each other in a classroom setting. Our study was designed to investigate whether or not concept mapping or retrieval practice produced a significant learning benefit in an undergraduate physiology course as mea- sured by exam performance and, if so, was the benefit of one method significantly greater than the other. We found that there was a trend toward increased exam scores for the retrieval practice group compared with both the control group and concept mapping group, and that trend achieved statistical significance for one of the four module exams in the course. We also found that women performed statistically better than men on the module exam that contained a substantial amount of material relating to female reproductive physiology.


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Pedagogic frailty and concept mapping

Knowledge Management & E-Learning: An International Journal(KM&El)  Vol 9, No 3 (2017)



Articles Special Issue on “Pedagogic frailty and concept mapping” ---------------------- ----------------------

- Editorial: Pedagogic frailty and concept mapping PDF Ian M. Kinchin, Paulo R. M. Correia 254-260 

- Do no harm: Risk aversion versus risk management in the context of pedagogic frailty Julie A. Hulme, Naomi E. Winstone 261-274

- Mapping the emotional journey of teaching Emma Jones 275-294

Pedagogic frailty: A concept analysis Ian M. Kinchin 295-310 

- Russian university teachers’ ideas about pedagogic frailty Svetlana Nikolaevna Kostromina, Daria Sergeevna Gnedykh, Ekaterina Aleksandrovna Ruschack 311-328 

- Using concept mapping for faculty development in the context of pedagogic frailty Bárbara de Benito, Alexandra Lizana, Jesús Salinas 329-347 

- Developing higher-order thinking skills with concept mapping: A case of pedagogic frailty Alberto J. Cañas, Priit Reiska, Aet Möllits 348-365 

- From representing to modelling knowledge: Proposing a two-step training for excellence in concept mapping Joana G. Aguiar, Paulo R. M. Correia 366-379 

- Challenges and weaknesses in the use of concept maps as a learning strategy in undergraduate health programs Enios Carlos Duarte, Ana Claudia Loureiro, Cristina Zukowsky-Tavares 380-391

- An exploration into pedagogic frailty: Transitioning from face-to-face to online Irina Niculescu, Roger Rees, Darren Gash 392-403 - 

- Making connections and building resilience: Developing workshops with undergraduates Julia Anthoney, Rachel Stead, Katie Turney 404-418

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Group concept mapping: An approach to explore group knowledge organization and collaborative learning in senior medical students

Group concept mapping: An approach to explore group knowledge organization and collaborative learning in senior medical students | Concept mapping | Scoop.it

Torre, D., Daley, B. J., Picho, K., & Durning, S. J. (2017). Group concept mapping: An approach to explore group knowledge organization and collaborative learning in senior medical students. Medical Teacher, 1–6. http://doi.org/10.1080/0142159X.2017.1342030


Abstract

Introduction: Group concept mapping may be used as a learning strategy that can potentially foster collaborative learning and assist instructors to assess the development of knowledge organization in medical students.Methods: Group concept maps were created by 39 medical students rotating through a fourth year medicine rotation. The group maps were developed based on a clinical vignette. Descriptive statistics and thematic analysis of students’ evaluations were performed.Results: Evaluations indicated that students enjoyed the collaborative nature of the exercise and the knowledge sharing activities associated with it. Group maps can demonstrate different knowledge organizationDiscussion: Group concept mapping can be used to explore students’ organization and integration of knowledge structures in a collaborative setting. Additional research should focus on how group mapping and learning progresses over time and, whether group mapping can help identify curricular strengths and needs.

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Mind Mapping et Management du Stress - Le Blog du Management Visuel

Mind Mapping et Management du Stress - Le Blog du Management Visuel | Concept mapping | Scoop.it
En quoi le management visuel peut être un levier pour manager le stress et les risques psychosociaux en entreprise ? Cela fait plus de 10 ans que Signos s’y intéresse et y contribue mais en « cachette » ? Pourquoi en cachette ? Tous nos stagiaires témoignent sur ce bénéfice inattendu : « grâce au Mind Mapping, je stress moins au boulot » ! Pourquoi n’avons-nous pas transformé ces témoignages en arguments commerciaux ? Car ce bénéfice est tellement inattendu qu’il est difficile d’y croire. On n’attend pas le Mind Mapping sur cet aspect-là. De plus, il vient s’ajouter à une liste de bénéfices déjà longue. En France, quand quelque est annoncé comme bon pour tout, cela parait douteux. Le management visuel offre une telle révolution managériale « invisible » qu’il va nous falloir encore beaucoup de temps pour convaincre le monde de l’entreprise sur ce sujet.

