The Effect of Concept Mapping on Student Understanding and Correlation with Student Learning Styles PDF Download
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Author: William G Mosley
Publisher:
ISBN:
Category : Concept mapping
Languages : en
Pages : 118
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Book Description
This study investigated the use of concept mapping as a pedagogical strategy to promote change in the learning styles of pre-nursing students. Students' individual learning styles revealed two subsets of students; those who demonstrated a learning style that favors abstract conceptualization and those who demonstrated a learning style that favors concrete experience. Students in the experimental groups performed concept mapping activities designed to facilitate an integrative understanding of interactions between various organ systems of the body while the control group received a traditional didactic instruction without performing concept mapping activities. Both qualitative and quantitative data were collected in order to measure differences in student achievement. Analysis of the quantitative data revealed no significant change in the learning styles of students in either the control or experimental groups. Learning style groups were analyzed qualitatively for recurring or emergent themes that students identified as facilitating their learning. An analysis of qualitative data revealed that most students in the pre-nursing program were able to identify concepts within the class based upon visual cues, and a majority of these students exhibited the learning style of abstract conceptualization. As the laboratory experience for the course involves an examination of the anatomical structures of the human body, a visual identification of these structures seemed to be the most logical method to measure students' ability to identify anatomical structures.
Author: William G Mosley
Publisher:
ISBN:
Category : Concept mapping
Languages : en
Pages : 118
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Book Description
This study investigated the use of concept mapping as a pedagogical strategy to promote change in the learning styles of pre-nursing students. Students' individual learning styles revealed two subsets of students; those who demonstrated a learning style that favors abstract conceptualization and those who demonstrated a learning style that favors concrete experience. Students in the experimental groups performed concept mapping activities designed to facilitate an integrative understanding of interactions between various organ systems of the body while the control group received a traditional didactic instruction without performing concept mapping activities. Both qualitative and quantitative data were collected in order to measure differences in student achievement. Analysis of the quantitative data revealed no significant change in the learning styles of students in either the control or experimental groups. Learning style groups were analyzed qualitatively for recurring or emergent themes that students identified as facilitating their learning. An analysis of qualitative data revealed that most students in the pre-nursing program were able to identify concepts within the class based upon visual cues, and a majority of these students exhibited the learning style of abstract conceptualization. As the laboratory experience for the course involves an examination of the anatomical structures of the human body, a visual identification of these structures seemed to be the most logical method to measure students' ability to identify anatomical structures.
Author: Ann-Marie Wise
Publisher:
ISBN: 9781109362091
Category :
Languages : en
Pages : 81
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Book Description
Research question: What impact does a pre-concept map have on the organization of ideas in writing about evolutionary processes? Subquestions: (1) What effect does the pre-concept map have on student's attitudes towards their ability to write about scientific topics? (2) What are the differences and or similarities between low-achieving and high-achieving students' progress in short essay writing? Research activities: This research explores the effect of making a concept map prior to writing a short response about an evolutionary process. Context: The study took place in a 9th and 10th grade college preparatory Biology class at a high school in its first year of existence. The school has a four-by-four block schedule where each class runs 90 minutes every day. The research focused on an entire class with three focus students who exemplified above average, average, and below average academic achievement. Methods and data: The intervention lasted a month and utilized concept mapping as the instructional strategy. Three evolutionary processes were discussed during this intervention and for each process a pre-write, concept map, and post-write were conducted. Observational notes were collected during the concept map. The pre- and post-writes were done individually, while the concept map was completed in mixed-ability pairs. Attitudinal surveys were conducted before and after the intervention. Results: There is a correlation between the proficiency and quality of concept maps and of student writing. Findings from the attitudinal data indicated that concept mapping only slightly improved the students' confidence in the ability to write about scientific topics. Student writing improved following the intervention as shown in the post-write proficiency data. Conclusion: The effectiveness of concept mapping depends on the rigor of the content. Concept mapping increases student confidence in the ability to write in general. There was a greater impact on low-achieving students, but concept mapping did not adversely affect high-achieving students' writing. Grade Level: 9th and 10th grade. Data collection methods: Student work, Writing samples, Writing assessment, Survey-Attitude, Observation-Field Notes. Curriculum areas: Science-Biology, Writing-in the content areas. Instructional approaches: Collaboration/Teaming, Conceptual understanding, Cooperative learning, Graphic organizers/concept maps, Multi-kinesthetic learning, Vocabulary development, Writing-Organization, Writing-Prompts, Writing-Summary.
Author: Joseph D. Novak
Publisher: Routledge
ISBN: 1135184461
Category : Education
Languages : en
Pages : 334
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Book Description
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.
