Improving learning and understanding through concept mapping

IF 2.5 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
A. Cañas, P. Reiska, Oleg Shvaikovsky
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引用次数: 0

Abstract

It is widely accepted that concept maps are a meaningful learning tool. Even so, the use of concept mapping as a meaningful learning tool is probably less common than the use of concept mapping as an assessment tool. In first place, the easiest thing to with a student’s concept map is to apply a rubric and give it a grade. And second, teachers often believe that by using a meaningful learning tool, their students are learning meaningfully while constructing their concept maps. We are then missing on the greatest power of the concept map, its use as a tool to learn meaningfully. In this paper we examine the difference between using concept maps for learning and for assessment, and propose steps on how to move towards the use of the tool to improve students’ learning and understanding.
通过概念映射提高学习和理解能力
人们普遍认为概念图是一种有意义的学习工具。即便如此,使用概念图作为有意义的学习工具可能不如使用概念图作为评估工具那么常见。首先,对学生的概念图最简单的判断就是给它标个等级。其次,教师通常认为,通过使用有意义的学习工具,他们的学生在构建概念图的同时也在有意义地学习。然后我们就忽略了概念图的最大力量,它是一种有意义的学习工具。在本文中,我们研究了将概念图用于学习和评估之间的区别,并就如何使用该工具来提高学生的学习和理解提出了步骤。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.70
自引率
33.30%
发文量
19
审稿时长
25 weeks
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