Teaching Critical Thinking and Team Based Concept Mapping

2010 ◽  
pp. 171-186 ◽  
Author(s):  
Dawndra Meers-Scott ◽  
LesLee Taylor ◽  
John Pelley
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Collaborative Learning ◽  
Concept Mapping ◽  
Concept Maps ◽  
Personality Types ◽  
New Method ◽  
Long Term Memory ◽  
Group Activities

Critical thinking cannot be fully developed without involvement in collaborative learning activities that elicit problem solving dialogue. Concept maps are effective tools for dialogue because they require decisions about the organization of and the relationships between facts and concepts. This active decision making process develops both long term memory and the ability to apply that knowledge. The authors describe a new method for incorporating scored concept maps into an established collaborative learning method, Team-Based Learning, as a way to improve the effectiveness of individual preparation and for enhancing the problem solving dialogue during group activities. Their new method, Team-Based Concept Mapping, has advantages for students with different personality types and with different backgrounds because it provides greater clarity and precision in the group dialogue. The effect of concept mapping on the interaction between different personality types is discussed and suggestions for future studies to develop this method are offered.

Explicit teaching of problem categorization using concept mapping, and an exploratory study of its effect on student achievement and on conceptual understanding – the case of chemical equilibrium problems

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Antonios Bakolis ◽  
Dimitrios Stamovlasis ◽  
Georgios Tsaparlis
Keyword(s):  
Student Achievement ◽  
Problem Solving ◽  
Concept Mapping ◽  
Conceptual Understanding ◽  
Chemical Equilibrium ◽  
Concept Maps ◽  
Equilibrium Problems ◽  
Solution Process ◽  
Control Group ◽  
Long Term Memory

Abstract A crucial step in problem solving is the retrieval of already learned schemata from long-term memory, a process which may be facilitated by categorization of the problem. The way knowledge is organized affects its availability, and, at the same time, it constitutes the important difference between experts and novices. The present study employed concept maps in a novel way, as a categorization tool for chemical equilibrium problems. The objective was to determine whether providing specific practice in problem categorization improves student achievement in problem solving and in conceptual understanding. Two groups of eleventh-grade students from two special private seminars in Corfu island, Greece, were used: the treatment group (N = 19) and the control group (N = 21). Results showed that the categorization helped students to improve their achievement, but the improvement was not always statistically significant. Students at lower (Piagetian) developmental level (in our sample, students at the transitional stage) had a larger improvement, which was statistically significant with a high effect size. Finally, Nakhleh’s categorization scheme, distinguishing algorithmic versus conceptual subproblems in the solution process, was studied. Dependency of problem solving on an organized knowledge base and the significance of concept mapping on student achievement were the conclusion.

scholarly journals USING CONCEPT MAPPING FOR ASSESSMENT IN SCIENCE EDUCATION

2014 ◽  
Vol 13 (5) ◽  
pp. 662-673
Author(s):  
Katrin Soika ◽  
Priit Reiska
Keyword(s):  
Science Education ◽  
Concept Mapping ◽  
Research Method ◽  
Concept Maps ◽  
Assessment Method ◽  
Mapping Method ◽  
Long Term Memory ◽  
Interactive Animation ◽  
Based Instruction

Conceptual acquisition is an important aspect of science education, especially with regard to committing things to long term memory. Three case studies were carried out to examine approaches to conceptual acquisition in science education. The aim of these studies was to determine whether concept mapping method is a valid research method. To answer the question, studies were developed. Two of them used animation to describe abstract topics in chemistry. The aim of the third study was to compare the differences in higher taxonomy concept maps, created in an allocated timeframe. The findings of the studies indicate that the use of voiced interactive animation without teacher explanation does not lend itself to superior concept acquisition. As a result of the study it was concluded that concept mapping as an assessment method provides a unique possibility to visualize the structure of students’ conceptual achievements. Based on the outcomes it is recommended concept mapping should be used more as an assessment or research method. Key words: assessment, concept mapping, animation, paper-based instruction, concepts.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

Using Metacognitive Strategies in the STEM Field

2017 ◽  
pp. 216-230 ◽  
Author(s):  
Gina J. Mariano ◽  
Fred J. Figliano ◽  
Autumn Dozier
Keyword(s):  
Academic Performance ◽  
Critical Thinking ◽  
Problem Solving ◽  
Student Learning ◽  
Learning Outcomes ◽  
Metacognitive Strategies ◽  
Multiple Perspectives ◽  
Learning Techniques

