Categoria: Pesquisa

The role of worked examples to teach concept mapping

Paulo R. M. Correia, Joana G. Aguiar

Resumo
The growing interest in concept mapping has expanded the use of this graphical organizer as a way to represent and share declarative knowledge. However, training beginners to elaborate concept maps (Cmaps) has not received the deserved attention. Students must to think intensely about how to select and organise the content into coherent structures, using an unfamiliar graphic organiser. These concurrent tasks can exceed the students’ working memory capacity (overload situation), impairing meaningful learning. The aim of this paper was to explore the worked example approach to teach students how to construct good Cmaps in real classroom settings. Graduate students were divided into control (n = 32, did not study WE) and experimental groups (n = 34, studied WE). They were asked to perform five transfer tests involving Cmap elaboration. The WE approach helped the students to (1) develop high-quality propositions, (2) apply a conceptual hierarchy to guarantee general-to-specific organisation, and (3) evaluate the propositional network integrity. However, there was no WE effect on learning how to state a proper focus question for the Cmap. The use of WE is valuable to set up reliable training activities about concept mapping, and the presented materials (WE) can be applied in any educational setting with some adaptations. Future studies should combine the use of WE with other instructional approaches to teach how to state a proper focus question.

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From representing to modelling knowledge: proposing a two-step training for excellence in concept mapping

Joana G. Aguiar, Paulo R. M. Correia

Resumo
Training users in the concept mapping technique is critical for ensuring a high-quality concept map in terms of graphical structure and content accuracy. However, assessing excellence in concept mapping through structural and content features is a complex task. This paper proposes a two-step sequential training in concept mapping. The first step requires the fulfilment of low-order cognitive objectives (remember, understand and apply) to facilitate novices’ development into good Cmappers by honing their knowledge representation skills. The second step requires the fulfilment of high-order cognitive objectives (analyse, evaluate and create) to grow good Cmappers into excellent ones through the development of knowledge modelling skills. Based on Bloom’s revised taxonomy and cognitive load theory, this paper presents theoretical accounts to (1) identify the criteria distinguishing good and excellent concept maps, (2) inform instructional tasks for concept map elaboration and (3) propose a prototype for training users on concept mapping combining online and face-to-face activities. The proposed training application and the institutional certification are the next steps for the mature use of concept maps for educational as well as business purposes.

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Using concept maps as instructional material to foster understanding of atomic model and matter-energy interaction

Joana G. Aguiar, Paulo R. M. Correia

Resumo
In this paper, we explore the use of concept maps (Cmaps) as instructional materials prepared by teachers, to foster the understanding of chemistry. We choose fireworks as a macroscopic event to teach basic chemical principles related to the Bohr atomic model and matter–energy interaction. During teachers’ Cmap navigation, students can experience a sense of disorientation, which is detrimental to the learning process. Two graphical cues were tested as Cmap navigation guidance: (1) colour-coded concepts, to group similar content and (2) numbered propositions to offer a reading sequence. A quasi-experimental pre-test–post-test design combined with mental effort was utilized to measure the efficiency of Cmaps in learning. First-year undergraduate students (n = 85) were randomly assigned to study one of four possible Cmaps. The results showed that all students were able to increase their level of factual knowledge, despite the Cmap being used as an instructional material. The lack of cues impaired conceptual understanding. Signalling similar content using colours was critical to reduce the invested mental effort and foster understanding about chemical concepts.

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