scholarly journals Text comprehension at school: Is the application of graphic organizers still important to develop it? [Comprensión de textos en la escuela: ¿Aún es importante la aplicación de organizadores gráficos para desarrollarla?]

2020 ◽  
Vol 7 (2) ◽  
pp. 110-118
Author(s):  
Ana María Salazar-Rodríguez
Keyword(s):  
Text Comprehension ◽  
Concept Maps ◽  
Graphic Organizers ◽  
Reading Process ◽  
Elementary Level ◽  
Inference Making ◽  
Mental Processes ◽  
Quasi Experimental ◽  
Critical Understanding ◽  
Mind Maps

Research on graphic organizers and reading comprehension has taken up new reins in the knowledge about the reader's mental processes, but it has been avoided to understand the levels in the reading process. The importance of organizers often focuses on the power they demonstrate to allow the reader to analyze and map ideas, especially concept maps and mind maps. In this study, we propose to determine the effects of graphic organizers on text comprehension at the school stage. The study is quantitative of quasi-experimental design. It was developed in 42 students from Lima at the elementary level. The results allow to conclude that the graphic organizers improved the comprehension of texts in general. The evidences remit significant differences with scores compared at the literal level. The results of the inferential and critical understanding presented data that revealed the improvement, although it was negligible with respect to what happened at the inferential level. This shows that graphic organizers can make improvements but are unlikely during the inference-making process as in critical construction. Their contribution is essential in the literal processes, but it is suggested to replicate the study analyzing the processes of understanding at a higher level, with tests of greater complexity, to overcome the limitations obtained here.   [La investigación sobre organizadores gráficos y comprensión lectora ha retomado nuevas riendas en el conocimiento sobre los procesos mentales del lector, pero se ha obviado comprender los niveles en el proceso de lectura. La importancia de los organizadores suele centrarse en el poder que demuestran para permitir al lector analizar y esquematizar ideas, en especial los mapas conceptuales y mapas mentales. En este estudio, se propone determinar los efectos de los organizadores gráficos en la comprensión de textos en la etapa escolar. El estudio es cuantitativo de diseño cuasiexperimental. Se desarrolló en 42 estudiantes del Callao del nivel primaria. Los resultados permiten concluir en que los organizadores gráficos mejoraron la comprensión de textos en general. Las evidencias remiten diferencias significativas con puntuaciones comparadas en el nivel literal. Los resultados de la comprensión inferencial y crítico presentaron datos que revelaron la mejora, aunque fue ínfima respecto a lo sucedido en el nivel inferencial. Esto pone de manifiesto que los organizadores gráficos pueden establecer mejoras pero resultan improbables durante el proceso de hacer inferencias como en la construcción crítica. Su aporte es esencial en los procesos literales, pero se sugiere replicar el estudio analizando los procesos de comprensión a nivel superior, con pruebas de mayor complejidad, para superar las limitaciones aquí obtenidas].

Text Comprehension: Graphic Organizers to the Rescue

2009 ◽  
Vol 10 (3) ◽  
pp. 82-89
Author(s):  
Janet L. Proly ◽  
Jessica Rivers ◽  
Jamie Schwartz
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Graphic Organizers ◽  
Expository Text ◽  
Supporting Evidence

Abstract Graphic organizers are a research based strategy used for facilitating the reading comprehension of expository text. This strategy will be defined and the evolution and supporting evidence for the use of graphic organizers will be discussed. Various types of graphic organizers and resources for SLPs and other educators will also be discussed.

scholarly journals КОНЦЕПТ-КАРТА ЯК ДІЄВИЙ ЗАСІБ НАВЧАННЯ ІНОЗЕМНОЇ МОВИ

2020 ◽  
Vol 15 ◽  
pp. 22-25
Author(s):  
Nataliia Borysova
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Concept Maps ◽  
Concept Map ◽  
Hierarchical Organization ◽  
Conceptual Mapping ◽  
Approximate Description ◽  
The Difference ◽  
Mind Maps

