Concept mapping brings long-term movement toward meaningful learning

1990 ◽  
Vol 74 (4) ◽  
pp. 461-472 ◽  
Author(s):  
Jane A. Heinze-Fry ◽  
Joseph D. Novak
Keyword(s):  
Concept Mapping ◽  
Meaningful Learning

scholarly journals Perceived Impeding Factors for Return-to-Work after Long-Term Sickness Absence Due to Major Depressive Disorder: A Concept Mapping Approach

PLoS ONE ◽  
2014 ◽  
Vol 9 (1) ◽  
pp. e85038 ◽  
Author(s):  
Gabe de Vries ◽  
Hiske L. Hees ◽  
Maarten W. J. Koeter ◽  
Suzanne E. Lagerveld ◽  
Aart H. Schene
Keyword(s):  
Major Depressive Disorder ◽  
Depressive Disorder ◽  
Return To Work ◽  
Concept Mapping ◽  
Sickness Absence ◽  
Major Depressive ◽  
Mapping Approach

scholarly journals Fourteen years of quality improvement education in healthcare: a utilisation-focused evaluation using concept mapping

2019 ◽  
Vol 8 (4) ◽  
pp. e000795 ◽  
Author(s):  
Frida Smith ◽  
Patrik Alexandersson ◽  
Bo Bergman ◽  
Lisa Vaughn ◽  
Andreas Hellström
Keyword(s):  
Quality Improvement ◽  
Concept Mapping ◽  
Mixed Method ◽  
Healthcare Professionals ◽  
Organisational Performance ◽  
Healthcare Staff ◽  
Long Term Outcomes ◽  
Analysis Process ◽  
Kirkpatrick Model

BackgroundThe need for training in quality improvement for healthcare staff is well acknowledged, but long-term outcomes of such training are hard to evaluate. Behaviour change, improved organisational performance and results are sought for, but these variables are complex, multifactorial and difficult to assess.AimThe purpose of this article is to explore the personal and organisational outcomes identified by participants over 14 years of university-led QI courses for healthcare professionals.MethodInspired by the Kirkpatrick model for evaluation, we used concept mapping, a structured mixed method that allows for richness of data to be captured and visualised by inviting stakeholders throughout the process. In total, 331 previous course participants were included in the study by responding to two prompts, and 19 stakeholders taking part in the analysis process by doing the sorting.ResultTwo maps, one for personal outcomes and one for organisational outcomes, show clusters of the responses from previous course participants and how the outcomes relate to each other in meta-clusters. Both maps show possible long-term outcomes described by the previous course participants.ConclusionThe results of this study indicate that it is possible that training in quality improvement with a strong experiential pedagogical approach fosters a long-term improvement capability for the course participants and, even more important, a long-term improvement capability (and increased improvement skill) in their respective organisations.

scholarly journals Computer-Based Concept Mapping as a Method for Enhancing the Effectiveness of Concept Learning in Technology-Enhanced Learning

2019 ◽  
Vol 11 (4) ◽  
pp. 1005 ◽  
Author(s):  
Gülsüm Aşıksoy
Keyword(s):  
Problem Solving ◽  
Concept Mapping ◽  
Concept Learning ◽  
Meaningful Learning ◽  
Control Group ◽  
Technology Enhanced Learning ◽  
Problem Solving Skills ◽  
Computer Based ◽  
Enhanced Learning ◽  
Experimental Group

Technology enhanced learning is a wide area that covers all uses of digital technology to support learning and teaching activities. The computer-based concept mapping has shown potential in enhancing meaningful learning in education. Concept mapping is an important tool that is used in the field of education to help students in understanding the basic concepts and the relationships between them. This research proposes a computer-based concept mapping (CBCM) environment combined with Google classroom to help students reduce their misconceptions and to improve their problem solving skills. Furthermore, it examines the effect of CBCM on the sustainability of concept learning according to student views. The participants were first-year engineering students. The study was conducted in a physics class, and a true-experimental design was used. The experimental group students learned with the Google classroom combined with computer-based concept mapping (CBCM), while the concept group students learned with Google classroom and the traditional method. Data were collected from a physics concept test, problem solving inventory, and semi-structured interviews. The research results indicated that teaching in the CBCM environment combined with Google Classroom provides meaningful learning by correcting the misconceptions of the students. Moreover, there was a significant increase in the problem solving skills of the experimental group as compared to the control group. According to the students’ views, it was determined that CBCM enhances the sustainability of concept learning. The results of this study can help educators and researchers to integrate computer-based concept mapping (CBCM) techniques into Google Classroom.

