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This study presents an ‘education for sustainability’ curricular model which promotes science learning in an elementary classroom through equity pedagogy. A total of 25 fourth-grade students from an urban, public school in Denver, Colorado participated in this mixed-methods study where concept maps were used as a tool for describing and assessing s...
Citations
... Concept mapping may enhance organizational cues for retrieving concepts and information from memory (Kwon & Cifuentes, 2007). Concept maps can also be scaffolding tools to relate new learning material to students' prior knowledge (Marzetta et al., 2018;Novak, 2010a). ...
This study aims to evaluate the effectiveness of concept maps on science achievement among elementary and secondary education students, including low-achieving students. A systematic search located 55 studies about concept mapping in science achievement published in peer-reviewed journals and dissertations between 1980 and 2020. We extracted 58 independent standardized mean difference effect sizes from 55 eligible studies involving 5,364 students from Grade 3 to Grade 12 who used concept maps for learning in physics/earth science, chemistry, and biology that met the specified design criteria. A random-effects model meta-analysis revealed that the mean effect size was moderate for overall science (g = 0.776). The mean effect sizes varied from moderate to large based on the subject area (g = 0.671 for biology; g = 0.590 for chemistry; g = 1.040 for physics and earth science); these differences between groups were not statistically significant (p = 0.220). Concept maps were generally associated with increased science learning across several learning and teaching conditions, and methodological features (low-achieving students, higher teaching guidance, intermediate grades, low- or middle-income countries, journal publications, and late year of publication). However, we found significant heterogeneity in most subsets. Implications for future research and practice recommendations are discussed.
... Concept mapping may enhance organizational cues for retrieving concepts and information from memory (Kwon & Cifuentes, 2007). Concept maps can also be scaffolding tools to relate new learning material to students' prior knowledge (Marzetta et al., 2018;Novak, 2010a). ...
This study aims to evaluate the effectiveness of concept maps on science achievement among elementary and secondary education students, including low-achieving students. A systematic search located 55 studies about concept mapping in science achievement published in peer-reviewed journals and dissertations between 1980 and 2020. We extracted 58 independent standardized mean difference effect sizes from 55 eligible studies involving 5,364 students from Grade 3 to Grade 12 who used concept maps for learning in physics/earth science, chemistry, and biology that met the specified design criteria. A random-effects model meta-analysis revealed that the mean effect size was moderate for overall science (g = 0.776). The mean effect sizes varied from moderate to large based on the subject area (g = 0.671 for biology; g = 0.590 for chemistry; g = 1.040 for physics and earth science); these differences between groups were not statistically significant (p = 0.220). Concept maps were generally associated with increased science learning across several learning and teaching conditions, and methodological features (low-achieving students, higher teaching guidance, intermediate grades, low- or middle-income countries, journal publications, and late year of publication). However, we found significant heterogeneity in most subsets. Implications for future research and practice recommendations are discussed.
... The following reviews support this strategy positively. Marzetta et al (2018), Nair & Narayanasamy (2017), and Sharma & Singh (2016) showed that "the concept mapping method had made an effect in the mean achievement scores of students". Sailesh et al (2019) ...
The conference theme on Constructivism is spread under four sub-themes dealing on the various modalities available for teachers to construct knowledge, build skills, develop critical thinking among learners. This international conference provides a platform for the teaching community to know and deliver about the different types of learning, the various strategies for facilitating construction of knowledge and prepares for the undefined challenges of the future.
The International Conference has received close to 80 papers from leading academicians, professors, other faculty members from colleges, and research scholars. The participants of the conference are from many countries including Malaysia, Sri Lanka in addition to India. The volume covers the broad areas of Constructivism in Teaching and Learning that discuss and address the key issues in Self-Directed Learning in the distance mode, adapting hybrid learning
for the clinical phase during the pandemic, aligning teaching, learning and assessment towards
metacognition, teaching and learning in Hybrid Mode, Blended Learning and Discipline-based teaching and learning (pedagogical content knowledge). The Editors hopes that this book will be a valuable resource not only for the participants of ICCTLFDL-2022 but also for the total research community working in this field of Education in general and distance education in
particular.
