Concept Mapping to Improve Higher Education

2014 ◽  
pp. 61-73 ◽  
Author(s):  
Ignacio Gil Pechuán ◽  
M. Pilar Conesa García ◽  
Antonio Navarro-García
Keyword(s):  
Higher Education ◽  
Concept Mapping

scholarly journals Concept mapping of the Balanced Scorecard in higher education

2015 ◽  
Vol 13 (3) ◽  
Author(s):  
Cleber Augusto Pereira ◽  
Neimar Sousa Pinto Pereira ◽  
Renato Pereira Monteiro
Keyword(s):  
Higher Education ◽  
Concept Mapping ◽  
Balanced Scorecard ◽  
The Balanced Scorecard

Confronting Critical Thinking Challenges “in” the College Classroom

2014 ◽  
pp. 140-156 ◽  
Author(s):  
Chigozirim Ifedapo Utah ◽  
Alexis Waters
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Concept Mapping ◽  
Meaningful Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Tool ◽  
Learner Centered ◽  
University Instructors ◽  
New Knowledge

The goal of this pilot study was to develop a learner-centered teaching tool that would promote meaningful learning and enable higher education instructors to model critical thinking through concept mapping. Learner-centered approaches emphasize not only content, but the context, purpose, and process of learning. They also focus on the need for students to take responsibility for their own learning. However, students may not possess the foundational critical thinking skills necessary to be independent learners. Concept mapping allows university instructors to demonstrate basic critical thinking processes and provides students with the opportunity to practice the critical thinking that is essential to their success inside and outside the classroom. It can also facilitate meaningful learning by encouraging students to integrate new knowledge into prior knowledge structures.

scholarly journals Collaborative Concept Mapping: Connecting with Research Team Capacities

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Linda De George-Walker ◽  
Mark A. Tyler
Keyword(s):  
Higher Education ◽  
Concept Mapping ◽  
Research Team ◽  
Meaning Making ◽  
Concept Map ◽  
Knowledge Domain ◽  
Hands On ◽  
Mapping Process ◽  
Collaborative Concept Mapping

Concept mapping has generally been used as a means to increase the depth and breadth of understanding within a particular knowledge domain or discipline. In this paper we trace the deployment of collaborative concept mapping by a research team in higher education and analyse its effectiveness using the crime metaphor ofmotive, means,andopportunity. This case study exemplifies two iterations of the research team’s collaborative concept map and shows how the process of the construction of such maps enabled the opportunity for team dialogue and coconstruction that was focused, hands-on, and visual. The concept mapping process provided the team with a meaning-making mechanism through which to share understandings and explore the team’s potential capacities.

scholarly journals An exploration into pedagogic frailty: Transitioning from face-to-face to online

2017 ◽  
pp. 392-403
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Concept Mapping ◽  
Critical Reflection ◽  
Organisational Change ◽  
Frailty Model ◽  
Learning Design ◽  
Face To Face ◽  
Online Spaces ◽  
The University

Pedagogic frailty and concept mapping can simultaneously encourage personal and organisational change by supporting critical reflection and resilience. These ideas are nascent within higher education institutions and currently, at the University of Surrey, are only developed through face-to-face sessions. This revealed the need for a scalable intervention which engages academics with the discourse on introspective and professional development practices. In response, we have created the design for a blended programme of online foundation for concept mapping leading to face-to-face workshops to explore the pedagogic frailty model. This paper will discuss some significant challenges arising from transitioning self-reflective practices from face-to-face to online spaces. In the process, we will consider ways in which learning design can take the learner context into account.

scholarly journals Designing problem-based curricula: The role of concept mapping in scaffolding learning for the health sciences

2015 ◽  
pp. 119-133
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Case Studies ◽  
Concept Mapping ◽  
Postgraduate Medical Education ◽  
Problem Based Learning ◽  
Health Sciences ◽  
Module Design ◽  
Scaffolding Learning

While the utility of concept mapping has been widely reported in primary and secondary educational contexts, its application in the health sciences in higher education has been less frequently noted. Two case studies of the application of concept mapping in undergraduate and postgraduate health sciences are detailed in this paper. The case in undergraduate dental education examines the role of concept mapping in supporting problem-based learning and explores how explicit induction into the principles and practices of CM has add-on benefits to learning in an inquiry-based curriculum. The case in postgraduate medical education describes the utility of concept mapping in an online inquiry-based module design. Specific attention is given to applications of CMapTools™ software to support the implementation of Novakian concept mapping in both inquiry-based curricular contexts.

Didactic use of concept mapping in higher education: applications in medical education

1991 ◽  
Vol 20 (1) ◽  
pp. 25-47 ◽  
Author(s):  
Sophia Mahler ◽  
Ron Hoz ◽  
Dita Fischl ◽  
Esther Tov-Ly ◽  
Omri Z. Lernau
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Concept Mapping

Predispositions to Concept Mapping: Case Studies of Four Disciplines in Higher Education

2013 ◽  
pp. 371-392
Author(s):  
Gregory MacKinnon ◽  
Rohan Bailey ◽  
Patricia Livingston ◽  
Vernon L. Provencal ◽  
Jon Saklofske
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Concept Mapping

scholarly journals Concept Mapping in the Age of Deleuze: Fresh Perspectives and New Challenges

2020 ◽  
Vol 10 (3) ◽  
pp. 82 ◽  
Author(s):  
Ian M. Kinchin ◽  
Karen Gravett
Keyword(s):  
Higher Education ◽  
Science Education ◽  
Education Research ◽  
Concept Mapping ◽  
Higher Education Research ◽  
Conceptual Paper ◽  
New Challenges

This conceptual paper offers a reconsideration of the application of Novakian concept mapping to higher education research by putting to work the Deleuzian concept of the rhizome. We ask: what does thinking with Deleuze’s concepts offer researchers interested in concept mapping, and what conceptual, and terminological, obstacles might be created through such a reconceptualization? We have focused on the rhizomatic principles of mapping and tracing in the context of concept mapping. We contend that Deleuze offers a fresh line of flight with the potential to deterritorialise the discourse surrounding concept mapping, thus widening its applicability and increasing its accessibility to researchers who do not necessarily share the same arborescent concept mapping heritage: with its roots in science education. Exploring the overlap between rhizomatics and concept mapping also allows for the reappraisal and blurring of the boundary between structural and post-structural discourses—breaking down an unproductive binary in the literature.

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