Meaningful Learning in College Biology through Concept Mapping

1991 ◽  
Vol 53 (4) ◽  
pp. 214-219 ◽  
Author(s):  
Carol Briscoe ◽  
Sarah Ulerick LaMaster
Keyword(s):  
Concept Mapping ◽  
Meaningful Learning ◽  
College Biology

scholarly journals CONCEPT MAPPING: A MEANINGFUL SELF-DIRECTED LEARNING TOOL FOR PROBLEM BASED LEARNING IN PHYSIOLOGY.

2020 ◽  
Vol 4 (8) ◽  
Author(s):  
Anju Anand Asia ◽  
Abhay Mudey
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Problem Based Learning ◽  
Meaningful Learning ◽  
Problem Analysis ◽  
Learning Tool ◽  
Self Directed Learning ◽  
Significant Difference ◽  
Post Test ◽  
Directed Learning

Background: Fostering meaningful and self-directed learning among medical graduates is essential to mold them into competent physicians. Concept mapping is one such educational tool facilitating meaningful learning by organizing and integrating information. In our study it was used as a learning tool for problem analysis in Physiology. Material and Methods: Students of the first MBBS Professional year were divided into groups of fifteen; a group facilitator was allotted to each group. After initial practice, students constructed concept maps in Problem based learning (PBL) sessions on case based scenarios; each group finalized a map and then designed charts based on these maps. Student’s analytical ability was determined through differences in score between MCQ based pretest and post test. Charts were evaluated and perception of students regarding effectiveness of concept maps designing was taken. Results:  One hundred and thirty two students completed the study. There was a   statistically significant difference in the pre and post test scores. The items in the Concept maps charts evaluation sheet were ranked as good or excellent in 75% of Charts except the item on horizontal interlinking and cross linking hierarchy which was ranked as satisfactory in 63% of Charts.  Students considered activity of collection of information, discussions, designing, active involvement and teamwork as useful. Conclusions: Self designed Concept maps can be a novel   approach for problem analysis in Physiology. Summary:  Concept maps are useful for summarizing information; integrating mapping in PBL can improve critical thinking ability of students and renew interest in a basic science subject like Physiology. Keywords: Concept map, Problem based learning, Meaningful learning, Analysis.

scholarly journals USING CONCEPT MAPPING FOR ASSESSMENT IN SCIENCE EDUCATION

2014 ◽  
Vol 13 (5) ◽  
pp. 662-673
Author(s):  
Katrin Soika ◽  
Priit Reiska
Keyword(s):  
Science Education ◽  
Concept Mapping ◽  
Research Method ◽  
Concept Maps ◽  
Assessment Method ◽  
Mapping Method ◽  
Long Term Memory ◽  
Interactive Animation ◽  
Based Instruction

Conceptual acquisition is an important aspect of science education, especially with regard to committing things to long term memory. Three case studies were carried out to examine approaches to conceptual acquisition in science education. The aim of these studies was to determine whether concept mapping method is a valid research method. To answer the question, studies were developed. Two of them used animation to describe abstract topics in chemistry. The aim of the third study was to compare the differences in higher taxonomy concept maps, created in an allocated timeframe. The findings of the studies indicate that the use of voiced interactive animation without teacher explanation does not lend itself to superior concept acquisition. As a result of the study it was concluded that concept mapping as an assessment method provides a unique possibility to visualize the structure of students’ conceptual achievements. Based on the outcomes it is recommended concept mapping should be used more as an assessment or research method. Key words: assessment, concept mapping, animation, paper-based instruction, concepts.

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