... • mismatch between the learners' perception of their potential for creativity, imagination and innovation, their appreciation of creative personality, with the perception of teachers -specialists in "gifted education"; related under-representation of gifted children in groups with improved learning conditions [37][38][39][40]; • differences between gifted underachievers and other gifted learners in terms of perfectionism and ability to overcome difficulties (41); • specification of giftedness against retaining the basic models [42]; • reflection of gifted learners' creative mental activity in their specific eye movements [43]; • increasing complexity and improvement of the creative process when gifted students work in pairs [44]; the same in using exercises to practise concentration [45], concept maps [46], unconventional learning strategies [47], pedagogical approaches aimed at re-engaging gifted learners [48], based on interconnected knowledge, interdisciplinary subjects [49][50][51][52], transformational style [53], demonstration of perspectives [54], integrative career counselling [55], cognitive training [56]; • impact on the learner's giftedness self-identification (including twice exceptional) by educators whose competence is perceived positively [57][58][59]; • use of the concepts "non-transformational", "transformational", "self-actualised", "actualised giftedness of others", "inert", "transactional" [60], and their expression in gifted behaviour as the interaction of competence in action, commitment to a task, care of others [61]. Abilities in the light of pedagogical concepts mean the high capacity of the intellect for biological adaptation, structuring of the environment and assimilation based on learning experience data. ...
Introduction. The transition of knowledge about giftedness to a new level that secures its functioning as a developmental diagnostics tool in the triad “gift – ability – talent” is realised through the integration of humanitarian and natural-science concepts. However, no special research has been undertaken in the sphere of the interdisciplinary approach in respect of studying the phenomenon of “giftedness” which would allow a scholar to highlight the characteristics of giftedness as a phenomenon that is multilevel and plastic under pedagogical influence. The aim of the research, within the framework of the present article, is to systematise the scientific ideas that outline the modern concept of giftedness in terms of the interdisciplinary approach, variability and contrasts. Methodology and methods. The interdisciplinary approach included selection and systematisation, based on particular indicators, of the units of knowledge on giftedness, i.e.: (1) its structure, (2) plasticity, (3) conditions of transformation of natural gift into a socially valuable talent. The research involved the analysis of concepts of giftedness proposed by philosophy (dialectical approach), neurophysiology (comparative approach), psychology (activity-based, biological approaches), pedagogy (psycho-pedagogical, personalitybased approaches), and sociology (socio-psychological, sociological approaches). Results. The research showed that interdisciplinary knowledge about giftedness was integrated into a whole, through: (1) building associative links and forming a common thesaurus of sciences exploring giftedness; (2) creating a model of “gifted behaviour” in the conditions of the educatory process, highlighting the biological grounds of giftedness in the aspect that is directly observable; (3) forming due concepts that reflect the integrity of giftedness components (e.g. “gifted-nome”, “giftedness age”, “talent age”). Giftedness in terms of the interdisciplinary approach is a multifaceted and multilevel phenomenon, with such stages as gift, abilities, and talent. Scientific novelty. The obtained results made it possible to consider the phenomenon of giftedness in the light of the interdisciplinary approach – as energy accumulated by the “gifted” brain and transformed from the potential state (gift) into a kinetic state (talent) through the stage of rotation of abilities absorbing resources of the environment and developing in it and subsequently enhancing a person’s neurophysiological and mental resources at the new level of development. Practical significance. The undertaken research makes it possible to outline the guidelines of the general theory of giftedness, its recognition and transformation into talent, as well as to improve the programmes of “gifted education” and “enrichment pedagogy” at all levels from pre-school to university and post-university levels.
... Therefore, a concept map draws the teacher's attention to what the learner (already) knows, but also to what the learner did not understand or what may have been misunderstood. In this regard, research has shown that concept maps are useful in assessing how learners relate, organize, and structure concepts [81]. Therefore, it is not surprising that CM has been used as a diagnostic tool in many studies regarding meaningful learning [82][83][84][85][86]. ...
Concept mapping (CM) can be an effective strategy to facilitate understanding-based learning of complex and abstract scientific content. In our study, we tried to answer two questions that have not yet been clarified: (1) How effective is CM if the learners do not have the textual learning material available when constructing their concept maps (retrieval setting) in contrast to when the material is available (elaboration setting)? (2) Do potential effects of the two settings depend on the intensity of a previous CM strategy training? To this end, we established a quasi-experimental four-group plan and collected data of N = 93 undergraduate students. The participants received either a detailed CM strategy training or just a short introduction and were then asked to apply CM in a retrieval or elaboration setting. The quality of constructed concept maps and content-related learning success were assessed to determine potential group differences. Overall, our results show a significantly positive but setting-independent effect of the CM strategy training on methodical CM skills. However, the different setting conditions differed neither regarding concept map quality nor content-related learning success, implying that CM in retrieval settings could be as effective as in elaboration settings.
