This study investigated the relative effectiveness of three types of concept maps (hierarchy, flowchart and spider) on the performance of students in Chemistry.
They observed that many learners and teachers are surprised to see how this simple tool facilitates meaningful learning and the creation of powerful knowledge frameworks that not only permit utilization of the knowledge in new contexts, but also the retention of the knowledge for long periods of time (Novak & Canas, 2008). From an educational perspective, a growing body of research indicates that the use of concept maps can facilitate meaningful learning (Coffey, Canas, Reicharzer, Hill, Suri and Carft, 2003) and performance support systems ( Canas et al, 2003).Novak and Canas (2008) maintained that one of the reasons concept mapping is so powerful for the facilitation of meaningful learning is that it serves as a kind of template or scaffold to help to organize knowledge and to structure it, even though the structure must be built up piece by piece with small units of interacting concept and propositional frameworks. When concepts and linking words are carefully chosen, these maps can be useful classroom tools for observing nuances of meaning, helping students organize their thinking, and summarizing subjects of study (Canas, Hill, Granados & Perez, 2003). From an educational perspective, a growing body of research indicates that the use of concept maps can facilitate meaningful learning (Coffey, Canas, Reicharzer, Hill, Suri and Carft, 2003) and performance support systems (Canas et al, 2003).Novak and Canas (2008) maintained that one of the reasons concept mapping is so powerful for the facilitation of meaningful learning is that it serves as a kind of template or scaffold to help to organize knowledge and to structure it, even though the structure must be built up piece by piece with small units of interacting concept and propositional frameworks. It has been suggested that the concept map structure parallels the human cognitive structure, as it shows how learners organize concepts (Fisher et al., 1990 Clarke, 1991 and Ferry et al, 1998).
0 kommentar(er)
