Titlebook: Innovating with Concept Mapping; 7th International Co Alberto Ca?as,Priit Reiska,Joseph Novak Conference proceedings 2016 Springer Internat

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Communications in Computer and Information Sciencehttp://image.papertrans.cn/i/image/466676.jpg

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Innovating with Concept Mapping978-3-319-45501-3Series ISSN 1865-0929 Series E-ISSN 1865-0937

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Cmaps with Errors: Why not? Comparing Two Cmap-Based Assessment Tasks to Evaluate Conceptual Unders We have proposed the use of Cmap with errors (elaborated by teachers) to develop assessment tasks, as a way to address the logistical practicality obstacles usually found in classrooms. This paper compared two different tasks, finding the errors and judging the selected propositions in Cmap with er

Intend

Comparing Expert and Novice Concept Map Construction Through a Talk-Aloud Protocol,sses of novices and experts. Three biology experts and three novices (9th/10th grade high school students) constructed a concept map from a given list of concepts. Findings suggest that final concept maps of high performing students cannot be distinguished from expert-generated maps. However, analys

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Concept Mapping in High School: An Experience on Teaching Geography to Measure Deep, Surface and Nography took part in the study. The students made a map during the second stage of research, and these maps were compared to other semi-structured ones made in the fourth stage. For the analysis of these maps we use the Hay’s (2007) methodology to measure deep, surface and non-learning. Nowadays stud

Ankylo-

Critiquing as an Alternative to Generating Concept Maps to Support Knowledge Integration Processes,ative. A form of concept map that distinguishes between different levels, called Knowledge Integration Map (KIM), was used as an assessment and embedded learning tool. The technology-enhanced biology unit was implemented in four high school science classes (n?=?93). Student dyads in each class were

Exclaim

Design and Validation of a Teaching Sequence Based on Concept Maps to Achieve Meaningful Learning otruction of a didactic sequence using concept maps as a resource for teaching-learning. Four groups of students aged 9–10 were selected, two acting as Control Groups and two as Experimental Groups. The objective was to find out the differences between the selected educational methods, in terms of th