Meaningful learning using concept maps as a learning strategy

Romero, Carlos Dı́az; Cazorla, Moisés; Buzón, Olga

doi:10.3926/jotse.276

Cited by 37 publications

(28 citation statements)

References 7 publications

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“…Moreover, according to the students, the result of the concept map is more comfortable than the volume of concept. In Romero, Cazorla and Buzon (2017), they aimed to learn the concept maps in the second stage and found that this goal was achieved as a result of the study. They found the availability of the concept map in the classroom environment.…”

Section: Resultsmentioning

confidence: 99%

Using volume of concept in the class environment

Gülen¹

2018

J. Technol. Sci. Educ.

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One of the tools that indicate the relationship between concepts is the volume of concept. Volume of concept is displayed that the relations between the concepts of the subject are exhibited in a meaningful harmonious and circular manner in a certain order. The purpose of this research; to be able to determine the usefulness volume of concept, from association tools of concept, in educational process. A mixed method was used in this study. Frequency and percentage values were calculated using comparative samples in the quantitative aspect of the study. In the qualitative aspect of work was used structured interview form, face to face interviews which were identified to code-categories and analyzed the data. As a result of the work, students had difficulty in drawing the volume of concept but they had expressed that the volume of concept was clearer. Moreover, it was determined that the rate of preference volume of concept during the exam was low. It can be said that use of the readymade form of the volume of concept was increases although a small proportion of students prefer concept volume when presented in the same way with another tools. Various suggestions have been made as a result of the research.

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Section: Resultsmentioning

confidence: 99%

Using volume of concept in the class environment

Gülen¹

2018

J. Technol. Sci. Educ.

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“…Table 1 shows a brief description of the design methodologies that were used in carrying out this research (Dignan, 2011;Hanington & Martin, 2012). In most of them, the use of concept maps as a learning and working strategy is a common characteristic (Romero, Cazorla & Buzón, 2017).…”

Section: Design As a Tool For Science Educationmentioning

confidence: 99%

Educational toolkit based on design methodologies to promote scientific knowledge transfer in secondary schools: A graphene-centered case study

Guasch

González

Cortiñas-Rovira

2020

J. Technol. Sci. Educ.

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Nanoscience and nanotechnology are two key areas in the development of new technologies. However, scientific advances in these fields are still far removed from the contents taught in schools. But what if basic concepts within these areas were introduced in secondary schools? We believe science is an essential facet of culture and the most recent scientific advances should be within everyone’s reach. With this in mind, we have developed and tested an educational toolkit to transfer complex scientific concepts in classrooms. The toolkit is based on design and creative thinking methodologies, and graphene is used as an example of a subject that is challenging to communicate within the area of nanoscience. This paper highlights the development of the toolkit and it being tested out in a secondary school by 93 students between the ages of 11 and 13. The testing was carried out through the creation of a workshop called “Graphene in the Classroom.” We determined five evaluation categories: Acquiring Knowledge, Satisfaction, Challenges, Teamwork, and Facilitator’s Role. The results show that integrating scientific content and design methodologies is a complex yet profitable strategy. The toolkit demonstrated to allow the translation of a complex language into friendlier, more approachable, and easier language. The classroom climate was positive and the presence of a facilitator enhanced motivation, empathy, scientific rigor, and adequate adaptation of contents.

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“…Concept maps are top-down diagrams that show relationships between concepts, including cross-links between concepts and examples, and show systematic relationships between related subconcepts [34]. The use of the concept maps makes students more systematic in learning [35]. The purpose of this task is to make the learning of the Quantitative Research Methodology course run more smoothly because they have prepared themselves by studying the material to be taught that day.…”

Section: Improvement In the Composition Of Course Materialsmentioning

confidence: 99%

Improving Student’s Communication Skills Through Remad Cocoper Strategies Based on Lesson Study and Appreciative Inquiry in Quantitative Research Methodology Course

Susilo¹,

Sudrajat²

2020

Proceedings of the International Conference on Learning Innovation 2019 (ICLI 2019)

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The purpose of this study is to improve the quality of quantitative research methodology courses. This type of research is a mixed method. Qualitative data analysis is used to describe the improvements made in learning processes. Meanwhile, quantitative data analysis is used to find out the improvement of student communication skills. The sample used in this study was 36 Masters of Biology Education at Universitas Negeri Malang who took quantitative research methodology courses in odd semester 2019/2020. Improvements made include students not being asked to prepare papers, students making reflective essays and uploading it on Edmodo, improving quality of critical analysis articles through the use of FAKA (Article Critical Analysis Format), improvement in the use of learning tools there are Concept Maps or Mind Maps and Concept Map presentations at the beginning of the course and Mind Maps at the end of courses, and there is an improvement in the composition of course material. Communication skills data collection is done by looking at the activeness of students during the learning process by using a scoring rubric. The conclusion of this study is the results of improvements made can improve the quality of developing student communication skills. Communication skills are measured through the number of comments delivered both verbally in class and in writing through comments on Edmodo.

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Meaningful learning using concept maps as a learning strategy

Cited by 37 publications

References 7 publications

Using volume of concept in the class environment

Using volume of concept in the class environment

Educational toolkit based on design methodologies to promote scientific knowledge transfer in secondary schools: A graphene-centered case study

Improving Student’s Communication Skills Through Remad Cocoper Strategies Based on Lesson Study and Appreciative Inquiry in Quantitative Research Methodology Course

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