Using Concept Maps to Engage Adult Learners in Critical Analysis

Autor/inn/en	Yelich Biniecki, Susan M.; Conceição, Simone C. O.
Titel	Using Concept Maps to Engage Adult Learners in Critical Analysis
Quelle	In: Adult Learning, 27 (2016) 2, S.51-59 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/1045159515604148
Schlagwörter	Concept Mapping; Adult Learning; Learning Theories; Educational Strategies; Theory Practice Relationship; Constructivism (Learning); Transformative Learning; Social Theories; Content Analysis; Learner Engagement; Educational Practices + Suchen Sie Ihr Suchwort? Concept Map; Adulte education; Adult training; Erwachsenenbildung; Learning theory; Lerntheorie; Lehrstrategie; Theorie-Praxis-Beziehung; Pädagogische Transformation; Gesellschaftstheorie; Inhaltsanalyse; Bildungspraxis
Abstract	An understanding of learning theories can help adult educators become more effective practitioners and meet the needs of the learners they serve. Adult educators who understand how individuals learn can be better prepared to use effective strategies during the learning process. This article addresses the use of concept maps as a strategy to engage adult learners in critical analysis, a skill educators often aim to help learners strengthen. The discussion situates within four learning theories: cognitivist, constructivist, transformative, and social learning. Examples from different contexts using concept maps and connections between theories, learning process, locus of learning, teacher's role, manifestation in adult education, and activities are presented. The article concludes with putting concept maps and critical analysis into practice in formal and nonformal settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01