{"id":13993,"date":"2019-03-10T18:15:31","date_gmt":"2019-03-10T17:15:31","guid":{"rendered":"https:\/\/www.autresens.org\/?p=13993"},"modified":"2019-03-10T18:17:19","modified_gmt":"2019-03-10T17:17:19","slug":"a-metacognitive-tool-theoretical-and-operational-analysis-of-skills-exercised-in-structured-concept-maps","status":"publish","type":"post","link":"https:\/\/www.autresens.org\/de\/a-metacognitive-tool-theoretical-and-operational-analysis-of-skills-exercised-in-structured-concept-maps\/","title":{"rendered":"A metacognitive tool: Theoretical and operational analysis of skills exercised in structured concept maps"},"content":{"rendered":"

A metacognitive tool: Theoretical and operational analysis of skills exercised in structured concept maps<\/span><\/h1><\/h2><\/div>
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Auszug (Artikel nur auf Englisch verf\u00fcgbar)<\/h3><\/div>

Developing meaningful learning is not only difficult to achieve, but also time consuming, because it requires a large number of different skills to develop and master. Many studies have shown that organizing knowledge in concept maps helps teachers and students to develop such a functional learning (Nesbit, J.C., Adescope, O.O., 2006. Learning with concept and knowledge maps: a meta-analysis<\/a>. Rev. Educ. Res. 76:3, 413-446). Basierend auf der Arbeit von Tyler (Tyler, R.W., 1950. Basic principles of Curriculum and Instruction. University of Chicago Presse<\/a>Chicago, IL) and Anderson (Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C., 2001. A Taxonomy<\/a> for Learning, Teaching, and Assessing: A revision of Bloom?s Taxonomy of Educational Objectives. Longman, New York), schl\u00e4gt diese Studie vor, die F\u00e4higkeiten, die bei der Erstellung von Konzeptkarten ausge\u00fcbt werden, hier als kontextabh\u00e4ngige und hierarchisch strukturierte Konzeptkarten (sCM) bezeichnet, in einer zweidimensionalen Matrix pr\u00e4zise, rigoros und operativ zu charakterisieren und zu organisieren. These skills correspond to those actually needed in transfer of knowledge, and the matrix could be used as an instructional tool to assist learners and teachers in this transfer. In addition it allows them to pay attention to the cognitive processes and types of knowledge involved during sCM elaboration. Making explicit the taxonomic levels of cognitive efforts implemented while organizing knowledge in a concept map could constitute a useful metacognitive tool to focus the teachers and learners? attention and efforts towards achieving higher-order thinking skills and meaningful learning.<\/p>\n<\/div>

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Link zum vollst\u00e4ndigen Artikel (ScienceDirect)<\/h3><\/div>

https:\/\/www.sciencedirect.com\/science\/article\/pii\/S2213020914000263<\/a><\/p>\n

(M\u00f6glichkeit, den Artikel als PDF von der ScienceDirect-Website herunterzuladen)<\/p>\n<\/div>

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