The article reveals the concept of conceptual mapping in the process of learning a foreign language. It is stated that a concept map is a diagram that shows the relationships between notions. Such maps are graphical tools for organizing and presenting knowledge. It is emphasized that the most useful form of a concept map for teaching and learning is one that is placed in a hierarchical organization, where more general and comprehensive notions are at the top of the map and more specific at the bottom. The difference between concert cards and mind maps is given. It is emphasized that despite a similarity of mind maps and concept maps, these two methods differ in many respects, in particular, concept maps are characterized by clear links between the described ideas and are more structured than mind maps, as a formally approximate description, which places ideas in some sequence and organizes them hierarchically by levels of importance.

scholarly journals EFICACIA DE LOS MAPAS CONCEPTUALES COMO RECURSO DIDÁCTICO EN EL APRENDIZAJE DE LAS CIENCIAS SOCIALES EN LA ESCUELA ACADÉMICO PROFESIONAL DE TURISMO, HOTELERÍA Y GASTRONOMÍA DE LA UNIVERSIDAD ALAS PERUANAS

LOGOS ◽  
2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Mg. Rafael Antonio Garay Argandoña
Keyword(s):  
Social Sciences ◽  
Learning Process ◽  
Concept Maps ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
Teaching Resource ◽  
History Of ◽  
History Of Culture ◽  
Academic School ◽  
Mind Maps

EFICACIA  DE  LOS    MAPAS CONCEPTUALES COMO RECURSO DIDÁCTICO EN EL APRENDIZAJE DE LAS CIENCIAS SOCIALES EN LA ESCUELA ACADÉMICO PROFESIONAL DE TURISMO, HOTELERÍA Y GASTRONOMÍA DE LA UNIVERSIDAD ALAS PERUANAS EFFECTIVENESS OF MIND MAPS AS TEACHING RESOURCE IN THE LEARNING PROCESS OF SOCIAL SCIENCES IN THE PROFESSIONAL ACADEMIC SCHOOL OF TOURISM, HOSPITALITY AND CUISINE OF PERUVIAN UNIVERSITY ALAS PERUANAS RESUMEN Objetivo. El objetivo de la Investigación fue Determinar que el desconocimiento del manejo de los mapas conceptuales como recurso didáctico influye en el aprendizaje de las Ciencias Sociales en los estudiantes del II ciclo de la Escuela Académico Profesional de Turismo Hotelería y Gastronomía UAP Materiales y Métodos. Para la selección de la muestra se consideró a los estudiantes del II ciclo de la escuela, la técnica de muestreo fue sistemático, se trabajó desarrollando clases haciendo uso de mapas conceptuales en la asignatura de historia de la cultura se aplicó la prueba estadística de hi2 teniendo en cuenta la relación de variables Resultados. Como el valor calculado es mayor al de la tabla (24.894 > 16.919), la hipótesis nula es rechazada, aceptándose la hipótesis alterna H1, con lo cual queda demostrada la hipótesis. Conclusión. El manejo de los mapas conceptuales como recurso didáctico influye significativamente en el aprendizaje de los alumnos, produce un auténtico aprendizaje, porque proporciona conceptos de manera coherente y no arbitraria, “construyendo”, de manera sólida los conceptosABSTRACT Objective. The aim of the research was to determine that the lack of management of mind maps as a teaching resource influences in the learning of Social Sciences students in cycle II of the Professional Academic School of Tourism Hospitality and Gastronomy in Alas Peruanas University.  For the selection of the sample, the students of the second cycle school were considered, the sampling technique was systematic, classes were developed making use of concept maps in the history of culture subject statistic hi2 tests were applied taking in account the variables relation. ResultsAs the calculated value is bigger that the table (24,894> 16,919), the null hypothesis is rejected accepting the alternative hypothesis H1whereupon, the hypothesis ends up being demonstrated. In conclusion. The management of mind maps as a teaching resource influences significantly on the student learning process, It produces an effective learning because it provides concepts in a coherent and not arbitrary way by “building” concepts solidly.