... Two linked concepts form a so-called proposition, the smallest meaningful unit of a concept map [12,47,[50][51][52][53] (see Figure 1). Due to their characteristics' potential regarding comprehension-oriented learning, concept maps have received a lot of attention from educators since their invention [38,46,47,54,55]. Educational books of biology for school and university level have already started to add CM to their list of recommended learning strategies [56,57]. ...
... 55). More recently, Roessger et al. [62] have pointed out that "few researchers have broached the best way to Due to their characteristics' potential regarding comprehension-oriented learning, concept maps have received a lot of attention from educators since their invention [38,46,47,54,55]. Educational books of biology for school and university level have already started to add CM to their list of recommended learning strategies [56,57]. ...
Concept Mapping (CM) is a learning strategy to organize and understand complex relationships, which are particularly characteristic of the natural science subjects. Previous research has already shown that constructing concept maps can promote students’ meaningful learning in terms of deeper knowledge and its more flexible use. While researchers generally agree that students need to practice using CM successfully for learning, key parameters of effective CM training (e.g., content, structure, and duration) remain controversial. This desideratum is taken up by our study, in which three different training approaches were evaluated: a CM training with scaffolding and feedback vs. a CM training without additional elements vs. a non-CM control training. In a quasi-experimental design, we assessed the learning outcome of N = 73 university students who each had participated in one of the trainings before. Our results suggest that an extensive CM training with scaffolding and feedback is most appropriate to promote both CM competence and acquisition of knowledge. From an educational perspective, it would therefore be advisable to accept the time-consuming process of intensive practice of CM in order to enable students to adequately use of the strategy and thus facilitate meaningful learning in terms of achieving sustained learning success.
... Pembelajaran konstruktif ini memberi tumpuan kepada memetakan atau meletakkan maklumat secara bermakna bagi mendapatkan gambaran besar iaitu struktur keseluruhan bagi konsep dipelajari (Eppler & Usi 2006). Melalui alat visual, pembelajaran konstruktif membantu pelajar proses memberi makna konsep dengan menggalakkan mereka memikirkan apa yang diketahui tentang topik tertentu, dan bagaimana beberapa topik saling berkaitan (Marzetta, Mason & Wee 2018). ...
... Proses refleksi penting dalam tugas pembelajaran kerana ia memanfaatkan pengalaman peribadi dan membuat strategi pembetulan terhadap sebarang kesilapan pembelajaran dan merancang pembelajaran bersesuaian dengan matlamat (Marzetta et al. 2018). Dalam pembelajaran bermatlamat, pelajar harus mengenal pasti proses pembelajaran mereka sendiri, membuat refleksi apa yang mereka pelajari dan mengenal pasti implikasi atau kesan pembelajaran (Karki et al. 2018). ...
In today's education, the use of social media to support teaching and learning is widely accepted and practiced. This development is in line with students’ life style that represents Generation Z in accessing information and communicating. Not much research has been conducted on the use of social media to support meaningful learning that can provide a deeper understanding of its implementation in Higher Education Institutions. Therefore, this paper aims to identify the characteristics of social media in education and meaningful learning and to propose a model of meaningful learning using social media in Higher Learning Institutions. This study applies a qualitative approach using literature review by conducting content analysis of previous research. The results show that social media has many useful features such as freedom, flexibility, authenticity, individual and real-time. These features potentially stimulate students to interact with learning materials and learning environment to enhance their conceptual understanding and inspire concepts application in real life. The proposed model is expected to guide educators and researchers on the compatibility of these two approaches to be implemented in Higher Learning Institutions.
... Peta konsep dikembangkan oleh Novak et al. (1983), berdasarkan model pembelajaran bermakna Ausubel, yang merupakan salah satu teori pembelajaran kognitif (Aydoğdu & Güyer, 2019). Peta konsep adalah alat grafik untuk menyusun dan mewakili pengetahuan (Novak et al., 1983;Marzetta et al., 2018;Aydoğdu & Güyer, 2019). Ia boleh digunakan sebagai perwakilan pengetahuan pelajar dalam bentuk struktur berhierarki menggunakan konsep dan kata hubung, bagi memudahkan pelajar menghubungkaitkan maklumat baharu kepada maklumat sedia ada (Romero et al., 2017). ...
... Seterusnya, konsep-konsep dikait menggunakan kata hubung untuk membentuk pernyataan yang bermakna (Romero et al., 2017). Marzetta et al. (2018) berpendapat, sifat peta konsep yang pelbagai dan adaptif, membolehkannya menyokong kepelbagaian pelajar dan gaya pembelajaran. Penggunaan peta konsep juga merupakan strategi pemahaman membaca yang berkesan untuk pelajar berpencapaian rendah. ...
