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The Impact of Concept Mapping on EFL Learners' Critical Thinking Ability  [cached]
Ebrahim Khodadady,Afsaneh Ghanizadeh
English Language Teaching , 2011, DOI: 10.5539/elt.v4n4p49
Abstract: The present study investigated the influence of concept mapping as a post-reading strategy on EFL learners' critical thinking ability. The study utilized a pretest – posttest control and experimental group design. To do so, thirty six EFL learners at upper intermediate and advanced levels were randomly assigned to experimental (n=18) and control (n=18) groups. The results of pretest indicated that the participants of the two groups were homogenous with regard to their proficiency level and critical thinking ability. The experimental group was instructed to construct concept maps after reading each text and formulated the required post-reading activities on the basis of the constructed maps. Critical thinking skill was assessed via the "Watson-Glaser Critical Thinking Appraisal" (CTA). The results of posttest indicated that concept mapping has a positive and significant influence on learners' critical thinking ability. The discussion and conclusions of the research are further presented with reference to the finding.
The Relationship Between the Abilities of Interdisciplinary Concept Mapping and Scientific Creativity

Hu Weiping,Zhang Chunjun,

心理学报 , 2007,
Abstract: Introduction As a mental tool used to help learners' knowledge construction and representation,Concept Map is a graphical representation of knowledge that is comprised of concepts and the relationships between them.Concept mapping not only displays learners' organized knowledge,but also represents their creativity.lnterdisciplinary concept mapping encourages learners to integrate knowledge from a wider range of disciplines,making meaningful learning more possible.The aims of present study were to further identify the relationship between interdisciplinary concept mapping abilities and creativity.In addition,this study attempted to clarify whether students who perform differently in constructing an interdisciplinary concept map possessed differing capacities for creative thinking.Method The participants were 108 eleventh grades from two scientific classes at a senior high school in Shanxi,China,including 60(56%)boys and 48(44%)girls.The average age of the participants was 17.64 years(SD=0.33 years).Using the three tasks of interdisciplinary concept mapping designed in the field of science(Task one,Solution Electrical Conductivity;Task two,Properties and Uses of CO2 and Carbon Circulation;Task three,Energy Transformation and Chemical Change)and Scientific Creativity Test(SCT)by Hu and Adey(2002),the study examined students' interdisciplinary concept mapping abilities and their creative thinking skills,respectively.Participants received about 60-minute instruction session by the second researcher before the experiments.The instruction sessions were designed to help the participants understand the meaning of creativity and interdisciplinary concept mapping and the way in which an interdisciplinary concept map is made.The procedure and time distribution were as follow:(a)Introduction to the concepts of creativity:10 minutes;(b)Employment of the SCT:60 minutes;(c)Hand out advance organizer materials of interdisciplinary concept mapping;(d)Introduction to what a interdisciplinary concept map is and how it is constructed:20 minutes;(e)Practices and discussion of a task involving interdisciplinary concept mapping in small groups of 4 or 5 students:30 minutes;(f)Three tasks for individual concept mapping:30 minutes/task.Canonical correlation analysis and discriminate analysis were employed in data analyses.Results The results indicated that:(a)the abilities of interdisciplinary concept mapping and scientific creativity had a strong positive correlation;(b)there is a strong positive correlation between propositions generation and cross-links identification,on the one hand,and fluency,flexibility and originality of scientific creativity,on the other;cross-links identification had a strong positive correlation with originality;(c)individual differences in the ability to construct interdisciplinary concept map reflected on all indices of scientific creativity.Conclusions The findings suggested that interdisciplinary concept mapping and scientific creative thin
Developing Concrete Research Proposals and Facilitating Self-Directed Learning via Concept Mapping  [PDF]
Keetam D. F. Alkahtani
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.42016

Self-direction in learning and writing viable research proposals are considered by higher education institutions as essential skills for graduate students to start their careers as researchers. This is an evidence-based practice study focuses on the use of concept mapping to facilitate self-directed learning and enhance research proposal writing in teacher education. An action mixed methods research design was used in this study with quantitative and qualitative data. Participants were 29 graduate students who were enrolled in a core course aimed to provide learners with an in-depth understanding of research methods. All students, at the beginning of the course, were asked to write a research proposal and complete the Self-Directed Learning Readiness Scale (SDLRS). They then were given training in the use of concept mapping technique throughout the course to develop research proposals. Students’ scores prior to and after the intervention were compared. Results indicate that students developed significantly more concrete research proposals, and displayed higher scores at post-intervention assessment. Findings of this study value and support the use of concept mapping to provide students with a comprehensive understanding of the knowledge of their area of study as they reflect on every element of their proposals.

