By Alberto Cañas, Priit Reiska, Joseph Novak
This e-book constitutes the refereed lawsuits of the seventh overseas convention on notion Mapping, CMC 2016, held in Tallinn, Estonia, in September 2016.
The 25 revised complete papers provided have been conscientiously reviewed and chosen from one hundred thirty five submissions. The papers handle concerns akin to facilitation of studying; eliciting, shooting, archiving, and utilizing “expert” wisdom; making plans guide; review of “deep” understandings; learn making plans; collaborative wisdom modeling; construction of “knowledge portfolios”; curriculum layout; eLearning, and administrative and strategic making plans and monitoring.
Read or Download Innovating with Concept Mapping: 7th International Conference on Concept Mapping, CMC 2016, Tallinn, Estonia, September 5-9, 2016, Proceedings PDF
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This ebook constitutes the refereed lawsuits of the seventh foreign convention on notion Mapping, CMC 2016, held in Tallinn, Estonia, in September 2016. The 25 revised complete papers awarded have been rigorously reviewed and chosen from one hundred thirty five submissions. The papers handle matters comparable to facilitation of studying; eliciting, taking pictures, archiving, and utilizing “expert” wisdom; making plans guide; review of “deep” understandings; examine making plans; collaborative wisdom modeling; production of “knowledge portfolios”; curriculum layout; eLearning, and administrative and strategic making plans and tracking.
Additional resources for Innovating with Concept Mapping: 7th International Conference on Concept Mapping, CMC 2016, Tallinn, Estonia, September 5-9, 2016, Proceedings
During the construction process, most participants created meaningful clusters of related concepts and/or followed a temporal flow. However, these clusters or temporal flows were often no longer identiﬁable in the ﬁnal product. A teacher or researcher who evaluates only the ﬁnal product will often lack this additional information. Final concept maps elicit only a limited snapshot of a learner’s integrated knowledge. Participants’ oral explanations of their thought processes often diverged or expanded the reasoning leading to certain propositions.
The map, as well as F’s knowledge of the domain, seemed to be very fragmented and incomplete. Table 4. Concept map development of student F. Stage 1 Stage 2 Stage 3 Stage 4 4 Discussion This section discusses observations made during each stage of the concept map construction process, proceeding from initial layouts and revisions to the ﬁnal product. During the initial construction process, the three experts and novices D and E (high performing participants) fluidly generated their concept maps, which suggests that they had previously existing knowledge of propositions.
Com Abstract. As constructing concept maps from scratch can be time consuming, this study explores critiquing given concept maps with deliberate errors as an alternative. 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 randomly assigned to the KIM generation (n = 41) or critique (n = 52) task.