Concept Maps as a Technique for Organizing, Analyzing, and Transforming Knowledge

2021 ◽  
pp. 762-777
Author(s):  
Michael Tang ◽  
Janelle M. Johnson
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Concept Map ◽  
Cognitive Styles ◽  
Thinking Maps ◽  
Academic Fields ◽  
Definition Of ◽  
Mind Maps ◽  
Teaching Learning ◽  
Mapping Theory

The chapter begins with the origins of concept maps as a tool to promote constructivist learning, an educational philosophy and practice, and is followed by a concept map taxonomy. A definition of concept maps is provided and the main differences between Mind Maps©, Thinking Maps®, and Concept Maps are discussed with Thinking Maps classified as a type of concept map that is separate and different from both other maps. The chapter then offers a second definition of the term “concept maps,” with a detailed discussion of Thinking Maps resulting in a new taxonomy of knowledge or concept maps. The authors then investigate integrating concept maps with cognitive styles theory to determine if concept mapping might have a neuro-psychological basis and if mapping theory can be related to different academic fields and professions. The chapter concludes that the use of concept mapping can promote more holistic and effective teaching, learning, and practice in STEM education.

A Comparison between Concept Maps, Mind Maps, Conceptual Diagrams, and Visual Metaphors as Complementary Tools for Knowledge Construction and Sharing

2006 ◽  
Vol 5 (3) ◽  
pp. 202-210 ◽  
Author(s):  
Martin J Eppler
Keyword(s):  
Concept Maps ◽  
Real Life ◽  
University Teaching ◽  
Future Research ◽  
Mapping Technique ◽  
Advantages And Disadvantages ◽  
Visual Metaphors ◽  
Future Research Agenda ◽  
Class Room ◽  
Mind Maps

In this article, Novak's concept mapping technique is compared to three other types of visualization formats, namely mind maps, conceptual diagrams, and visual metaphors. The application parameters and the respective advantages and disadvantages of each format for learning and knowledge sharing are reviewed and discussed. It is argued that the combination of these four visualization types can play to the strength of each one. The article then provides real-life examples from such a use in undergraduate and graduate university teaching. The results provide first indications that the different visualization formats can be used in complementary ways to enhance motivation, attention, understanding and recall. The implications for a complementary use of these visualization formats in class room and meeting contexts are discussed and a future research agenda in this domain is articulated.

scholarly journals Perbandingan Keefektifan Cornell Notes Method Dan Mind Maps Ditinjau Dari Self Efficacy

2019 ◽  
Vol 1 (2) ◽  
pp. 80-89
Author(s):  
Nurul Iman
Keyword(s):  
Self Efficacy ◽  
Comparison Group ◽  
T Test ◽  
Note Taking ◽  
Paired Sample ◽  
Group Design ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
The Difference ◽  
Mind Maps

This study aims to examine the comparison of the effectiveness of note taking styles of students who use the cornell notes method and mind maps in terms of student self-efficacy. This type of research is a quasi-experimental study with a pretets-posttest nonequivalent comparison-group design. The population in this study were all eighth grade students of SMPN 1 Sungguminasa. The sample is class VIIIE and VIIIB as the experimental class. Class VIIIE is treated in the form of a note-taking style using cornell notes, while class VIIIB is treated as a note-taking style by mind maps. To test the effectiveness of learning using a paired sample t test. To test the difference in effectiveness using the independent sample t-test. The results of this study are: 1) the cornell notes method is not effective if viewed from the students' self efficacy, 2) mind maps is effective if it is reviewed by students' self-efficacy. 3) There is a difference in effectiveness between the cornell notes method and mind maps in terms of students' self-efficacy where students who record by mind maps get better efficacy scores than students who record by cornell notes method.

scholarly journals The Effect of Mind Map Integration in the Problem Based Learning Model on Creative Thinking of VIII Class Students

2021 ◽  
Vol 5 (3) ◽  
pp. 417
Author(s):  
Utharia Darmayanti ◽  
Sri Wulandari ◽  
Fitra Suzanti
Keyword(s):  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Average Value ◽  
Eighth Grade Students ◽  
Research Population ◽  
Quasi Experimental ◽  
Class Viii ◽  
Map Integration ◽  
Mind Maps

