Search results for: Concept maps

In this study, concept map exercises were used to trigger student teachers’ thinking about the inclusion of students with disabilities in the regular learning settings. The results show that the construction of concept maps by small groups of student teachers has the potential to engage students in lively discussions, and to contribute to creative and reflective thinking. An analysis of the content of the 134 maps that were constructed identified ten main themes about inclusive education. Three of the themes dealt with pupils’ well-being, particpation in school activities and learning. Two dealt with a teacher’s situation. Five dealt with school resources and policy issues.

The current research aims to add to the body of knowledge about different types of feedback. This paper reports the investigation of different types of automated model-based feedback. The study examined three forms of model-based feedback using different methods-concept mapping and written text-for presenting the solution of a task to be solved. Seventy-four students from a German university participated in this experimental study and were randomly assigned to one of the three experimental groups: (a) cutaway feedback, (b) discrepancy feedback, and (c) expert feedback.

This article investigates how the use of Pupil Views Templates (PVTs) supports teachers' professional learning. This article reports on a three-year collaborative practitioner enquiry project involving more than 30 primary and secondary schools in England. Links between the tools used, the source of the feedback, and teachers' learning are mapped from a 'second order perspective' derived from the diverse data sources.

Three sections of the same distance education class completed a series of Web-based concept map assessments using one of two methods. Open-ended maps applied in section 1 led students to conduct more relational thinking overall, but variance in map items was very high introducing more subjectivity in scoring.