Cmap
Compulsory Concept as Instructional Strategy to Identify Limited or Inappropriate Propositional Hierarchies in Concept Maps

Cicuto, Camila Aparecida Tolentino and Correia, Paulo Rogério Miranda (2012) Compulsory Concept as Instructional Strategy to Identify Limited or Inappropriate Propositional Hierarchies in Concept Maps. In: Concept Maps: Theory, Methodology, Technology. Proc. of the Fifth Int. Conference on Concept Mapping. University of Malta, Valetta, Malta, pp. 73-79. ISBN 978-99957-0-308-0

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Abstract

Concept maps (Cmaps) are powerful graphical organizers that have been used over the last four decades for educational and corporative purposes. Verification of the benefits of using Cmaps to represent and share our ideas depends on the mapper’s skills and the general understanding that Cmaps are more than simple diagrams or charts. When these conditions are met, concept mapping is likely to promote changes in teaching, learning, and assessing students. Limited or Inappropriate Propositional Hierarchies (LIPHs), as proposed by Novak, refer to conceptual errors that may occur even when students choose to learn meaningfully. One educational challenge posed in everyday classrooms is convincing students to choose meaningful rather than rote learning. High-quality instructor feedback during the learning process plays a critical role to keep students committed to learning meaningfully throughout the course. This paper presents the use of compulsory concepts (CCs) to make explicit students’ LIPHs in Cmaps. Propositions involving the CC(s) can externalize naive messages (limited propositional hierarchies) or conceptual mistakes (inappropriate propositional hierarchies). In both cases, the identification of LIPHs is straightforward and accomplished by checking, at-a-glace, neighbor (NCs) and supplementary (SCs) concepts in the propositional network. Therefore, the use of CC(s) increases the probability of a mapmaker to externalize his or her LIPHs. Making LIPHs visible can help instructors provide precise feedback to students throughout the learning process. We believe this strategy can foster pedagogic resonance between the instructor and students and allow a suitable social interaction to promote the choice to learn meaningfully.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2012
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Q Science > Q Science (General)
Divisions: UNSPECIFIED
Depositing User: Mr. Ernest Prats
Date Deposited: 07 Sep 2012 18:41
Last Modified: 30 Sep 2012 11:22
URI: http://eprint.ihmc.us/id/eprint/224

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