... Malah, peta konsep juga merupakan alat yang sesuai untuk menganalisis corak pemikiran dan mengesan kesilapan konsep dalam kalangan pelajar berprestasi tinggi. Peta konsep sesuai digunakan bagi memahami cara pelajar menghubung, menyusun, dan menstruktur sesuatu konsep (Marzetta et al., 2018). Manakala, kajian eksperimental Asıksoy (2019) ...
One of the goals of education today is to transform learning from rote learning to meaningful learning. This article proposes the use of concept mapping framework, CoMMeL (Concept Mapping for Meaningful Learning) to promote meaningful learning in study program at Polytechnic Malaysia. The concept map provides a visual representation of the concepts and relationships between knowledge within a particular domain. Previous studies have shown that concept maps have had a positive impact on students' learning quality in various disciplines and educational levels. It helps students to integrate existing knowledge with new information, thereby expanding the knowledge structure in a meaningful way to support future learning. Suggestions regarding the use of CoMMeL in learning and teaching process will be discussed in this article.
Keywords: Concept mapping, meaningful learning, polytechnic, CoMMeL.
... Specifically, learning strategies that are appearing to be very effective are related to what has been defined as "active methodologies". Such technologies are focused on the student and implement the following resources: The development of critical thinking [14] team work [15]; project-based learning [16] (this methodology is based on the case studies and on the resolution of research questions from team work) [17][18][19]; the flipped classroom Techniques [20], Monitoring Techniques [21] and the use of Conceptual Maps [22], among others. All of these are considered as methodologies for the promotion of sustainable education. ...
In the last few years, research in the field of sustainability has experienced a significant increase in interest between sustainability and other areas (inclusive education, active methodologies, and society). Moreover, the use of mixed research methods (quantitative and qualitative) along with the application of data mining techniques, enables the analysis of information and the connection between the different studies. The objectives of this paper were: (1) To establish the results of the research related to the concepts of sustainability, inclusive education, and disability. (2) To study the key concepts that are detected in the articles selected with respect to the concepts of sustainability, inclusive education, disability, and their relations. In order to do so, two studies were carried out (quantitative and qualitative). In the first study, K-means and heat map clustering techniques were applied. In the second study, the technique of text mining was applied. One hundred and thirty-three scientific papers were studied, of which 54 fulfilled all the inclusion criteria. Three clusters were found in the first study; cluster 1 included the categories: inclusive society, educational innovation, and active methodologies. Cluster 2 included active methodologies and society and economy and cluster 3 included inclusive society and society and economy. In the second study, the highest Krippendorff’s Alpha coefficient were found in articles that linked sustainability with social transformation stemming from a change in education by means of the use of active teaching methods and technological resources. The research moves towards the development of competencies in sustainability at all stages of the educational system, and in all areas of knowledge.
... The traditional indicators include the number of concepts, links between them, and the concept-link ratio as a measure of connectivity [29,32]. Sometimes traditional scoring includes the proposition accuracy score and rubrics, which are also based on experts' ratings (e.g., [12,33,34]). Following the increase in computing power, researchers also use computational theories to evaluate CMs, such as graph and network theories (e.g., [35][36][37][38][39][40]). In general, traditional indicators are based on counting various elements of a CM or simple functions of these elements, while computational theories are focused on a more complex evaluation of the whole structure and how information is distributed within the structure. ...
Concept mapping is a popular tool for knowledge structure assessment. In recent years, both the amount of research about concept maps and their measurement ability have grown. It has been shown that concept maps with different types of tasks, for instance, links between concepts given or selected by a respondent, provide information about the different aspects of students’ knowledge structure. This study explores features of concept mapping with and without a list of concepts. At first, eleven masters students constructed concept maps with a topic on statistical data analysis and, after three weeks, repeated the task with the same topic and a predefined list of concepts. Both types of concept maps were evaluated using traditional scoring indicators and indicators from the network analysis. All indicators were tested for significant differences, and then the content of these maps was analysed. Results show that the list of concepts forced respondents to construct more connective maps, which is related to a more developed knowledge structure. Moreover, it is easier for them, when including even abstract concepts, to define their role in the domain. However, respondents use concepts and group them in different ways depending on the instruction. It seems that respondents feel a “list stress”, which leads to differences in the content. These findings demonstrate the possibilities of using different concept mapping tasks for learning and assessment.
