Constructivist-Visual Mind Map Teaching Approach and the Quality of Students’ Cognitive Structures

Dhindsa, Harkirat S.; Makarimi-Kasim,; Anderson, O. Roger

doi:10.1007/s10956-010-9245-4

Cited by 117 publications

(67 citation statements)

References 20 publications

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“…Students are passive and become reactive to the teacher's instruction instead of taking active role in the teaching and learning process. Student-centred approaches on the other hand are built on constructivist theories which emphasize the active involvement of students in the construction of their knowledge through interactions with their peers and shaped by their experiences in the environment [8,9].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of 3E, 5E and Conventional Approaches of Teaching on Students’ Achievement in High School Biology

Sam¹,

Owusu²,

Anthony-Krueger³

2018

EDUCATION

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The study sought to identify the effectiveness of 3E, 5E learning cycle and the conventional approaches in teaching a Biology lesson. The mixed method approach was used for this study. Three science classes in three Senior High Schools were randomly selected. For the quantitative aspect, a pre-test-post-test non-equivalent quasiexperimental design with two experimental groups was used. The qualitative part constituted an interview to find out students' views with regards to the 3E and 5E teaching approaches. The students in the experimental groups were instructed through 3E and 5E learning cycle whilst those in the control group were instructed on the same concept through conventional approach. ANCOVA and independent t-test were used to analyse the data. The results of the study showed that the experimental groups performed better on the post-test as compared to the control group. The results also revealed that the learning cycle approach was more effective in teaching the biology concepts than the conventional approach. The 3E learning cycle was found to be more effective for improving the performance of low achievers. The students exposed to the 3E and 5E approaches showed positive attitudes towards learning cycle when they were interviewed. Teachers should be encouraged to learn and use the learning cycle approach in the teaching and learning process of Biology concepts.

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Section: Introductionmentioning

confidence: 99%

Effectiveness of 3E, 5E and Conventional Approaches of Teaching on Students’ Achievement in High School Biology

Sam¹,

Owusu²,

Anthony-Krueger³

2018

EDUCATION

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“…Use of concept mapping has been shown to produce deeper understanding of concepts and greater retention of knowledge compared to traditional teaching methods alone, such as reading texts, attending lectures, or in-class discussion (Dhindsa, Kasim, & Anderson, 2011; Nesbit & Adesope, 2006). Because of these advantages, concept mapping has been increasingly incorporated into nursing education.…”

Section: Introductionmentioning

confidence: 99%

Computer-Assisted Concept Mapping: Visual Aids for Knowledge Construction

Mammen¹

2016

J Nurs Educ

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Background Concept mapping is a visual representation of ideas that facilitates critical thinking and is applicable to many areas of nursing education. Computer-Assisted Concept Maps are more flexible and less constrained than traditional paper methods, allowing for analysis and synthesis of complex topics and larger amounts of data. Ability to iteratively revise and collaboratively create computerized maps can contribute to enhanced interpersonal learning. However, there is limited awareness of free software that can support these types of applications. Discussion This educational brief examines affordances and limitations of Computer-Assisted Concept Maps and reviews free software for development of complex, collaborative malleable maps. Free software such as VUE, Xmind, MindMaple, and others can substantially contribute to utility of concept-mapping for nursing education. Conclusions Computerized concept-mapping is an important tool for nursing and is likely to hold greater benefit for students and faculty than traditional pen and paper methods alone.

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“…There are many methods, i.e., word associations, tree construction, concept map, flow map, structured grids, drawings and explanations (Tsai & Huang, 2002), mind map (Dhindsa, Kasim, & Anderson, 2011), open-ended questions, multiple-choice questions (Bishop & Anderson, 1990), to explore the cognitive structure of individuals. Among these, word association test (WAT) is one of the oldest, simplest and most used method.…”

Section: Introductionmentioning

confidence: 99%

Investigating cognitive structures in some basic chemistry concepts via word association test

Yiğit¹

2016

İlköğretim Online

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ABSTRACT. In this study it was aimed to investigate cognitive structures of pre-service science teachers in some basic chemistry terms via word association test. Data were analyzed according to the number of responses to each key word in the word association test and concept maps were drawn according to frequencies as well as relatedness coefficient. Results of this study showed that participants' strongest part of cognitive structures within the given keywords was "compound-molecule" relation and they have weaknesses/difficulties in "ion" concept. It can be said that the abstract feature of the given concepts and the difficulties on understanding of macro and micro relations were effective on these results. Besides, according to sentence analysis participants were most likely to "define" and "describe" the knowledge but have difficulties on "comparing" and "interpreting" the knowledge. This study was conducted at the beginning of the chapter and cognitive structures of the pre-service science teachers were explored. Therefore course can be designed according to the findings of the study. Keywords. Cognitive Structure, Basic Chemistry Terms, Word Association Test ÖZ. Bu çalışmada kelime ilişkilendirme testi kullanılarak fen bilgisi öğretmen adaylarının bazı temel kimya kavramları hakkındaki bilişsel yapılarının ortaya çıkarılması amaçlanmıştır. Veriler testteki her bir anahtar kelimeye verilen cevap kelime sayısına göre değerlendirilmiş ve hem frekans hem de ilişkililik katsayısına bağlı olarak çizilen kavram haritalarına göre analiz edilmiştir. Çalışmanın sonuçlarına göre katılımcıların verilen temel kavramlar ile ilgili bilişsel yapılarının en güçlü kısmının "bileşik-molekül" ilişkisi olduğu, en fazla ise "iyon" kavramı ile ilgili zayıflıklarının/eksikliklerinin bulunduğu belirlenmiştir. Bu sonuçlarda kavramların soyut oluşu ve öğrencilerin makro ve mikro ilişkileri iyi özümseyememelerinin etkili olduğu düşünülmektedir. Ayrıca katılımcıların yazdığı cümlelerin analizine göre katılımcılar bilgiyi en çok "tanımlayabilmekte" ve "betimleyebilmekte" iken, bilgiyi "kıyaslama" ve "yorumlama"da eksiklikleri vardır. Çalışma konunun başlangıcında uygulanmış ve kelime ilişkilendirme testi ile katılımcıların bilişsel yapıları ortaya konmuştur. Elde edilen verilere göre dersin tasarlanabileceği belirtilmiştir.

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Constructivist-Visual Mind Map Teaching Approach and the Quality of Students’ Cognitive Structures

Cited by 117 publications

References 20 publications

Effectiveness of 3E, 5E and Conventional Approaches of Teaching on Students’ Achievement in High School Biology

Effectiveness of 3E, 5E and Conventional Approaches of Teaching on Students’ Achievement in High School Biology

Computer-Assisted Concept Mapping: Visual Aids for Knowledge Construction

Investigating cognitive structures in some basic chemistry concepts via word association test

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