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Santhanam, Elizabeth; Leach, Carolyn R.; Dawson, Chris

doi:10.1023/a:1003028902215

Cited by 33 publications

(5 citation statements)

References 20 publications

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Section: Discussion and Limitationsmentioning

confidence: 98%

“…The OT program is organized through diverse teaching and learning methodologies, as well the learning environment, into the different courses. The introduction of CM, in this particular course, thus stands out from the usual pattern used so far, which could have led to students' misconceptions about CM and their usefulness for other courses (Briscoe and Lamaster, 1991;Santhanam et al, 1998). Future research related to the introduction of learning strategies should take this into consideration and introduce learning strategies within a group of courses instead of a single one.…”

Section: Concept Maps and Higher Education Studentsmentioning

confidence: 91%

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Academic achievement and intrinsic motivation in higher education students: an analysis of the impact of using concept maps

Pestana

Peixoto

Pinto

2022

JARHE

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PurposeThe study investigates meaningful learning among higher education students using concept maps (CM) as a learning strategy. The main goals were to understand whether the introduction of CM produced changes in students' academic achievement and intrinsic motivation (IM).Design/methodology/approachIn this quasi-experimental study, academic achievement was collected using achievement tests made in-class, IM through a self-reported questionnaire and the usefulness of CM using an interview. The research sample consisted of 60 undergraduate students enrolled in the first year of an undergraduate occupational therapy (OT) program of a Portuguese polytechnic institute in two different consecutive academic years. Students were assigned to 2 groups (experimental group (EG) – 23 and control group – 37). CM were introduced in the pedagogical process of the EG.FindingsCM produced better academic achievement in the EG. Nevertheless, groups presented a decrease in the levels of IM over time.Practical implicationsThe paper includes implications for the development of CM as a learning strategy to improve students' learning and academic achievement.Originality/valueThis paper fulfills an identified need to investigate the double impact of CM on academic achievement and IM in higher education students.

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Section: Discussion and Limitationsmentioning

confidence: 98%

Section: Concept Maps and Higher Education Studentsmentioning

confidence: 91%

Academic achievement and intrinsic motivation in higher education students: an analysis of the impact of using concept maps

Pestana

Peixoto

Pinto

2022

JARHE

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“…First the "I/O controller" is introduced. Once students know how to read and write information in the I/O registers the two synchronization methods are explained and the students use them in their projects [19], and finally the students get an introduction to the "DMA".…”

Section: Discussionmentioning

confidence: 99%

“…In this step of the investigation, we want to find out how the students view the I/O topic at the end of the semester, using the teaching/learning methodology described by LarrazaMendiluze et al [19]. This will enable us to identify misconceptions that need to be addressed during subsequent teaching/learning processes.…”

Section: Related Workmentioning

confidence: 99%

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Use of concept maps to analyze students' understanding of the I/O subsystem

Larraza-Mendiluze

Garay-Vitoria

2013

Proceedings of the 13th Koli Calling International Conference on Computing Education Research

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The Input/Output topic is mandatory in the Computer Architecture branch of the computing curricula. However, in our experience it is a rather complex topic for the students to understand. This paper presents the process followed to analyze the concept maps built by the students at the end of the "Computer Structure" subject, in the second semester of the degree course.The analysis process is explained because we had to adapt the software used in other disciplines to our needs. Merging all the concept maps showed that some relationships were missing, some were very messy and others were very strong. Based on the results achieved, some points need to be reinforced during the learning process.

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Seventh Graders' Academic Achievement, Creativity, and Ability to Construct a Cross‐domain Concept Map — A Brain Function Perspective

Yeh

2004

Journal of Creative Behavior

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This study proposes an interactive model of cross‐domain concept mapping with an emphasis on brain functions, and it further investigates the relationships between academic achievement, creative thinking, and cross‐domain concept mapping. Sixty‐nine seventh graders participated in this study which employed two 50–minute instructional sessions. The findings suggest that (a) the seventh graders may lack the awareness or ability to integrate knowledge and make connections between their learning and life experiences; (b) creative thinking, academic learning and concept mapping share similar capacities; and (c) cross‐domain concept mapping, which fosters cross‐domain information integration and connections between learning and life experiences, can be an efficient mental tool in understanding a student's creative thinking and academic learning.

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Untitled

Cited by 33 publications

References 20 publications

Academic achievement and intrinsic motivation in higher education students: an analysis of the impact of using concept maps

Academic achievement and intrinsic motivation in higher education students: an analysis of the impact of using concept maps

Use of concept maps to analyze students' understanding of the I/O subsystem

Seventh Graders' Academic Achievement, Creativity, and Ability to Construct a Cross‐domain Concept Map — A Brain Function Perspective

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