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Autor/inn/enMachado, Cristiane Tolentino; Carvalho, Ana Amélia
TitelConcept Mapping: Benefits and Challenges in Higher Education
QuelleIn: Journal of Continuing Higher Education, 68 (2020) 1, S.38-53 (16 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Machado, Cristiane Tolentino)
ORCID (Carvalho, Ana Amélia)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0737-7363
DOI10.1080/07377363.2020.1712579
SchlagwörterConcept Mapping; Educational Benefits; Undergraduate Students; Adult Education; Critical Thinking; Problem Solving; Skill Development; Theory Practice Relationship; Learning Processes; Technology Uses in Education; Cooperative Learning; Academic Achievement; Student Attitudes; Learning Strategies; Scores; Resistance (Psychology); Computer Software
AbstractUndergraduates need to develop critical thinking, problem-solving skills, and deep understanding of concepts. Concept maps are considered an educational tool that promotes meaningful learning and that has demonstrated potential effects in the learning process. Based on studies carried out in adult/higher education, the aim of this review is to identify the effects of concept mapping activities and to discuss their benefits and challenges in pedagogical practices. Findings show that concept maps promote development of critical thinking skills, facilitate integration between theory and practice, develop meaningful learning, promote technology inclusion, promote student collaboration, can lead to better academic scores, and can be used as a tool for the learning progress and assessment. The findings also indicate challenges in integrating concept mapping in academic practices such as students having difficulties in concept and link selection, student resistance, and software difficulties. Despite the limitations, concept maps are well accepted by students. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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