Cmap
Concept Maps as a Strategy to Assess Learning in Biochemistry Using Virtual Dynamic Metabolic Diagrams (DMDV)

De Azevedo & Vanusa, Ana Maria Ponzio and Lando, Regina and Fagundes, Lea and Zaro, Milton Antônio and Timm, Maria Isabel (2006) Concept Maps as a Strategy to Assess Learning in Biochemistry Using Virtual Dynamic Metabolic Diagrams (DMDV). In: Concept Maps: Theory, Methodology, Technology. Proc. of the Second Int. Conference on Concept Mapping. Universidad de Costa Rica, San José, Costa Rica, pp. 120-127. ISBN 9977-15-148-2

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Abstract

This study reports the application of concept maps to follow the Krebs cycle and carbohydrates metabolism apprenticeship using educational software called Virtual Dynamic Metabolic Diagram (Diagrama Metabólico Dinâmico Virtual, or DMDV). Two experiments were performed with undergraduate students of the medicine course while the software was being developed. The first composed by 24 students used DMDV preliminary version of the software containing Krebs Cycle, and the second composed by 36 students used the new version the DMDV program, containing contents of additional metabolic pathways. All students could access the system at anytime through an intranet. Concept maps were used in this study assessing learning and identifying misunderstood concepts by the students after the used DMDV. Concept maps permit the representation of new knowledge in the course of study, perceived as the processes of assimilation and adaptation of new mental schemes, in terms of reflective abstraction (Piaget, 1995). The evaluation was made by analyzing three concept maps made by each student at a different time: (a) one map before initiating the study with DMDV; (b) the second just after the study; and (c) the third two months later. Criteria for the analysis were: predominance of associative over classificatory character; correct concepts and relationships; coherence; number of relationships; creativity and logic. The initial maps showed that all students had some previous mental scheme about the proposed concept. All final concept maps showed an expansion of the concepts as compared to the initial maps, something which can be seen even by a mere glance at the size of the maps. A purely visual comparison between the maps indicated that new elements had been added. The associative character has been shown to predominate over the classificatory one. The results obtained suggest the validity of using concept maps as a strategy to monitor the cognitive process, both by the teacher and by the student him/herself and apprenticeship using educational software DMDV.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2006
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Q Science > QA Mathematics > QA76 Computer software
Q Science > QD Chemistry
R Medicine > R Medicine (General)
Divisions: UNSPECIFIED
Depositing User: Mr. Ernest Prats
Date Deposited: 23 Aug 2012 07:18
Last Modified: 01 Oct 2012 21:02
URI: http://eprint.ihmc.us/id/eprint/122

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