Author: Omer Vural
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this study was to investigate the effectiveness of two different concept mapping methods - learner-generated and expert-generated concept mapping - in computer-based video learning. The students' attitudes toward the use of the concept mapping and computer-based instruction in general were also investigated. The study was performed using the entire enrollment of the junior level undergraduate course (n = 65) Developmental Psychology for Educators (EPSY-320) class, the spring semester of 2010 at Texas A & M University. Using experimental research design, the relationship between student achievements and learning tools was observed. The convenience sampling method was used to assign the students randomly to two treatment groups. The study built on previous research findings on the instructional use of video and concept mapping. It focused on the relative influence of expert-generated versus learner-generated concept maps on student achievement during computer-based video instruction. Results indicated that there were no significant differences among achievements of students who used either learner-generated concept maps or expert-generated concept maps in the study. However, the expert-generated concept mapping group spent significantly less time than the learner-generated concept mapping group interacting with the instructional tool. The findings revealed that concept map scores mediated the relationships between the numbers of clicks on the video player control, time spent creating concept maps, and time spent on all interaction and student achievement. Although the variables - the number of clicks on the video player control, time spent creating concept maps, and time spent on all interactions - did not have a direct effect on student achievement, they affected the concept map scores, which in turn affected student achievement. The three variables - perceived usefulness, ease of use, and attitude toward use - were used to define the attitude of the students toward the instructional tool. The results showed that the attitude of the expert-generated group toward the instructional tool was significantly higher than the learner-generated group. Also, on average, the expert-generated concept mapping group expressed neutral feelings on using the instructional tool to improve their learning performance. Alternatively, the learner-generated group did not appreciate the value of this tool. Both groups reported neutral views about the ease of use of the instructional tool. In conclusion, concept mapping might enhance cognitive learning after the basic skills are acquired and the learners become competent concept mappers. During the creation of concept maps, cognitive load might hinder student learning; therefore, students must be well trained before starting to use the learning tool. Moreover, concept map scores might be used as student grades in video-based learning.
Author: Ronald R. Schmeck
Publisher: Springer Science & Business Media
ISBN: 1489921184
Category : Psychology
Languages : en
Pages : 381
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Book Description
A style is any pattern we see in a person's way of accomplishing a particular type of task. The "task" of interest in the present context is education-learning and remembering in school and transferring what is learned to the world outside of school. Teachers are expressing some sort of awareness of style when they observe a particular action taken by a particular student and then say something like: "This doesn't surprise me! That's just the way he is. " Observation of a single action cannot reveal a style. One's impres sion of a person's style is abstracted from multiple experiences of the person under similar circumstances. In education, if we understand the styles of individual students, we can often anticipate their perceptions and subsequent behaviors, anticipate their misunderstandings, take ad vantage of their strengths, and avoid (or correct) their weaknesses. These are some of the goals of the present text. In the first chapter, I present an overview of the terminology and research methods used by various authors of the text. Although they differ a bit with regard to meanings ascribed to certain terms or with regard to conclusions drawn from certain types of data, there is none theless considerable agreement, especially when one realizes that they represent three different continents and five different nationalities.
Author: David N. Hyerle
Publisher: Corwin Press
ISBN: 1412990890
Category : Education
Languages : en
Pages : 249
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Book Description
This new edition presents eight powerful visual models that boost all learners’ metacognitive and critical thinking skills. Updates include new research, examples, and applications.
Author: Jennifer Moore Bernstein
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 154
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Book Description
Concept mapping is an educational tool that is used to facilitate and demonstrate student comprehension through the use of a visual medium. Because it provides a non-linear, multidimensional way of exploring a topic it is especially appropriate for use in environmental studies courses, where individuals, institutions, and ecosystems interrelate in complex ways. This project looked at the effect of using concept mapping as a reflective and constructive exercise in an environmental analysis course at Lewis and Clark College in Portland, Oregon. A sub-question was whether or not characteristics of certain students, such as "learning style" and background proficiency with the subject matter would affect the degree to which concept mapping proved helpful. Students created bi-weekly concept maps to review lessons, reflect on their growth throughout the course, and present the findings of their final group research projects. A sub-group of students completed a questionnaire after each concept mapping exercise, which asked them the degree to which the exercise helped facilitate the educational goals of the course. Overall, concept mapping proved helpful and moderately challenging to the students. In general, demographics, learning style, and other variables did not predict success with concept mapping or success with the course. One notable exception was that the students who felt more challenged by the concept mapping exercises ultimately did better in the course overall. This indicates that for engaged students, concept mapping has the potential to keep them at the optimal level of intellectual discomfort that ultimately fosters deep learning.
Author: Diane Salmon
Publisher: Educational Psychology
ISBN: 9781433122699
Category : Academic achievement
Languages : en
Pages : 0
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Book Description
Salmon and Kelly provide a research-based framework and corresponding strategies to help teachers develop, critique, and revise their concept maps. In using this approach, teachers refine knowledge for teaching in order to expand their adaptive expertise and ultimately improve the academic performances of their students.
Author: Gary D. Borich
Publisher: Pearson Higher Ed
ISBN: 0133138313
Category : Education
Languages : en
Pages : 504
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Book Description
NOTE: Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for the Enhanced Pearson eText may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase. This package includes the Enhanced Pearson eText and the print bound book. In a conversational style, this market-leading text shows how to apply effective, realistic, research-based teaching practices in today’s heterogeneous classrooms. Effective Teaching Methods: Research-Based Practice, 8/e, prepares teachers to meet the many challenges presented by the changing face of the American school and classroom teaching today—and discover the opportunities for professional growth and advancement those changes provide. The content presented is the direct result of years of research and observation of effective teaching practices in actual classrooms. These are the experiences of real teachers in real classroom, showing teachers both what to do to meet today’s teaching challenges, and how to do it. The Eighth Edition provides readers with new coverage of important topics including Multiple Intelligences, professional learning communities, working with parents, and standardized testing. A new chapter on Technology Integration includes information on 21st century learning technologies, why teaching with technology is important, and assessing technology integration as well as its effectiveness. The Enhanced Pearson eText features embedded videos. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book. * The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later.
Author: John Hattie
Publisher: Routledge
ISBN: 1134024118
Category : Education
Languages : en
Pages : 454
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Book Description
This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
