Effectiveness of Adaptive Concept Maps for Promoting Conceptual Understanding: Findings from a Design-Based Case Study of a Learner-Centered Tool

Autor/inn/en	Moore, Jacob; Williams, Christopher B.; North, Christopher; Johri, Aditya; Paretti, Marie
Titel	Effectiveness of Adaptive Concept Maps for Promoting Conceptual Understanding: Findings from a Design-Based Case Study of a Learner-Centered Tool
Quelle	In: Advances in Engineering Education, 4 (2015) 4, (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	Concept Mapping; Concept Formation; Comprehension; Expertise; Visualization; Usability; Engineering Education; Learning Processes; Learning Activities; Difficulty Level; Models; Statistical Significance; Statistical Analysis; Observation; Surveys; Scoring Rubrics + Suchen Sie Ihr Suchwort? Concept Map; Concept learning; Begriffsbildung; Verstehen; Verständnis; Expert appraisal; Visualisation; Visualisierung; Ingenieurausbildung; Learning process; Lernprozess; Lernaktivität; Schwierigkeitsgrad; Analogiemodell; Statistische Analyse; Beobachtung; Survey; Umfrage; Befragung; Scoring formulas; Auswertungsbogen
Abstract	Traditional instructional materials such as textbooks contain significant educational content, but the navigational mechanisms to access that content are limited and, more importantly, not designed with learning in mind. To address this gap, we present the Adaptive Map, a novel organization and navigation tool designed to help students better understand large collections of information such as those found in textbooks. The tool promotes conceptual understanding by leveraging expert-generated concept maps, which have been shown to improve learning. In addition, to alleviate problems associated with visually processing large-scale concept maps, our design integrated information visualization techniques to increase usability and facilitate processing. To evaluate the approach, a prototype was developed and tested in an engineering statics class. A multiple case study methodology was used to explore how students used the tool. Results show that the tool promoted conceptual understanding by facilitating advance organizer usage and students' exploration of relevant prior content. (As Provided).
Anmerkungen	American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01