Making learning visible: the role of concept mapping in higher education
Making learning visible: the role of concept mapping in higher education
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DOI：
10.1080/03075070802049251
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发表时间：
2008-01-01
影响因子：
4.2
通讯作者：
Lygo-Baker, Simon
中科院分区：
文献类型：
--
作者：
Hay, David;Kinchin, Ian;Lygo-Baker, Simon
本文将概念图法作为提高高等教育教学质量的工具。特别是，它描述了如何概念映射可以用来转换抽象的知识和理解到具体的视觉表示，是服从比较和测量。本文介绍了四个重要用途的方法：识别学生的先验知识（和先验知识结构）;新材料的呈现方式，促进有意义的学习;教师和学习者之间的“专家”知识和理解的共享;和知识变化的文件，以显示学生的先验知识和教学的整合。作者讨论了他们的方法在更广泛的背景下，大学水平的教学的影响。这并不意味着大学教师应该放弃他们的任何尝试和测试的教学方法，但它显示了如何的质量，他们做什么可以显着提高使用概念图。
This article develops the concept-mapping method as a tool for enhancing teaching quality in higher education. In particular, it describes how concept mapping can be used to transform abstract knowledge and understanding into concrete visual representations that are amenable to comparison and measurement. The article describes four important uses of the method: the identification of prior knowledge (and prior-knowledge structure) among students; the presentation of new material in ways that facilitate meaningful learning; the sharing of 'expert' knowledge and understanding among teachers and learners; and the documentation of knowledge change to show integration of student prior knowledge and teaching. The authors discuss the implications of their approach in the broader context of university level teaching. It is not suggested that university teachers should abandon any of their tried and tested methods of teaching, but it is shown how the quality of what they do can be significantly enhanced by the use of concept mapping.