Effects of teaching concept mapping using practice, feedback, and relational framing

Roessger, Kevin M.; Daley, Barbara J.; Hafez, Duaa Amr

doi:10.1016/j.learninstruc.2018.01.011

Cited by 48 publications

(27 citation statements)

References 41 publications

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“…This means that mind mapping techniques are better than nonmind techniques mapping in influencing students' critical thinking abilities. This is in line with the research of [12] that his research proved that there is an effect of using mind mapping on the direct learning model of students' learning outcomes.…”

Section: The Data Insupporting

confidence: 88%

The Effect of The Mind Mapping Technique and Prior Knowledge in Guided Inquiry Learning Model on Critical Thinking Ability of Students

Sulastri¹

2019

Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018)

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This research aims to understand the effect of the mind mapping technique and prior knowledge in guided inquiry learning model about critical thinking ability of X grade students at SMA Negeri 1 Pitu Riawa on oxidationreduction reaction topic. The type of research is quasiexperiment by using a 2x3 factorial design. The research population was students in class X the second semester of the 2015/2016 academic year consists of five classes with the number learning of learners as much as 136 students. Sampling was done by simple random sampling, and a selected category is class XA and XB. The results of the analysis of descriptive statistics indicate that the mean score of critical thinking ability students who are taught mind mapping and non-mind mapping technique is 79.76 (SD = 8.61) and 75.28 (SD = 8.74). On the mean score of critical thinking ability of learners with the capability of a high, medium, and low separately are 89.12 (SD = 5.79); 79.34 (SD = 5.49); and 68.23 (SD = 5.30). Hypothesis testing is done using Two Way ANOVA Analysis. The results indicated that (1) There is an effect of mind mapping technique on guided inquiry learning model toward the critical thinking ability of students on oxidation-reduction reaction topic. (2) There is an effect of prior knowledge on guided inquiry learning model toward critical thinking ability of students in class X SMA Negeri 1 Pitu Riawa on oxidation-reduction reaction topic. (3) There is no interaction between the mind mapping model and prior knowledge on guided inquiry learning model in affected the critical thinking ability of students. The average value of critical thinking skills of students taught using mind mapping techniques is higher than not using mind mapping techniques. Tukey HSD test result showed a student who has high, medium, and low prior knowledge has the critical thinking ability are different.

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Section: The Data Insupporting

confidence: 88%

The Effect of The Mind Mapping Technique and Prior Knowledge in Guided Inquiry Learning Model on Critical Thinking Ability of Students

Sulastri¹

2019

Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018)

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“…Most studies based on concept maps having explored only their impact or role on students and too little taking into account the learning curve of the method or testing its efficiency on long-term memory. Roessgera et al, in a qualitative study [ 46 ] on concept mapping, suggest that this method “is a learned skill that improves with repeated opportunities for practice and feedback” (page 20) but it would also improve the relation between concepts. For medical students, Torre et al [ 47 ] associate this learning method with the improvement of critical thinking, while Chand et al [ 48 ] appreciate the method as being useful both for teaching and learning, as we found by our research.…”

Section: Discussionmentioning

confidence: 99%

Concept Mapping, an Effective Tool for Long-Term Memorization of Anatomy—A Quasi-Experimental Research Carried out among 1st Year General Medicine Students

Nicoara

Szamoskozi

Mitrea

et al. 2020

EJIHPE

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This study is part of a doctoral thesis conducted at the Faculty of Psychology of Babes-Bolyai University in collaboration with the University of Medicine, both from Cluj-Napoca, Romania. The starting point of the study was based on the eternal question of the medical student—“How should I learn to manage to retain so much information?” This is how learning through conceptual maps and learning by understanding has been achieved. In the study, a number of 505 students from the Faculty of General Medicine were randomly selected and divided into groups, to observe changes in the grades they obtained when learning anatomy with the concept mapping method vs. traditional methods. Six months later, a retest was carried out to test long-term memory. The results were always in favor of the experimental group and were statistically significant (with one exception), most notably for the 6-month retesting. It was also observed that the language of teaching, different or the same as the first language, explains that exception, at least partially. Other results were taken into account, such as the distribution of bad and good grades in the two groups. Other parameters that influenced the obtained results and which explain some contradictory results in the literature are discussed. In conclusion, the use of conceptual maps is useful for most students, both for short and long-term memory.

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“…Meaningful learning is associated with relating new knowledge to prior knowledge including to make use of knowledge to solve the real world activities and complex problems [25]. Implementation of learning technologies should consider this element to engage and immerse students' participation in programming learning activities [11].…”

Section: A Technology Integration In Programming Coursesmentioning

confidence: 99%

Technology Integration to Promote Desire to Learn Programming in Higher Education

Husin

Judi

Hanawi

et al. 2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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The use of technology integration is the way of innovation in today's world-class learning. Technology integration is a combination of technologies such as computers, mobile devices like smartphones and tablets, digital cameras, the internet, and more in the practice of daily lecture sessions. Technology integration could help the process of learning especially for courses that considered as tough by the students. Therefore, educators need to be aware of the choice of methods or approaches so that teaching and learning are conducted in meaningful ways. Programming courses are compulsory for students in Faculty of Information Sciences and Technology, National University of Malaysia. However, some students find it difficult to excel in programming courses. In this study, technology integration in learning programming courses challenges the limitations of student opportunities in solving real problems lead to inconsistently use of the expertise and skills. In addition, the challenge of learning programming leads students to generate rote learning. Hence, technology integration in learning programming should be appropriate with the application of technology and applying meaningful learning so that the technology integration will be effective and meaningful. This study is conducted to propose and verify a technology integration framework for learning programming courses. Stratified Random Sampling through quantitative study method is used which involving 109 respondents. Quantitative data are analyzed using multiple linear regression method. Based on previous studies, five factors have been identified namely learning technology, learning competence, technology implementation, meaningful learning and contextual learning that would affect students' desire to learn programming courses. The results discover that all the factors have significant relationships in influencing the desire to learn programming courses among undergraduate students for the faculty. This study is expected to assist educators and administrators to apply and improve the use of technology integration in meaningful learning for programming courses.

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Effects of teaching concept mapping using practice, feedback, and relational framing

Cited by 48 publications

References 41 publications

The Effect of The Mind Mapping Technique and Prior Knowledge in Guided Inquiry Learning Model on Critical Thinking Ability of Students

The Effect of The Mind Mapping Technique and Prior Knowledge in Guided Inquiry Learning Model on Critical Thinking Ability of Students

Concept Mapping, an Effective Tool for Long-Term Memorization of Anatomy—A Quasi-Experimental Research Carried out among 1st Year General Medicine Students

Technology Integration to Promote Desire to Learn Programming in Higher Education

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