Via Louis Levy
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Using concept maps to assess learning of safety case studies – The Piper Alpha disaster

Using concept maps to assess learning of safety case studies – The Piper Alpha disaster | Concept mapping | Scoop.it

Shallcross, D. C. (2013). Using concept maps to assess learning of safety case studies – The Piper Alpha disaster. Education for Chemical Engineers, 8(1), e1–e11. http://doi.org/10.1016/j.ece.2013.02.001 ;

Abstract: The Piper Alpha disaster of 1988 remains the worst offshore oil platform disaster in history. The loss of 167 lives was caused by a range of factors including human error, poor safety training and poor safety management systems. The events that led up to the first explosion and then the subsequent fires and larger explosions provide an excellent context in which to introduce first year engineering students to the importance of safety in an introductory course. The loss of the Piper Alpha platform has been used as a case study in a general first year engineering subject at the University of Melbourne for several years. This paper begins by describing the background of the platform, the events of July 6, 1988 and the lessons that may be learned from the disaster. The learning around this safety case study is assessed in the class room using concept maps. An analysis of 460 concept maps prepared by the class 15 weeks after the material had been presented to them provides an insight into how well the students integrated and retained the material from the case study. Students recalled well the causes of the disaster as well as the consequences and lessons that should be learned from the incident. http://www.sciencedirect.com/science/article/pii/S174977281300002X

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Activités, événements, ressources, processus organisationnels et capacités organisationnelles : études à l'aide de carte conceptuelle

St-Amant, G. (2009). Activités, événements, ressources, processus organisationnels et capacités organisationnelles : études à l'aide de carte conceptuelle (Vol. Management des capacités organisationnelles). Presented at the Conference Acfas - Journées de réflexion, Otawa, Ontario.


Resumé:

Ce document de travail vise à réfléchir à une question qui m'a été posée par plusieurs gestionnaires et professionnels : Comment pouvons-nous décrire une capacité organisationnelle? Cette même question a fait l'objet de nombreux débats lors des journées de réflexion du groupe de recherche sur les capacités organisationnelles (GCO) dans le cadre de l'Acfas 2007 et 2008. Pour répondre à cette question, une approche de modélisation conceptuelle a été utilisée et des cartes conceptuelles ont été élaborées. Cette exploration conceptuelle a permis de répondre aux cinq questions suivantes : 

1. Qu'est-ce que la gestion par processus?

 2. Qu'est qu'un processus organisationnel? 

3. Qu'est-ce qu'une ressource? 

4. Quels sont les types de processus organisationnel?

 5. Qu'est-ce qu'une capacité organisationnelle?

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Concept Maps in the Classroom: A New Approach to Reveal Students’ Conceptual Change

Sellmann, D., Liefländer, A. K., & Bogner, F. X. (2015). Concept maps in the classroom: A new approach to reveal students’ conceptual change. The Journal of Educational Research, 108(3), 250–257. http://doi.org/10.1080/00220671.2014.896315


Abstract:

When entering the classroom, adolescents already hold various conceptions on science topics. Concept maps may function as useful tools to reveal such conceptions although labor-intensive analysis often prevents application in typical classroom situations. The authors aimed to provide teachers with an appropriate approach to analyze students’ concept maps within daily school routine. They intended to conclude qualitative changes from analyzing quantitative parameters. To test the approach, high school students were asked to map their conceptions before and after attending an educational program on climate change. For the analyses, quantitative as well as qualitative methods were applied. A comparison of pre- and postmaps pointed to a conceptual change. From strong correlations between qualitative and quantitative parameters we assumed our approach to be applicable. Due to its simple and barely time-consuming handling, the authors’ approach is suitable for application in conventional classroom situations and may contribute to inform teachers about students’ conceptions.


Keywords:

classroom application, climate change, conception, concept mapping, perception

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