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GOING DOWN TO THE LATE 1980’S: THE COMBINED USE OF THE 5 QUESTIONS AND CONCEPT MAPS TO APPROACH POEMS

Merker Moreira, Marli GOING DOWN TO THE LATE 1980’S: THE COMBINED USE OF THE 5 QUESTIONS AND CONCEPT MAPS TO APPROACH POEMS.

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Abstract

This paper aims at pointing out Novak and Gowin’s project at Cornell Graduate School, in the mid 1970’s, on the use of knowledge construction and organization tools known as Concept Mapping combined to the Five Questions. These teaching and learning techniques were implemented to improve their own students ‘s views on educating so as to motivate those grad students to incorporate such tools in their future, or actual, classroom practice. As one of those students, this author followed Novak and Gowin’s steps in her classes in Brazil by applying both the early combination of the 5 Questions+ Concept Maps and Concept Mapping in itself. This text displays three instances of such joint use: two with the author’s college students from the perspective of a participant observer and actor, in the context of Literature classes; the third one displays an instance of this author’s knowledge construction process based on her experience as Novak and Gowin’s student. The examples are records of classroom practice events in this privileged milieu for critical thinking, knowledge construction, and human empowerment for both teacher and learners. This paper emphasizes the relevance of these tools within the meaningful learning theoretical framework (Ausubel, 2000; Novak and Gowin, 1984) to grant teacher and learners a higher degree of freedom to act upon their own management of knowledge comprised in Literature classes. It also stresses the value of concept maps+ the 5 Questions as instruments that facilitate negotiating and sharing meanings to achieve learning how to learn.

Item Type: Article
Subjects: UNSPECIFIED
Divisions: UNSPECIFIED
Depositing User: Claudia Martínez
Date Deposited: 12 Oct 2018 07:14
Last Modified: 12 Oct 2018 07:14
URI: http://eprint.ihmc.us/id/eprint/474

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