Based on the previously proposed concept Understanding Tree, this paper introduces two concepts: Understanding Graph and Understanding Map, and explores their potential applications. Understanding Graph and Understanding Map can be deemed as special cases of mind map, semantic network, or concept map. Œe two main differences are: Firstly, the data sources for constructing Understanding Map and ...

The analysis of globalization requires attention to the social and political units that are being variously undermined, restructured or facilitated by this process. Sociology has often assumed that the unit of analysis is society, in which economic, political and cultural processes are coterminous, and that this concept maps onto that of nation-state.This article argues that the nation-state is...

Concept maps have been adopted extensively in teaching and assessment. Assessment schemes, including the closeness index and the N-G method, have also been widely applied to evaluate the quality of students’ concept maps. Teachers must make great efforts to evaluate students’ concept maps, because present concept map assessment schemes do not reveal ways to help them improve such maps. Addition...

Due to the increasing amount and complexity of knowledge and information in many domains, students who self-regulate their study in e-learning scenarios often suffer from cognitive overload, as well as conceptual and navigational disorientation. Particularly, when studying in resource-based learning scenarios with complex and ill-structured subject-matter content, there is a need for both effec...

Research Question: Timing and content of feedback-do they affect " preparation for future learning " ? Timing: Content: guided metacognitive affective cognitive directed/corrective Method: 3 groups, 3 different versions of Betty's Brain (each has different feedback) 10 weeks later, Betty's Brain again without any feedback how well does each group learn? (looked at how these differed between gro...

The purpose of this study was to investigate the impact of 2 concept map (CM) learning strategies on Iranian EFL learners’ reading comprehension ability and learner autonomy. To this end, 60 Iranian EFL learners at the preintermediate level of language proficiency were randomly assigned to 2 groups. Both groups received an 8-week instruction: one through teacher-constructed and the other throug...

This article contains a description of knowledge elicitation for institutional memory preservation in the nuclear power industry. Because of the large number of pending retirements in the industry, the preservation of expertise is deemed a critical concern, and efforts to do so are extensive. The work described in this article pertains to knowledge elicitation (KE) based on the creation of Conc...

This study reports about the effects of three concept-mapping techniques on promoting students’ learning processes in the field of business sciences: expert map, fill-in-the-map and construct-a-map. The three techniques were used complementary to a management game and they differ in the degree of self-construction. Twenty-six ninth-grade students at a public high school took part in the study. ...

Students typically create concept maps while they view the material they are trying to learn. In these circumstances, concept mapping serves as an elaborative study activity—students are not required to retrieve the material they are learning. In 2 experiments, we examined the effectiveness of concept mapping when it is used as a retrieval practice activity. In Experiment 1, students read educa...

This paper presents a group of elements to improve the teaching and learning in technological education, applied to Information and Communication Technologies (ICT). These elements are based on some contributions issued from contemporary education models, namely, the thematic approach, meaningful learning, concept maps and the spiral curriculum. Based on a thematic approach, a new way is propos...