Argumentation-based learning with digital concept mapping and college students’ epistemic beliefs

The X State University Community Playground Project (XSUCPP) employs community-based design techniques in which college students in biological engineering work with local constituents, especially children, to design and build playgrounds that reflect the unique aspects of the community which the playground will serve. In developing a community-based design process, members of XSUCPP realized that there is a dearth of literature in this area. Therefore, members sought to develop an initial set of community-based design principles and best practices that engineering practitioners could use in their own community-based design endeavors. The team completed brainstorming and concept mapping exercises using a combination of individual and group techniques to create an initial set of community-based design principles, presented here. The XSUCPP members believe that each of these principles supports the overall goal of community-based design: to express “the Soul of the Community” through co-created artifacts.

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Using Concept Mapping as a Learning Tool for College Students with an Intellectual Disability

The International Journal of Learning in Higher Education ◽

10.18848/2327-7955/cgp/v23i02/7-21 ◽

2016 ◽

Vol 23 (2) ◽

pp. 7-21

Author(s):

John Kubiak

Keyword(s):

College Students ◽

Intellectual Disability ◽

Concept Mapping ◽

Learning Tool

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College Students' Collaborative Use of Inspiration™ to Generate Concept Maps in an Educational Technology Class

Journal of Educational Technology Systems ◽

10.2190/44hh-m7ww-yygw-fvu5 ◽

2002 ◽

Vol 30 (4) ◽

pp. 389-402 ◽

Cited By ~ 2

Author(s):

Nancy J. Gilbert ◽

Barbara A. Greene

Keyword(s):

College Students ◽

Educational Technology ◽

Qualitative Study ◽

Student Learning ◽

Concept Mapping ◽

Important Implication ◽

Concept Maps ◽

Final Project ◽

Mapping Tool ◽

Successful Collaboration

Presented is a qualitative study of five groups of college students using Inspiration™ to construct concept maps in an educational technology class. Analyses addressed how the maps changed during the semester, how the course concepts were applied in a final project, and whether or not students reported that the concept mapping activity facilitated their learning. Participants easily learned to use Inspiration™ for developing concept maps. Findings suggest that the concept maps did reflect student learning and that when done in collaboration seemed to facilitate learning. However, collaboration did not come easily or successfully to two of the five groups. The final projects of students who were in problematic groups were less sophisticated than those developed by students who did work collaboratively on their concept maps. An important implication is that students need to be provided with more assistance in successful collaboration to effectively use the concept mapping tool.

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College Students' Perceptions of Spiritual People and Religious People

Journal of Psychology and Theology ◽

10.1177/009164710002800205 ◽

2000 ◽

Vol 28 (2) ◽

pp. 125-137 ◽

Cited By ~ 8

Author(s):

Stephen W. Cook ◽

Patricia D. Borman ◽

Martha A. Moore ◽

Mark A. Kunkel

Keyword(s):

College Students ◽

General Population ◽

Concept Mapping ◽

Psychology Of Religion ◽

Character Traits ◽

Religious People ◽

Religious Person ◽

Religiosity And Spirituality ◽

Intellectual Activities ◽

Positive Character

There is great variation regarding the concepts of religiosity and spirituality in the psychology of religion literature. In an attempt to clarify these constructs in the general population, 16 college students were recruited for a task of concept mapping to elicit their perceptions of what the designations spiritual person and religious person mean. Many positive character traits were used to describe both religious and spiritual people. However, participants described spiritual people with an emphasis on intellectual activities and inner peace, placing less emphasis on external, physical characteristics than their descriptions of religious people. Broader dimensions underlying participants' descriptions are also discussed.

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