Too often, we teach students what to think but not how to think. This quote embodies the concept of metacognition and its importance to student learning. Students frequently do not use learning techniques to truly learn information and develop long-term understanding of the curriculum at hand. Instead they memorize information for exams without understanding the depth of what they have studied. This in turn can create a pseudo-understanding of the curriculum. The metacognitive strategies we teach students allow them to become good learners. In this chapter we discuss the relationships between metacognition and critical thinking, problem solving, motivation, and academic performance. Specifically, the STEM area of mathematics is discussed. The chapter brings together multiple perspectives on metacognition and the importance of engaging students in metacognitive activities and strategies to improve learning outcomes.

Concept Mapping and Formative Assessment

2010 ◽  
pp. 449-473 ◽  
Author(s):  
Jeffrey Beaudry ◽  
Polly Wilson
Keyword(s):  
Collaborative Learning ◽  
Formative Assessment ◽  
Concept Mapping ◽  
Learning Strategies ◽  
Concept Maps ◽  
Collaborative Group ◽  
High School Science ◽  
Coastal Zones ◽  
Understanding Of Science ◽  
Definition Of

From the authors observations and those of Kinchin (2001) teachers may know about concept mapping but they do not seem to use it as a consistent, effective strategy. The authors argue that the concept mapping may be better understood by using an expanded definition of traditional literacy, listening, speaking, reading and writing; to include visualizing, visual representation, and technological literacy Sinatra (1986). This ethnographic case study examines the use of concept mapping and collaborative learning strategies in the content area of marine ecology in high school science classrooms. To support students’ understanding of science concept and the improvement of writing students began with a field trip to study inter-coastal zones and follow-up laboratory activities, use of digital image analysis, and collaborative group work. Key vocabulary were identified to begin concept maps, and more vocabulary was added to support multiple revisions of concept maps with concept map software, and culminated with students’ writing. Concept mapping integrated with collaborative learning was used to engage students to construct and re-construct their understanding of a complex scientific concept, the energy cycle. The results showed that students benefited from the combination of collaborative learning and concept maps to focus their writing on key ideas, to organize their ideas, and include specific details. However, the interpretation and integration of quantitative data and laboratory results was not as consistent. Most importantly, initial concept maps and revisions provided the teacher with evidence of student learning in the form of formative assessment products, to guide teachers’ focused feedback and clarify specific ideas for re-teaching, as well as students’ self-assessment. The authors provide examples of concept maps and graphic organizers as formative assessment of students’ knowledge, what Novak (1998) calls heuristic or “facilitative tools,” and as visual representations and structures to provide flexible ways supporting learners’ meaningful learning through speaking, writing and in visual forms (Sinatra, 2000; Mintzes, Wandersee, and Novak, 2004).

Collaborative Learning by Developing (LbD) Using Concept Maps and Vee Diagrams

2010 ◽  
pp. 215-237 ◽  
Author(s):  
Päivi Immonen-Orpana ◽  
Mauri Åhlberg
Keyword(s):  
Collaborative Learning ◽  
Concept Mapping ◽  
Learning Process ◽  
Successful Aging ◽  
Concept Maps ◽  
Development Project ◽  
Design Experiment ◽  
Face To Face ◽  
Group Concept ◽  
University Course

Collaborative Learning by Developing (LbD) was researched in a University course. The focus was reflective metacognitive competence development (Appendix 1.) of Physiotherapy students. The authors used both individual and collaborative concept mapping and improved Vee heuristics in learning process evaluation. The content of the design experiment was ‘Coping at Home’. As educational research it was a design experiment, a multi-case, multi-method study. The core concept of the study unit and development project was ‘successful aging’. Both Cmap Recorder and videotaping of discussions during group concept mapping were used. The main result was that plenty of face-to-face dialogue was needed before the shared understanding and group concept maps were created. First the main concepts were fixed and then other concepts and their relationships were elaborated. Differences between individuals and two groups are analysed. In the collaborative learning process, the feeling in both groups was as if they had a unified and shared thinking process. Students continued each others talking and thinking very fluently like they had had “common brains”.

