Concept mapping
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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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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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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.

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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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Aplicação de mapas conceituais como ferramentas didático-pedagógicas na área de recursos e serviços de informação

Farias, M. G. G., Farias, G. B. de, & Farias, G. B. de. (2016). Aplicação de mapas conceituais como ferramentas didático-pedagógicas na área de recursos e serviços de informação. Biblios: Journal of Librarianship and Information Science, 0(63), 13. http://doi.org/10.5195/biblios.2016.281

Resumo 
Objetivo. Analisar o uso de mapas conceituais como ferramentas didático-pedagógicas, a partir de uma experiência realizada em sala de aula, nas disciplinas Fontes Especializadas e Serviços de Informação do curso de Biblioteconomia. 
Método. A abordagem metodológica caracteriza-se por sua natureza aplicada, exploratória e de observação. Os dados foram coletados junto aos discentes por meio da aplicação de questionário, e a análise ocorreu com auxílio da técnica de análise de conteúdo.
Resultados. A maioria dos alunos veem os mapas conceituais como facilitadores da construção do conhecimento, e visualizam a utilização destes em contextos diversos. 
Conclusões. A utilização de mapas conceituais como ferramentas didático-pedagógicas podem promover nos alunos a potencialização do aprendizado e a reflexão sobre o estabelecimento de um percurso para a construção compartilhada de novos saberes, agregando conhecimentos prévios e transformando-os para serem utilizados no preenchimento de lacunas cognitivas. 

Palavras-chave: Mapas conceituais ; Ferramentas didático-pedagógicas ; Biblioteconomia ; Recursos e serviços de informação
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50 Ideas And Resources For More Visual Learning -

50 Ideas And Resources For More Visual Learning - | Concept mapping | Scoop.it
RT @SNewco: 50 Ideas And Resources For More Visual Learning https://t.co/VcMMpVBrcm #edchat #edtech
Via Jim Lerman, Lynnette Van Dyke, Roger Francis
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Rebecca Geevarghese's curator insight, May 11, 2016 1:46 AM
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Rebecca Dray's curator insight, June 2, 2016 1:16 AM
21st Century learners use visual thinking a lot more than other types of learning. This tool will be helpful to use it effectively.
samsinar's curator insight, June 2, 2016 8:11 PM
A very good illustrations under one page
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Personalize Learning: Continuum of Voice: What it Means for the Learner

Personalize Learning: Continuum of Voice: What it Means for the Learner | Concept mapping | Scoop.it
Examples and ideas that illustrate the Continuum of Voice moving to agency through the Stages of Personalized Learning Environments.

Via juandoming, Chris Carter, Roger Francis
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Katharina Windisch's curator insight, January 19, 2016 3:06 PM

Interesting brief insight about how important it is for children to be able to express their opinions and to what this possibility leads - a more studentcentred learning environment.

Sergio Avalos's curator insight, May 9, 2016 2:39 PM
sergio avalos
Dr. Theresa Kauffman's curator insight, May 9, 2016 10:08 PM
Excellent visual for engaging students and empowering them to develop a personal voice and agency.
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Guide: Using the SAMR Model to Guide Learning

Guide: Using the SAMR Model to Guide Learning | Concept mapping | Scoop.it

Technology is an immense tool that can transform the way students learn. One of my favourite quotes which demonstrates this comes from Steve Jobs:
 “What a computer is to me is it’s the most remarkable tool that we’ve ever come up with, and it’s the equivalent of a bicycle for our minds.“

 


Via Nik Peachey
ernestprats's insight:

Useful guide to help you think about how to effectively use tech in learning.

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Creative MediaWorks's curator insight, August 13, 2015 10:08 AM

Written for the classroom - but this info can definitely be applied to life science elearning strategy.  

Maria Bañeres's curator insight, September 19, 2015 12:17 PM

Just technology!

Sebastián Vásquez's curator insight, September 21, 2016 7:13 PM
In my opinion, substitution, argumentation, modification and redefinition (SAMR) model is a very useful tool to have into account as a starting point, or as a reference one, to start thinking about the way teachers can design lessons and the role they want technology to play into the classroom. It could also be used as a way to make students reflect upon the way they normally use technology and to make them aware of other possibilities and different ways in which they could do it. Furthermore, we can use this method as a pretext to discover others and to explore other ways in which technology could help us all to enhance teaching-learning processes.
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Using Google Tools in Project-Based Learning Infographic | PBL | eSkills

Using Google Tools in Project-Based Learning Infographic | PBL | eSkills | Concept mapping | Scoop.it
The Using Google Tools in Project-Based Learning Infographic presents how teachers can use google apps in project-based learning to streamline learning.

 

Learn more:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=PBL

 


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Ajo Monzó's curator insight, June 23, 2015 6:02 AM

Aplicaciones de Google en el aprendizaje basado en proyectos. Infografia útil y clarificadora!

Lee Hall's curator insight, June 23, 2015 10:30 AM

More reasons to use Google apps for education with your students. 