Teaching, Designing, and Organizing: Concept Mapping for Librarians  [cached]
April Colosimo,Megan Fitzgibbons
Partnership : the Canadian Journal of Library and Information Practice and Research , 2012,
Abstract: Concept maps are graphical representations of relationships among concepts that can be an effective tool for teaching, designing, and organizing information in a variety of library settings. First, concept mapping can be used wherever training or formal teaching occurs as a visual aid to explain complex ideas. They can also help learners articulate their understanding of a subject area when they create their own concept maps. When using concept mapping as a teaching tool, students may have a more meaningful learning experience when they add information to a concept map that is based on their current knowledge. Next, concept maps are an effective design tool for librarians who are planning projects. They can also serve as a reference point for project implementation and evaluation. The same is true for the design of courses, presentations, and library workshops. A concept map based on the content of a course, for example, is valuable when selecting learning outcomes and strategies for teaching and assessment. Finally, concept mapping can used as a method for capturing tacit or institutional knowledge through the creation and organization of ideas and resources. Librarians can collaborate on concept maps with each other or with non-librarian colleagues to facilitate communication. Resulting maps can be published online and link to documentation and relevant resources. This paper provides an overview of the literature related to concept mapping in libraries. Concrete applications and examples of concept mapping for teaching and learning, designing, and organizing in library settings are then elaborated. The authors draw from their own success and experience with different concept mapping methods and software programs.
The development of the common fraction concept in Grade Three learners  [cached]
Claire Fraser,Hanlie Murray,Brenda Hayward,Pat Erwin
Pythagoras , 2011, DOI: 10.4102/pythagoras.v33i5.129
Abstract: This paper reports on a study undertaken on the development of the common fraction concept in Grade Three learners. According to the principles of a problem-centred approach to teaching and learning, learners were encouraged to discuss, reflect on and make sense of the mathematics they were doing while solving problems set in real-life contexts as vehicles for learning. The results indicate that learners are able to develop a stable common fraction concept and a deeper understanding of the concept.
Annual Review of Education, Communication and Language Sciences , 2009,
Abstract: Some students at the secondary and high school levels in western countries drop out having been labelled underachievers, even though teachers sometimes fail to establish whether such students underachieve in a particular subject or in all subjects. However, opinions are divided among educationists regarding the definition and causes of underachievement. This paper addresses some contemporary issues associated with underachievement. The rationale for the study is to identify the groups of learners referred to as underachievers and to find out if their condition can be improved with the help of teachers, psychologists and parents. Categorizing underachievers into different types has had an impact in proffering solutions, especially in the case of socalled gifted underachievers a phrase which otherwise appears to be an “oxymoron or educational enigma” (Barbara 2005). The question of whether or not underachieving learners can still learn is answered in the affirmative after consulting the literature on counselling and motivation.
Using Concept Mapping Instruction in Mobile Phone to Learning English Vocabulary  [PDF]
Chiu-Jung Chen
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.51002

Mobile technologies have enabled various new learning approaches. The researcher investigated the effectiveness of using Short Message Service (SMS) with concept mapping for English as Foreign Language learners’ vocabulary learning. The results indicated that after receiving English vocabulary lessons via SMS, the concept mapping group performed significantly better than the random group on the test scores, especially on the translation part.

Concept mapping as an empowering method to promote learning, thinking, teaching and research
Mauri Kalervo ?hlberg
Journal for Educators, Teachers and Trainers , 2013,
Abstract: Results and underpinning of over twenty years of research and development program of concept mapping is presented. Different graphical knowledge presentation tools, especially concept mapping and mind mapping, are compared. There are two main dimensions that differentiate graphical knowledge presentation methods: The first dimension is conceptual explicitness: from mere concepts to flexibly named links and clear propositions in concept maps. The second dimension in the classification system I am suggesting is whether there are pictures or not. hlberg s and his research group s applications and developments of Novakian concept maps are compared to traditional Novakian concept maps. The main innovations include always using arrowheads to show direction of reading the concept map. Centrality of each concept is estimated from number of links to other concepts. In our empirical research over two decades, number of relevant concepts, and number of relevant propositions in students concept maps, have been found to be the best indicators and predictors of meaningful learning. This is used in assessment of learning. Improved concept mapping is presented as a tool to analyze texts. The main innovation is numbering the links to show order of reading the concept map and to make it possible to transform concept map back to the original prose text as closely as possible. In hlberg and his research group s research, concept mapping has been tested in all main phases of research, teaching and learning.
Large scale studies with concept mapping  [PDF]
Katrin Soika,Priit Reiska
Journal for Educators, Teachers and Trainers , 2013,
Abstract: Concept mapping is a method for determining the achievement of knowledge. Concepts are linked with labelled lines to proposition and so the concepts create a graphical structured meaningful relationship. There are many ways to use concept mapping in research as data collecting and assessment instrument. Changing the conditions (like focus question about the concept map, lists of concepts, given structure of concept map etc.) also change the results. For a valid research is necessary to analyse the study and define the aims before collecting the data. Probably the most comfortable concept mapping constructing opportunity is to use special Internet based environment and analysing program – that makes data collection easier and more objective. This article brings out, what kind of problems may occur, when concept mapping method is used as a research instrument in a large scale study and it also tries to define how to select the a valid instrument for a study. Researchers want to analyse students knowledge, but instead sometimes they can only control whether they were able to create concept maps. The study brought out, that the quality of concept maps does not depend on concept maps creating frequency and computer handling skills.
A theoretical view on concept mapping  [cached]
Ray McAleese
Research in Learning Technology , 1994, DOI: 10.3402/rlt.v2i1.9487
Abstract: Auto-monitoring is the pivotal concept in understanding the operation of concept maps, which have been used to help learners make sense of their study and plan learning activities. Central to auto-monitoring is the idea of a 'learning arena' where individuals can manipulate concept representations and engage in the processes of checking, resolving and confirming understandings. The learner is assisted by familiar metaphors (for example, networks) and the possibility of thinking 'on action' while 'in action'. This paper discusses these concepts, and concludes by arguing that maps are part of the process of learning rather than a manifestation of learning itself. Auto-monitoring is suggested as an appropriate term to describe the process of engaging in the learning arena.
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