The 2013 curriculum requires teachers to integrate higher-order thinking skills. One of them is creative thinking. Mind map integration in Problem Based Learning (PBL) is thought to be able to assist students in improving creative thinking. This study aims to determine the effect of increasing creative thinking through the integration of mind maps in PBL on eighth grade students of SMPN 25 Pekanbaru. This type of research is quasi-experimental. The research population was class VIII SMPN 25 Pekanbaru. The research sample consisted of class VIII.1 as the experimental class and class VIII.2 as the control class. Data in the form of pretest and posttest. N-gain analysis was conducted to see the increase in student scores and MANOVA was used to examine the effect of mind maps in PBL on students creative thinking abilities. The average value of creative thinking is better in the experimental class which is 78.08 in the digestive system material with N-gain relatively close to high, namely 0.68 while in the control class only 54.88 is sufficient category. The MANOVA test also shows that there is an effect of mind maps in PBL on the creative thinking ability of class VIII SMPN 25 Pekanbaru with a significance value of 0.000 <0.05. This shows that the application of mind map integration to PBL is able to improve the creative thinking skills of SMP Negeri 25 Pekanbaru students.

scholarly journals A Cognitive Approach to the Instruction of Phrasal Verbs: Rudzka-Ostyn’s Model

2019 ◽  
Vol 5 (2) ◽  
pp. 10-25
Author(s):  
Ghuzayyil Mohammed Al-Otaibi
Keyword(s):  
Control Group ◽  
Cognitive Approach ◽  
Phrasal Verbs ◽  
Efl Learners ◽  
Spoken English ◽  
Post Test ◽  
Quasi Experimental ◽  
The Common ◽  
Mind Maps ◽  
Experimental Group

English as a Foreign Language (EFL) learners find some phrasal verbs problematic because of their idiomatic and polysemous nature. They are frequently used in spoken English and textbooks suggest an arbitrary way in teaching them. Cognitive linguists proposed that the particle plays a major role in determining the meaning of such phrasal verbs. This study investigated the effectiveness of a cognitive approach (i.e., Rudzka-Ostyn’s Model) in teaching taught and new phrasal verbs including metaphorical ones. Using a list of frequent phrasal verbs, a quasi-experimental design was used in which an experimental group was required to create mind maps of the common meanings of each particle with example phrasal verbs. The control group, on the other hand, was asked to memorize the frequent senses of the most frequent phrasal verbs along with their translations. The experimental group did not outperform the control group on the post-test. This was attributed to a number of problems such as the fact that some senses given by some particles are not outlined in Rudzka-Ostyn’s Model. Further, the analytical procedure followed by students to cognitively understand phrasal verbs should be made explicit and address the interaction between the verb and the particle. Additionally, following a cognitive approach, instructors should focus more on the particles up and out since they have many senses and contribute a lot to phrasal-verb formation.

scholarly journals Graphic organizers to empower the teaching-learning process of grammar tenses in higher education

2021 ◽  
Vol 5 (3) ◽  
pp. 6-19
Author(s):  
Jazmín Marisol Medina ◽  
Jazmina Ivonne Mena Mayorga
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
English Language ◽  
Graphic Organizers ◽  
Target Population ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
Experimental Group

Introduction. The English language is a mandatory subject in elementary, secondary, and higher education in Ecuador. To become proficient, a broad knowledge of grammar is needed because it is considered the backbone of a language. Objective. This research aims to implement graphic organizers in the teaching-learning process of grammar tenses. Methodology. This inquiry took place at a university of Riobamba with a target population of 62 A2 level students. A quasi-experimental research, was carried out with 31 students that were the experimental group and the same number of students as the control group. A pre-test was applied to both groups to evaluate their grammar skills. After that, both groups were given a post-test to determine if the graphic organizers implemented made any improvement on the students’ performance regarding grammar tenses. Results. The post-test results demonstrated that the competence of the experimental group students has been enhanced after implementing graphic organizers. Conclusion. The students were able to clear up their ideas and to establish better relationships between graphical and cognitive demands.

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