making learning visible the role of concept mapping in higher education
|
Visible Learning
Sep 20 2007 · Metacognition is characterized by: Knowledge of one’s thinking and learning processes Awareness of feelings and attitudes Awareness of what one does and how one does it Awareness and regulation of one’s cognitive processes and Thinking about thinking Metacognitive strategies promote high-level thinking |
What are high-yield visible learning strategies?
Two additional high-yield visible learning strategies are concept mapping and behavior/advanced organizers. Concept mapping involves students in developing, “graphical representations or conceptual structure of the content to be learned”. (Hattie, 2009, p. 168).
Are concept maps a heuristic for science curriculum development?
Concept maps as a heuristic for science curriculum development: Toward improvement in process and product. Journal of Research in Science Teaching, 27 (10), 987–1000. Stensvold, M. S., & Wilson, J. T. (1990). The interaction of verbal ability with concept mapping in learning from a chemistry laboratory activity. Science Education, 74 (4), 473–480.
Do concept maps make learning visible?
According to Novak (1990), Hay (2007 Hay ( , 2008, and others, concept maps have the value of "making learning visible" because the teacher can actually "see" what ideas the student has about a topic and evaluate students' learning and acquisition of crucial concepts (Meyer & Land's 2006). ... ...
Why is concept mapping important in education?
These visual learning tools show the relationships between different ideas so that students can work through them and better grasp how they’re connected. Studies show that concept mapping in education helps facilitate meaningful learning in a variety of settings — whether it’s used with elementary students or even in higher education.
A Unit on The Solar System
Year 4 students learn about our solar system as part of their science curriculum. Involving them in concept mapping can enhance their learning. However, before I ask students to make concept maps, I make one myself. I normally do this as part of my unit planning process as it helps clarify the things students must understand. These steps describe t
Concept Mapping Step 1: The Focus Question
The topic of the concept map is the solar system. Yet, phrasing the topic as a question helps to focus the concept map, by avoiding unnecessary details. What should my focus question be? To help answer that I had a look at the Australian Curriculum for Year 5 Science. I like to start at the end, that is what must the students be able to do. The ach
Step 2: Identify & List Key Concepts
Brainstorming With the focus question in mind, I brainstormed some key concepts that I believed would help answer my focus question. These included: 1. Solar System 2. Sun 3. Planets 4. Moons Trustworthy Websites Then I looked up Solar System on NASA’s website. In a nutshell, it described our solar system as the Sun and the things that go around it.Things I had missed, included: 1. Dwarf Planets 2. Asteroids 3. Comets 4. Meteoroids I also needed better words than things and go around. So I changed them: 1. Things became objects 2. Go around became orbit Next, I went to a more in-depthoverview of our solar system on NASA’s website. In addition to the above, they mentioned: 1. Stars – specifically that
Step 3: Levelling Concepts
Next, I took the listed concepts and grouped them into a basic hierarchy. My hierarchy goes from left to right. Essentially, I used colour and font size, as well as the physical location to show this hierarchy. Some concepts have different shades of the same colour, to show that while they technically at the same hierarchical level, some are more ‘
Concept Mapping Step 4: Linking Concepts
Step 4, when concept mapping, involves showing the key relationships between concepts in the above hierarchy. The shape of the map remains fairly like that shown in Step 3. However, as I had to add labelled arrowed lines, I moved some for aesthetic reasons. I also decided to remove the concepts of size, distance and time. Instead, I referred to the
Step 5: Enhancing The Map
Next, I added in examples of some of the key concepts. These examples included all 8 planets, plus representative examples of some other concepts. I made my examples all look the same, black text in a white dotted rectangle. I also added some additional concepts, such as natural satellites, clear orbit, spherical shape, belt and thick shell. evidencebasedteaching.org.au
Concept Mapping Step 6: Reviewing Your Concept Map
Overall, I was quite happy with my concept map. But I now needed to review it, proofread it and improve it. Reviewing a complex map involves asking yourself questions, such as: 1. How well does my map answer the focus question? 2. Can my concept labels and link labels be more succinct? 3. Are any concept labelslisted more than once? 4. Are my propo
What Could You Get Out of This Form of Concept Mapping?
In addition to clarifying in my own mind what I was about to teach. This process allows me to generate propositions that I can use as part of my unit objectives. See this example. evidencebasedteaching.org.au
Concept Maps: How Instructors Can Use Them to Support Student Learning (High Definition)
Introduction to Concept Maps: The Basics
How to do Concept Mapping
|
Making learning visible: The role of concept mapping in higher
The numbers of students taking part in university education has risen from 500000 in the 1960s to 2 million today (see the Higher Education Research |
|
Making learning visible: the role of concept mapping in higher
This article develops the concept-mapping method as a tool for enhancing teaching quality in higher education. In particular it describes how concept |
|
Making learning visible: the role of concept mapping in higher
The numbers of students taking part in university education has risen from 500000 in the 1960s to 2 million today (see the Higher Education Research |
|
Resource Guide Concept Mapping
clarify concepts. Resources. Hay D. |
|
Open Research Online oro.open.ac.uk
Making learning visible: The role of concept mapping in higher education. Studies in Higher Education 33(3) |
|
Connolly & spiller: joining the pieces: using concept maps for
We argue that teaching and learning approaches in universities often fail to Concept mapping was one tool to help students make connections and ... |
|
The role of worked examples to teach concept mapping O papel dos
Keywords: Concept maps; Knowledge representation; Higher education; the learners externalise their knowledge structure making visible their. |
|
Visualizing the Complexity of Knowledges to Support the
28 oct. 2021 Professional Development of University Teaching ... Lygo-Baker S. Making learning visible: The role of concept mapping in higher education. |
|
CRS - IRW - Houston - Session 1a
With their use successful learning outcomes have occurred in Making learning visible: the role of concept mapping in higher education. |
|
The Efficacy of Concept Mapping as a Learning Tool in Life-Span
27 sept. 2018 Hay D. |
|
Making learning visible: The role of concept mapping in higher
We argue that concept mapping can facilitate teacher–student interactions in the creation and extension of knowledge, as well as its transmission We suggest that the emergence of new and individually acquired meaning is a genuinely authentic definition of higher education |
|
Concept mapping as a formative assessment in college - CORE
Keywords: concept mapping; formative assessment; teacher education; carried out during the instructional process for the purpose of improving learning to meet is informative for instructors, by making learning visible it improves students' |
|
USING CONCEPT MAPS FOR INTEGRATED LEARNING - ERIC
We argue that teaching and learning approaches in universities often fail to and Lygo-Baker, S (2008) Making learning visible: The role of concept mapping |
|
Concept mapping as a formative assessment in college classrooms
Keywords: concept mapping; formative assessment; teacher education; carried out during the instructional process for the purpose of improving learning to meet is informative for instructors, by making learning visible it improves students' |
|
Concept mapping and the fundamental problem of moving between
learning, concept maps either need to emphasise dynamism (through the When the purpose of teaching is the promotion of studentsʼ ability to important point to make is that this line from Novak and Symington starts with the from the application of many innovative ICTs in higher education (e g Conole et al , 2008) |