Nursing Care Plans Versus Concept Maps in the Enhancement of Critical Thinking Skills in Nursing Students Enrolled in a Baccalaureate Nursing Program

2012 ◽  
Vol 18 (2) ◽  
pp. 78-84 ◽  
Author(s):  
Tina Sinatra-Wilhelm
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Mapping ◽  
Nursing Care ◽  
Baccalaureate Nursing ◽  
Concept Maps ◽  
Teaching Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Care Plans

Appropriate and effective critical thinking and problem solving is necessary for all nurses in order to make complex decisions that improve patient outcomes, safety, and quality of nursing care. With the current emphasis on quality improvement, critical thinking ability is a noteworthy concern within the nursing profession. An in-depth review of literature related to critical thinking was performed. The use of nursing care plans and concept mapping to improve critical thinking skills was among the recommendations identified. This study compares the use of nursing care plans and concept mapping as a teaching strategy for the enhancement of critical thinking skills in baccalaureate level nursing students. The California Critical Thinking Skills Test was used as a method of comparison and evaluation. Results indicate that concept mapping enhances critical thinking skills in baccalaureate nursing students.

Concept Maps as an Assessment Tool in Psychology Courses

2002 ◽  
Vol 29 (1) ◽  
pp. 25-29 ◽  
Author(s):  
Joy M. Jacobs-Lawson ◽  
Douglas A. Hershey
Keyword(s):  
Concept Maps ◽  
Assessment Tool ◽  
Faculty Members ◽  
Mapping Technique ◽  
Long Term Memory ◽  
Term Memory ◽  
Traditional Assessment ◽  
Psychology Courses ◽  
Assessment Techniques

A concept map is a graphic, hierarchically arranged knowledge representation that reflects the content of an individual's semantic long-term memory. In this article we describe the basic mapping technique, a number of variations on the technique, how faculty members can use concept maps as an adjunct to traditional assessment techniques in psychology courses, and as a means of evaluating students' maps both quantitatively and qualitatively. Based on the results of a comparison between students' concepts maps completed at the beginning and the end of semester, we conclude that the technique is effective at evaluating students' knowledge.

scholarly journals The relationship between accuracy of numerical magnitude comparisons and children’s arithmetic ability: A study in Iranian primary school children

2016 ◽  
Vol 12 (4) ◽  
pp. 567-583
Author(s):  
Hamdollah Manzari Tavakoli
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Processing Speed ◽  
Primary School Children ◽  
Numerical Magnitude ◽  
Long Term Memory ◽  
Arithmetic Problem ◽  
Term Memory ◽  
The Relationship

The relationship between children’s accuracy during numerical magnitude comparisons and arithmetic ability has been investigated by many researchers. Contradictory results have been reported from these studies due to the use of many different tasks and indices to determine the accuracy of numerical magnitude comparisons. In the light of this inconsistency among measurement techniques, the present study aimed to investigate this relationship among Iranian second grade children (n = 113) using a pre-established test (known as the Numeracy Screener) to measure numerical magnitude comparison accuracy. The results revealed that both the symbolic and non-symbolic items of the Numeracy Screener significantly correlated with arithmetic ability. However, after controlling for the effect of working memory, processing speed, and long-term memory, only performance on symbolic items accounted for the unique variances in children’s arithmetic ability. Furthermore, while working memory uniquely contributed to arithmetic ability in one-and two-digit arithmetic problem solving, processing speed uniquely explained only the variance in single-digit arithmetic skills and long-term memory did not contribute to any significant additional variance for one-digit or two-digit arithmetic problem solving.

scholarly journals Developing higher-order thinking skills with concept mapping: A case of pedagogic frailty

2017 ◽  
pp. 348-365 ◽  
Keyword(s):  
Critical Thinking ◽  
Locus Of Control ◽  
Concept Mapping ◽  
Concept Maps ◽  
Reflective Thinking ◽  
Concept Map ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

Concept maps have been proposed as a tool that can help develop and exercise higher-order thinking skills, including critical thinking, reflective thinking, synthesis, analysis, among others. In this paper, we review how the different aspects of constructing a concept map can help develop and exercise these skills, and discuss why most students never reach the level of concept mapping skills required to exercises their higher-order thinking skills, in what we propose is a case of pedagogic frailty involving the ‘Pedagogy and Discipline’ and ‘Locus of Control’ dimensions.

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