Collaborative concept mapping activities in a classroom scenario

Elorriaga, Jon A.; Arruarte, Ana; Calvo, Iñaki; Larrañaga, Mikel; Rueda, U.; Izagirre, Elena Herrán

doi:10.1080/0144929x.2011.632649

Cited by 13 publications

(10 citation statements)

References 12 publications

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“…Defined by the scholars Novak and Gowin (1984), the concept map uses a diagram to represent the hierarchical structure of knowledge (Berlanga, van Rosmalen, Boshuizen, & Sloep, 2012;Elorriaga et al, 2011). The schematic diagram corresponds to the concepts, propositions, cross-links, and hierarchical relationships of a knowledge framework, so individual concepts as well as their relationships within a specific topic are visualised and presented holistically (Elorriaga et al, 2011;Koc, 2012).…”

Section: Concept Mapmentioning

confidence: 99%

“…Like advance organisers, concept maps are provided for learners as learning scaffolds (Elorriaga et al, 2011;Koc, 2012). Concept maps guide learners to select, organise, and integrate new information during cognitive processing.…”

Section: Concept Mapmentioning

confidence: 99%

“…The schematic diagram corresponds to the concepts, propositions, cross-links, and hierarchical relationships of a knowledge framework, so individual concepts as well as their relationships within a specific topic are visualised and presented holistically (Elorriaga et al, 2011;Koc, 2012). In this way, learners are enabled to organise their knowledge and learning experiences, in addition to integrating learning materials (Hwang et al, 2011).…”

Section: Concept Mapmentioning

confidence: 99%

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Enhancing learning outcomes through new e-textbooks: A desirable combination of presentation methods and concept maps

Huang

Chen

2014

AJET

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It is possible that e-textbook readers and tablet PC's will become mainstream reading devices in the future. However, knowledge about instructional design in this field of learning sciences is inadequate. This study aimed to analyse how two factors, that is, presentation methods and concept maps, interact with cognitive load and learning outcomes when the contents of e-textbooks are compiled. Further, it endeavored to suggest an adequate logic of instructional design based on the findings. An empirical method was adopted, and 78 participants -either undergraduates or graduates in college -were recruited. Regarding the compilation of e-textbooks, the findings can be summarised as follows: (a) Providing concept maps not only reduces learners' cognitive load but also enhances their learning outcomes of cognition, affection, and psychomotor performance. (b) Overall, video (V) is superior to text and diagram interaction (TDI) in terms of learning outcomes, and TDI is superior to text and diagram (T&D). Nevertheless, within the cognitive domain, learning outcomes produced by V are not necessarily superior to those produced by TDI. When learners are not provided with concept maps, TDI is superior to V in terms of learning outcomes. Conversely, if learners are provided with concept maps, V is superior to TDI.

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Section: Concept Mapmentioning

confidence: 99%

Section: Concept Mapmentioning

confidence: 99%

Section: Concept Mapmentioning

confidence: 99%

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Enhancing learning outcomes through new e-textbooks: A desirable combination of presentation methods and concept maps

Huang

Chen

2014

AJET

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“…They revealed that concept mapping could help technology and engineering teachers to facilitate learning and provide evidence of understanding throughout a learning experience. Elorriaga et al (2013) aimed to test collaborative concept mapping activities using computers in a classroom scenario and to evaluate the possibilities that Elkar-CM 2 offers for collaboratively learning non-technical topics. Results revealed that students evaluated the collaborative concept mapping activities positively and Elkar-CM was evaluated as a suitable tool for collaborative concept mapping.…”

Section: Education Related Studiesmentioning

confidence: 99%

The Effects of Using the Concept Mapping and the Traditional Method on the Academic Achievement of Students in Learning the Fundamental Topics of Cost Accounting

Kizilgol¹,

Kılıç²

2016

Pressacademia

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This paper aims to compare the effects of using the concept mapping and the traditional method on the academic achievement of students in learning the fundamental topics of cost accounting. The study is based on a quasi-experimental pattern with a matched pretest-posttest control group. The sample group was distributed to the observation (concept mapping) group and the control (traditional method) group as twenty-eight students for each group. The differences between the pre and post tests' score averages revealed that the observation group performed better as the score averages of the observation group decreased less than that of the control group (0.68<3.00). The results show that the concept mapping is more effective on the academic achievement levels of the participating students.

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“…They are more useful for visual learners who can memorise information contained in a picture and for learners who have good synthesis skills (Cicognani, 2000). Some studies were addressed to evaluate the effect of concept maps on students' achievements in technical areas such as science: ecology and genetics (Esiobu & Soyibo, 1995), diffusion and osmosis (Tekkaya, 2003), physics (Taber, 1994), chemistry (Brandt et al, 2001), maths (Afamasaga-Fuata'i, 2004), economics (Marangos & Alley, 2007), therapeutic education (Marchand et al, 2002), pharmacology (Laight, 2004), nursing education (Hsu & Hsieh, 2005;Gul & Boman, 2006), weathering, the nature of soil, soil erosion, erosion by gravity, and erosion by winds (Know & Cifuenttes, 2009), computer science and in theoretical areas such as psychology (Rueda et al, 2009;Elorriaga et al, 2011) or vocabulary teaching (Wilson et al, 2010).…”

Section: Concept Mappingmentioning

confidence: 99%

Computer-based concept maps for enabling multilingual education in computer science: A Basque, English and Spanish languages case

Arruarte

Elorriaga

Calvo

et al. 2012

AJET

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Inside the globalisation era in which society is immersed, one of the current challenges for any educational system is to provide quality education. While some countries are linguistically homogeneous, many countries and regions display a wealth of linguistic diversity and it is essential to adapt the educational system to those realities. In addition, multilingual education promotes not only social equality but also inter-cultural education. The development of computer software localisable not only at interface level but also regarding learning resources may help to fulfill this aim. During the last years a number of products have emerged to support computer-based concept mapping. This paper presents a pilot study carried out at the University of the Basque Country UPV/EHU in the area of database systems with three main aims: to facilitate learning about the subject domain, to evaluate whether concept mapping is in general a good technique for learning topics in different languages, and finally, to verify whether CM-ED Concept Map EDitor provides the necessary mechanisms to fulfil this objective. Results confirm that the use of a concept map editor is a good support for education in multilingual settings.

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Collaborative concept mapping activities in a classroom scenario

Cited by 13 publications

References 12 publications

Enhancing learning outcomes through new e-textbooks: A desirable combination of presentation methods and concept maps

Enhancing learning outcomes through new e-textbooks: A desirable combination of presentation methods and concept maps

The Effects of Using the Concept Mapping and the Traditional Method on the Academic Achievement of Students in Learning the Fundamental Topics of Cost Accounting

Computer-based concept maps for enabling multilingual education in computer science: A Basque, English and Spanish languages case

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