Search results for "concept map"
showing 10 items of 30 documents
The role and practice of interpersonal relationships in European early education settings: sites for enhancing social inclusion, personal growth and …
2007
This study sought to identify and compare the characteristics of the social pedagogic context of cognitive activities in a sample of early education settings in six European countries (England, Fin...
HOW TO IMPROVE METACOGNITION IN PRIMARY SCHOOL
2014
Educational and psychological research in the past decade has found that metacognitive capacity starts earlier than was initially realized; is more amenable to educational intervention than was previously thought; can be taught to a wide range of learners; and is both inherently contextual and a unique capacity that is distinguishable from intelligence, cognitive processes and motivation. In this paper we will see how metacognition can be improved in primary school pupils when teachers use instructional strategies that encourage meaningful learning, stimulate metacognitive reflection and provide continuous feedback. The purpose of this article is to explore the notion of metacognition with …
Concept Maps for Comprehension and Navigation of Hypertexts
2013
Comprehension and learning with hypertexts are challenging due to the nonlinearity of such digital documents. Processing hypertexts may involve navigation and comprehension problems, leading learners to cognitive overhead. Concept maps have been added to hypertexts to reduce the cognitive requirements of navigation and comprehension. This chapter explores the literature to examine the effects of concept maps on navigation, comprehension, and learning from hypertexts. The literature review aims to elucidate how concept maps may contribute to processing hypertexts and under which conditions. In spite of the variability of concept maps used in hypertexts, some findings converge. Concept maps r…
Structuring didactic materials on the Web (Struct)
2009
There is an universal agreement that the structuring of didactic materials helps the student in his/her learning process when dealing with such materials. It is then important for the teacher or a student to choose among different structures so to use the one that best conveys the desired knowledge. This need is nowadays a priority also in the e-learning world since several e-learning courses exist on the web and many more are created every day. Unfortunately, most of the existing e-learning platforms offer just a single way to organize the course contents (book structure). Whoever is interested in organizing the course contents in a different way (e.g, with a concept map) must use specific…
Transformation of the Software Testing Glossary into a Browsable Concept Map
2014
Authors propose a transformation method of the glossary “Standard glossary of terms used in Software Testing” created by ISTQB document into a basic concept map. By applying natural language processing techniques and analyzing the discovered relations between concepts the most essential aspects of the software testing domain are elicited and integrated. As the result a browsable concept map is created. Browsable concept map can be used as a learning support tool.
Les représentations spatiales de concepts scientifiques : inventaire et diversité
1994
The consultation of twelve journals (French and English language) that deal with science education, for the years 1991 to 1993, allowed us to summarize the use of spatial representations of scientific concepts in didactics research. Two main results were produced from this study : there has not been much work published with spatial representations, and what has been published is very heterogeneous. Analysis of this diversity does not always allow us to understand the authors’ objectives and obliges researchers in didactics to think about the nature and role of spatial representations in the construction of scientific knowledge.
Crowdboard: Augmenting in-person idea generation with real-time crowds
2017
Online crowds can help infuse creativity into the design process, but traditional strategies for leveraging them, such as large-scale ideation platforms, require time and organizational effort in order to obtain results. We propose a new method for crowd-based ideation that simplifies the process by having smaller crowds join in-person ideators during synchronous creative sessions. Our system Crowdboard allows online crowds to provide real-time creative input during early-stage design activities, such as brainstorming or concept mapping. The system enables in-person ideators to develop ideas on a physical or digital whiteboard which is augmented with real-time creative input from online par…
Acquisition of Higher Order Knowledge by a Dynamic Modeling Environment Based on the Educational Concept of Self-Regulated Learning
2013
I aim to show that learning with this modeling based Educational Learning System (ELS) can accomplish the target of achieving higher order knowledge. The ELS is a system consisting of internal and external elements. The external prerequisites consist of technical and physical elements and the internal ones are shaped by the students pre-knowledge and the instructors teaching competencies including his/her social, emotional, and disciplinary knowledge necessary for teaching. The ELS is based on a theoretical framework of different theories and models such as concept mapping, elaboration of mental models, cognitive tool-approach, and self-regulated learning (SRL). Different features for visua…
Heuristic Method to Improve Systematic Collection of Terminology
2016
In this paper, we propose an experimental tool for analysis and graphical representation of glossaries. The original heuristic algorithms and analysis methods incorporated into the tool appeared to be useful to improve the quality of the glossaries. The tool was used for analysis of ISTQB Standard Glossary of Terms Used in Software Testing. There are instances of problems found in ISTQB glossary related to its consistency, completeness, and correctness described in the paper.
Finding Factors Influencing Students’ Preferences to Concept Mapping Tasks: Literature Review
2014
Abstract There is a broad set of concept mapping tasks which can be used by teachers for assessing students’ knowledge structures but there are no known works of research studying their adaptation to students’ individual differences and preferences in relation to different tasks. The paper reports first results of activities which aim to offer a solution of the abovementioned problem. It is based on extensive review of theoretical and empirical studies and focuses on: a) identification of advantages and drawbacks of different concept mapping tasks, and b) finding factors which may affect students’ concept mapping ability.