Enhancing Conceptual Thinking With Interactive Concept Discovery (INCOD)

Interactive concept discovery (InCoD), based on concept parsing algorithms (CPA), is a novel learning tool in the context of pedagogy for conceptual thinking. It supports semantic searches of key word in context (KWIC), an interactive procedure that use text analysis (concordance, collocation, co-occurrence, word frequency) and allows students to explore the course knowledge repository (KR) for discovery of conceptual contents. InCoD guides sequential teaching/learning episodes in an academic course by focusing learners' attention on conceptual meaning. InCoD is part of a pedagogical approach that is very different from the usual classroom scenario where students are given a problem-solving exercise and asked to solve it individually.

High Order of Conceptual Thinking

This chapter describe a novel pedagogy for conceptual thinking and peer cooperation with meaning equivalence reusable learning objects (MERLO) that enhances higher-order thinking; it deepens comprehension of conceptual content and improves learning outcomes. The evolution of this instructional methodology follows insights from recent developments: analysis of patterns of evolving concepts in human experience that led to the emergence of concept science, development of digital information, research in neuroscience and brain imaging showing that exposure of learners to multi-semiotic problems enhance cognitive control of inter-hemispheric attentional processing in the lateral brain, and increase higher-order thinking. The research on peer cooperation and indirect reciprocity document the motivational effect of being observed, a psychological imperative that motivates individuals to cooperate and to contribute to better common knowledge. Teaching courses in History and Theory of Architecture to young architecture students with pedagogy for conceptual thinking enhance higher-order thinking, deepen comprehension of conceptual content, and improve learning outcomes; it allows one to connect analysis of historic artifact, identify pattern of design ideas extracted from the precedent, and transfer concepts of good design into the individual's creative design process.

Using Concept Maps With Errors to Identify Misconceptions

Concept maps (Cmaps) have been successfully used to make knowledge structures visible. During Cmap task elaboration, novice students are likely to suffer cognitive overload, and they might avoid coping with difficult contents staying in his semantic safe territory. The authors have developed an innovative approach using Cmaps with embedded errors applied on Sero! – a cloud-based knowledge assessment platform. This chapter presents a case study involving the current use of Cmaps with errors as an assessment task capable of identifying misconceptions about the advances of molecular biology. Undergraduate students (n=86) were asked to find the errors hidden into the propositional network. The results confirmed the task challenged the students to go beyond their safe semantic territory. Misconceptions were readily identified from the students' answers providing good insights for the development of a bespoke feedback. The current data available is enough to foresee a broad range of research opportunities to readers interested in concept mapping, instruction and learning analytics.

Production of Evidence-Based Informed Consent (EBIC) With Meaning Equivalence Reusable Learning Objects (MERLO)

Apparently, during an informed consent, patients remember little of the information given and their comprehension level is often overestimated by physicians. This study measures level of understanding of informed consent for elective cesarean surgery using an evidence-based informed consent (EBIC) model based on six MERLO assessments. MERLO recognition and production scores and follow-up interviews of 50 patients and their partners were recorded. Statistical comparison of scores within couples was performed by weighted kappa agreement, t-tests, and Ward's hierarchical clustering. Recognition score means were high for patients and partners with low standard deviation (SD), while production scores means were lower with higher SD. Clustering analysis showed that only 70% (35/50) of couples were assigned to the same cluster and t-test yields significant difference of scores within couple. Kappa yields moderate agreement levels on all items except for items D and C, which are lower. Follow-up interviews show that participants consider MERLO assessments to be helpful in improving comprehension.

Teachers Involved in Designing MERLO Items

This chapter looks at an in-depth application of meaning equivalence reusable learning objects (MERLO) to mathematics education and teacher professional development. The study has been conducted during professional development courses for in-service teachers and is focused on mathematics teachers' praxeologies, namely their didactical techniques and theoretical aspects embraced to accomplish a task. Specifically, the task given to the teachers consists in designing MERLO items to be used in their classrooms, working in groups or individually, after having been trained by researchers in mathematical education. The chapter presents two case studies with data, one dealing with secondary school teachers in Italy and one concerning primary teachers in Australia. One of the main aims of the study is the analysis of the praxeologies of these teachers when they are engaged in designing MERLO items during professional development programs. The chapter demonstrates, with these examples, the generalizability potential of MERLO items and that they can be used in different cultural and institutional ecosystems.

Meaning Equivalence Reusable Learning Objects (MERLO) Access to Knowledge in Early Digital Era and Development of Pedagogy for Conceptual Thinking

This chapter describes the effects of availability of digital knowledge on teaching, learning, and assessment, and the emergence of pedagogy for conceptual thinking with meaning equivalence in different knowledge domains in early digital era. It includes three proof-of-concept implementations of meaning equivalent reusable learning objects (MERLO) in three different contexts: 1) Course ‘Risk management in the Supply Chain' at Material and Manufacturing Ontario (MMO) Centre of Excellence, in 2002, to evaluate the potential of MERLO to assess and improve learning outcomes in workplace workshops to be offered jointly by MMO and University of Toronto Innovation Foundation; 2) in 2004, secondary school courses in mathematics, physics, and chemistry at Russian Academy of Sciences, Ioffe Physical-Technical Institute, Lycee ‘Physical-Technical High School' at St. Petersburg, to train teachers in administering MERLO formative assessments and evaluate learning outcomes in STEM courses (science, technology, engineering, and mathematics); 3) in 2006, implementing MERLO pedagogy, including development of MERLO databases for grades 9 – 12 mathematics courses at Independent Learning Center (ILC) of TVOntario.