Concept maps: A creative tool in university pedagogy

Abstract

Purpose: The aim of this study was to demonstrate the value of concept maps in the development of nursing students' learning.
 Design/Methodology/Approach: We opted for the quantitative-descriptive approach. The research targeted 221 students on placement at the My Youssef Regional Hospital in Casablanca-Settat during the 2019 academic year. We then developed a learning test to determine the type of learning before the educational intervention and after the intervention.
 Findings: This study showed that the level of learning before the pedagogical intervention was mainly surface learning (59.28%), while those who had strategic learning (9.95%) and those who had deep learning (30.77%). This shows the supremacy of the first type of learning. But after the intervention, the percentage of those with surface learning was only (28.05%), the percentage of those with strategic learning was (6.79%), and on the other hand, the percentage of those with deep learning was (65.16%).
 Conclusion: This suggests that concept maps positively influence nursing students' learning approaches, promoting deeper understanding and engagement.
 Practical Implications and Contribution to Literature: This study shows that the use of concept maps by student nurses as a learning tool influences their learning strategies, moving from surface learning to strategic and in-depth learning.

Pedagogical Processes in Formative Evaluation According to Students of a Public Higher Pedagogical Institute in Perú

“…In terms of correlational analyses, formative assessment allows for monitoring the learning process. However, no specific details on correlational analyses were found in the sources provided (Rodrìguez and Soplapuco, 2023;Brahim et al, 2024;Tuomainen, 2019).…”

Pedagogy Applied in the Teaching Process in Regular Basic Education (EBR): Systematic Review Article

“…In this analysis, we will explore how pedagogy is manifested and applied in EBR, considering the diversity of approaches, methodologies and strategies that seek to enhance education; in the same way the system of understanding how the student can obtain knowledge of reality implies a whole mechanism of teachers to manage such learning (Yépez et al,2022). (Yépez et al,2022), mentioned about learning management towards students showing several learning styles like: Bandler and Grinder's neurolinguistics programming (1979), Gardner's multiple intelligences (1994), cerebral hemispheres (1981), Hermann's models (1998), Ferder and Silverman's model (1988), Kolb's model (1984, Honey andMunford's model (1986), Alonso, Gallego andHoney's model (2007); we can observe that all these types of styles have developed over time, having nowadays other learning styles (Godoy, 2021;Brahim et al, 2024;Tuomainen, 2019), applied to education such as the style of selecting information that seeks to differentiate from the visual, auditory, and kinesthetic, as well as the style of information processing that includes the active, reflective, theoretical and pragmatic form.…”