Effects of an integrated concept mapping and web-based problem-solving approach on students' learning achievements, perceptions and cognitive loads

2014 ◽  
Vol 71 ◽  
pp. 77-86 ◽  
Author(s):  
Gwo-Jen Hwang ◽  
Fan-Ray Kuo ◽  
Nian-Shing Chen ◽  
Hsueh-Ju Ho
Keyword(s):  
Problem Solving ◽  
Concept Mapping ◽  
Web Based ◽  
Integrated Concept

scholarly journals Facilitating learners’ web-based information problem-solving by query expansion-based concept mapping

2014 ◽  
Vol 30 (5) ◽  
Author(s):  
Yueh-Min Huang ◽  
Ming-Chi Liu ◽  
Nian-Shing Chen ◽  
Kinshuk . ◽  
Dunwei Wen
Keyword(s):  
Problem Solving ◽  
Concept Mapping ◽  
Query Expansion ◽  
Concept Maps ◽  
Real Life ◽  
Higher Order ◽  
System Thinking ◽  
Web Based ◽  
Information Problem Solving ◽  
Information Problem

<p>Web-based information problem-solving has been recognised as a critical ability for learners. However, the development of students’ abilities in this area often faces several challenges, such as difficulty in building well-organised knowledge structures to support complex problems that require higher-order skills (e.g., system thinking). To resolve these issues, this study employs a semi-automatic tool that supports query expansion-based concept mapping (QECM) for assisting learners’ web-based information problem-solving. The query expansion technique aims to recommend relevant concepts and linking words for building the map. The linking of concepts also uses non-taxonomic relationships for visualising a systemic model to develop complex problem-solving. An experiment was conducted by randomly dividing 50 participants into two groups, QECM (experimental) and conventional keyword-based search system, (control), to compare their performance during web-based information problem-solving tasks. The results show that the QECM system facilitated participants in extending their queries so as to enhance the comprehensiveness of their constructed concept maps. The QECM also improved the participants’ information problem-solving performance by bridging concepts of an assigned task. The findings imply that learners using the QECM system can focus on the higher-order tasks of problem-solving and be better engaged in exploring real-life problems with the web.</p>

scholarly journals Improving problem solving with simple interventions

2016 ◽  
pp. 64-68
Author(s):  
Melanie M Cooper ◽  
Ronald H Stevens ◽  
Charles T Cox Jr ◽  
Minory Nammouz
Keyword(s):  
Problem Solving ◽  
Concept Mapping ◽  
Logical Thinking ◽  
Major Goal ◽  
Group Problem ◽  
Web Based ◽  
Group Problem Solving ◽  
And Gender ◽  
Science Educators ◽  
Student Problem

Although problem solving is a major goal for most science educators, many still rely on the demonstration method as an approach to teach it. This remains the case even though most are not happy with the results. Using a web-based problem delivery system to track students’ performance, we have investigated the effects of collaborative learning, and concept mapping on student problem solving ability. We find that student ability in general can be improved by about 10% after a group problem solving intervention. Furthermore we find differences in improvement depending upon the students’ level of logical thinking and gender.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

Explicit teaching of problem categorization using concept mapping, and an exploratory study of its effect on student achievement and on conceptual understanding – the case of chemical equilibrium problems

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Antonios Bakolis ◽  
Dimitrios Stamovlasis ◽  
Georgios Tsaparlis
Keyword(s):  
Student Achievement ◽  
Problem Solving ◽  
Concept Mapping ◽  
Conceptual Understanding ◽  
Chemical Equilibrium ◽  
Concept Maps ◽  
Equilibrium Problems ◽  
Solution Process ◽  
Control Group ◽  
Long Term Memory

Abstract A crucial step in problem solving is the retrieval of already learned schemata from long-term memory, a process which may be facilitated by categorization of the problem. The way knowledge is organized affects its availability, and, at the same time, it constitutes the important difference between experts and novices. The present study employed concept maps in a novel way, as a categorization tool for chemical equilibrium problems. The objective was to determine whether providing specific practice in problem categorization improves student achievement in problem solving and in conceptual understanding. Two groups of eleventh-grade students from two special private seminars in Corfu island, Greece, were used: the treatment group (N = 19) and the control group (N = 21). Results showed that the categorization helped students to improve their achievement, but the improvement was not always statistically significant. Students at lower (Piagetian) developmental level (in our sample, students at the transitional stage) had a larger improvement, which was statistically significant with a high effect size. Finally, Nakhleh’s categorization scheme, distinguishing algorithmic versus conceptual subproblems in the solution process, was studied. Dependency of problem solving on an organized knowledge base and the significance of concept mapping on student achievement were the conclusion.

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