Nevermore Sithole's curator insight, September 22, 2016 8:59 AM
Project -Based Learning
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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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Use of Visualization Techniques for Active Learning Engagement in Environmental Science Engineering Courses

Sukumaran, S. L. and M. R. C. R. and R. (2016, May). Use of Visualization Techniques for Active Learning Engagement in Environmental Science Engineering Courses. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering. Retrieved from http://waset.org/publications/10004444 PU - World Academy of Science, Engineering and Technology NX - International Science Index 112, 2016

Abstract
Active learning strategies have completely rewritten the concept of teaching and learning. Academicians have clocked back to Socratic approaches of questioning. Educators have started implementing active learning strategies for effective learning with the help of tools and technology. As Generation-Y learners are mostly visual, engaging them using visualization techniques play a vital role in their learning process. The facilitator has an important role in intrinsically motivating the learners using different approaches to create self-learning interests. Different visualization techniques were used along with lectures to help students understand and appreciate the concepts. Anonymous feedback was collected from learners. The consolidated report shows that majority of learners accepted the usage of visualization techniques was helpful in understanding concepts as well as create interest in learning the course. This study helps to understand, how the use of visualization techniques help the facilitator to engage learners effectively as well create and intrinsic motivation for their learning..
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9 Generic activities for exploiting infographics

9 Generic activities for exploiting infographics | Concept mapping | Scoop.it

Infographics are a great source of information and make reading information from the computer screen much easier, but just showing students an infographic and telling them to study it isn’t the most effective way to exploit the medium.


Via Nik Peachey
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Elizabeth E Charles's curator insight, January 16, 2016 6:22 AM

A Nik Peachey blog on exploiting infographics - examples of how to use them as a teaching tool.

Fatiha CHAHI 's curator insight, January 17, 2016 5:35 AM

Comment exploiter les infographies en classe ? Des idées sur le blog de Nick Peachey.

elearning at eCampus ULg's curator insight, January 18, 2016 9:33 AM

Excellent ideas to be shared by everyone ;-)

 

Rescooped by ernestprats from Edumorfosis.it
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[Infographic] Generation Z is growing and learning with Mobile Devices

[Infographic] Generation Z is growing and learning with Mobile Devices | Concept mapping | Scoop.it
The proliferation of mobile devices has made an impact on the learning process, particularly among young students.

Those born after the millennial generation are considered Generation Z — children born into a world where mobile devices like smartphones and tablets have always been connected to the Internet, providing answers to almost any question with a few keystrokes and swipes. So it's no surprise that a 2014 NPD Group survey revealed that children aged 4 to 14 use smartphones and tablets more than any other device.

So how can educators adjust their instruction methods to meet these new styles of learning? Some are embracing blended learning initiatives, like the one promoted by the Rhode Island Department of Education, which combines online education with face-to-face instruction.

A new infographic from ItsLearning, a digital learning platform, provides a few statistics on the growth of mobile devices in education:

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A MUST READ! What Education Technology Could Look Like Over the Next Five Years

A MUST READ!  What Education Technology Could Look Like Over the Next Five Years | Concept mapping | Scoop.it
A survey of schools around the world reveals what schools could look like, trends in personalized learning, the role of teachers and challenges to exciting techniques.

 

Learn more:

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

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https://gustmees.wordpress.com/2014/07/10/education-collaboration-and-coaching-the-future/

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https://gustmees.wordpress.com/2013/12/21/privacy-in-the-digital-world-shouldnt-we-talk-about-it/

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Via Gust MEES
ernestprats's insight:
A survey of schools around the world reveals what schools could look like, trends in personalized learning, the role of teachers and challenges to exciting techniques.

 

Learn more:

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

.

https://gustmees.wordpress.com/2014/07/10/education-collaboration-and-coaching-the-future/

.
https://gustmees.wordpress.com/2013/12/21/privacy-in-the-digital-world-shouldnt-we-talk-about-it/

.

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SBESSCPA's curator insight, August 6, 2015 3:40 PM

relevant for those in the education space

 

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R.Conrath, Ed.D.'s curator insight, August 9, 2015 2:39 PM
A survey of schools around the world reveals what schools could look like, trends in personalized learning, the role of teachers and challenges to exciting techniques.

 

Learn more:

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

.

https://gustmees.wordpress.com/2014/07/10/education-collaboration-and-coaching-the-future/

.
https://gustmees.wordpress.com/2013/12/21/privacy-in-the-digital-world-shouldnt-we-talk-about-it/

.

Jennifer Hincapie's curator insight, May 4, 2016 9:10 PM
This article offers a snapshot of where ed tech stands now and where it is likely to go in the next five years, according to 56 education and technology experts from 22 countries.

The overall of the topic is divided at three different moments. first, we encounter the trends in educatioon among which we can find deeper learning, rethinking learning and collaboration, it means that these  aspects have started to be included in every-day lesson, and educators have been concerned about it more often than before, but when could it be done?

On the other side, we find the challenges as Authentic Learning, Professional Development, and Personalized Learning & Teacher’s Role, so finally how are we going to conceive technlogy in our classrooms over the next five years?, Are we going to be able to overcome all of these chhallenges, and if so, which is going to be the rle of the educator in the field?, all question that need to be answered