An exploration of computer-mediated skill acquisition in concept mapping by in-service panamanian public elementary school teachers
A large body of research provides evidence that concept mapping can support meaningful learning. However, very little is known about how novice mappers acquire the ability to construct concept maps. This dissertation explored the process by which learners acquire skills in computer mediated concept...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2008 |
| País: | España |
| Institución: | Universitat Oberta de Catalunya (UOC) |
| Repositorio: | O2, repositorio institucional de la UOC |
| OAI Identifier: | oai:openaccess.uoc.edu:10609/147682 |
| Acceso en línea: | http://hdl.handle.net/10609/147682 |
| Access Level: | acceso abierto |
| Palabra clave: | mapes conceptuals aprenentatge significatiu adquisició d'habilitats en mapes conceptuals mapes conceptuals fets per ordinador representació del coneixement mapas conceptuales aprendizaje significativo adquisición de destrezas en mapas conceptuales mapas conceptuales mediados por tecnología representación del conocimiento concept maps meaningful learning skill acquisition in concept mapping computer-mediated concept mapping knowledge representation Elementary school teachers Mestres Maestros |
| Sumario: | A large body of research provides evidence that concept mapping can support meaningful learning. However, very little is known about how novice mappers acquire the ability to construct concept maps. This dissertation explored the process by which learners acquire skills in computer mediated concept mapping. The study took place in Panama's Conéctate Project, where elementary public schoolteachers are being trained in concept mapping in 2-week workshops. In view of the time average learners require to become proficient mappers, the short period considered by this study, at best, tells only part of the story. It constitutes, nonetheless, a solid starting point, helping us understand the difficulties that novice mappers confront, and explain the initial resistance they often display. This understanding, in turn, can assist in developing more effective concept mapping training programs. |
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