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CROWD IN, MAP OUT: CO-CREATIVE KNOWLEDGE BUILDING OF IGCSE MATH

Niemelä, Pia and Mylläri, Jarkko CROWD IN, MAP OUT: CO-CREATIVE KNOWLEDGE BUILDING OF IGCSE MATH.

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Abstract

The present study focuses on the process of learning to learn by conceptualizing and modeling systems. The learning experiment synthesizes several simultaneous learning goals, the bottommost layer being concept mapping basics, the second layer deepening the knowledge of the selected domain area, in this case of math, and the third layer, even if most implicit, the primus motor of the whole study, i.e. testing students’ preparedness for UML modelling. As a design-based research (DBR) the target is to study the possibilities of educational improvement, in this case getting a better general view of math by concept mapping. The study traces the experiences and results of the concept map experiment carried out among 8th and 9th graders (N=25) of the Hope International School of Cambodia. The experiment started out by familiarizing the students with mapping principles and the IGCSE math syllabus, after which each group got two syllabus areas to prepare a presentation, a teaching video and a concept map. The map could be on paper or in electronic form. In the final state, the maps were combined as one poster that could be understood as a collective presentation of the domain knowledge i.e. one sort of visualization of the wisdom of the whole class. During the preparation of the map, the syllabus areas were used as a means to reflect one’s own math path. The study asks: “How does concept mapping suit learning math?”, “What are the meanings that the teacher and the students give to this learning experiment?” and “How could concept mapping help in enhancing skills needed in ICT?” The results encourage using concept mapping in learning math to get a better overview: new concepts were learnt, linkages strengthened, and the syllabus content and order of learning various areas were reviewed more thoroughly. All this helps in depicting the IGCSE exam requirements as a whole. Most students regarded concept mapping as a beneficial tool for organizing their knowledge. With concept mapping not only math, but also learning-to-learn competence was enhanced, which should have a positive transfer effect on learning other subjects as well. However, more effort should be put into learning the orthodox expression of concept mapping.

Item Type: Article
Subjects: UNSPECIFIED
Divisions: UNSPECIFIED
Depositing User: Claudia Martínez
Date Deposited: 12 Oct 2018 07:32
Last Modified: 12 Oct 2018 07:32
URI: http://eprint.ihmc.us/id/eprint/479

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