A metacognitive tool : Theoretical and operational analysis of skills exercised in structured concept maps (original) (raw)

THE TEACHING VALUE OF CONCEPT MAPS

cmc.ihmc.us

This paper aims to defend the use of concept maps in science lessons. We begin by presenting a theoretical ground for the use of metacognitive instruments in lessons where it is meant to create a constructivist environment favorable to a meaningful learning, as well as to some features of the cooperative work and negotiation of ideas, which is the ground for the above mentioned environment. Afterwards we are going to present some empirical evidence which points to the value of the concept maps for a better learning of sciences.

Studying and Constructing Concept Maps: a Meta-Analysis

Educational Psychology Review, 2017

A concept map is a node-link diagram in which each node represents a concept and each link identifies the relationship between the two concepts it connects. We investigated how using concept maps influences learning by synthesizing the results of 142 independent effect sizes (n = 11,814). A random-effects model meta-analysis revealed that learning with concept and knowledge maps produced a moderate, statistically significant effect (g = .58, p < .001). A moderator analysis revealed that creating concept maps (g = .72, p < .001) was associated with greater benefit relative to respective comparison conditions than studying concept maps (g = .43, p <.001). Additional moderator analyses indicated learning with concept maps was superior to other instructional comparison conditions, and was effective across science, technology, engineering, and math (STEM) and non-STEM knowledge domains. Further moderator analyses, as well as implications for theory and practice, are provided.

Creating, Assessing, and Understanding the Use of Concept Maps as a Teaching and Assessment Technique

2003

Concept maps, a specific kind of mental model, are one method of representing and measuring an individual’s knowledge. They are an alternative tool for teaching through building relevant associations, as well as a method for measuring knowledge and recall over time. Concept maps provide a visual representation of conceptual and relationship knowledge within a particular domain. Concept maps look like a spider web, consisting of many nodes (i.e., key concepts) connected to one another by lines that indicate relationships. In the learning process, students can develop concept maps as an alternative to traditional note-taking by building associations of non-linear key concepts and organizing them to fit with their individual learning styles and frames of reference. The presence of concepts and relationships on a map can provide an instructor with a snapshot of student knowledge and understanding. The proximity and connection of key concepts provide insight for instructors attempting to...

Guided Inquiry Assisted Concept Map to Improve Students Metacognition Skills

Journal of Physics: Conference Series

Metacognition is aspect in an effort to build students' understanding of chemistry. Preliminary study conducted at SMAN 1 Banjarmasin showed that only a few students who can evaluate their learning process, so that the ability of students using metacognition in learning process is still low. The guided inquiry assisted concept map with metacognition approach is an alternative to improving students' metacognition skills in learning process. The research was carried out using classroom action research design with two cycle. Each cycle consists of planning, action, observation and reflection stages. The subjects of this study were students of XI Natural Science 5 SMAN 1 Banjarmasin with 36 students. The research data collected using metacognition skills test instrument and non test instrument. Data were analyzed with quantitative descriptive and qualitative analysis. Metacognition skills of students has increased after treatment with guided inquiry assisted concept map. The process of implementation of the action is seen from teacher and student activity. Teacher activity increased from 71,77 to 87.94. Student activity increased to 87,4 from beginning at 68,16. Implementation of quided inqury assisted concept map model with metacognition approach can improve students metacognition skill, student activity and teacher activity.

Concept Maps: Making Learning Meaningful: Proc. of the Fourth Int. Conference on Concept Mapping

This research will focus on the learning process as occurring through the interaction of three mental processes, namely Cognition (I think), Affectation (I feel) and Conation (I do). It will present a model of teaching and learning in Higher Education through the integrated use of Concept Maps and Let Me Learn advanced learning system. This research will put forward the argument that when using Cmaps along with an awareness of how students prefer to learn, the students will go through a metacognitive learning process which would eventually lead to meaningful learning thereby challenging the ever prevailing factory model of education.

Concept maps and processes of comprehension, explicating cognition and metacognition, structural knowledge and procedural knowledge

1999

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Problem-based learning with concept map: is it effective to improve metacognitive skills?

International Journal of Advanced Science and Technology, 2020

Metacognitive skill is one of the skills that need to be developed in students, in the hope students can master the concept better so as to improve learning outcomes and improve the quality of education. The purpose of this study was to determine the effect of problem-based learning model with concept map on the metacognitive skill of senior high school students in biology learning of Ecosystem chapter. The method used is a quasi-experiment with pretest-posttest control group design. The population of this research is all students of grade X MIA at a Senior High School of Pandeglang, Indonesia. The sample used is X MIA 5 as the control class and X MIA 6 as an experimental class at a Senior High School Pandeglang, Indonesia. Sampling procedures was done by simple random sampling. Data of metacognitive skills was collected through the provision of metacognitive essay test as many as 10 questions. Essay test results were analyzed by metacognitive research rubric developed by Corebima. Based on the test results, the experimental class students' metacognitive skills were in the category of can not really. The result of hypothesis testing by independent t-test showed a significance value of 0.000 < α (0.05), then reject Ho, which means there were significant effect of problem-based learning (PBL) model with concept map on metacognitive skill of students. Based on the results obtained from the results of this study concluded that metacognitive skills of students of a Senior High School in Pandeglang, Indonesia already begun but needs to be improved.