How to make students’ diagnostic assessment using concept map with errors
DOI:
https://doi.org/10.11606/issn.2238-2593.organicom.17.170935Keywords:
Evaluation, Learning, Higher education, Concept maps, Pedagogical resonanceAbstract
The dissatisfaction of teachers and students with the current format of the teaching-learning process has generated the search for pedagogical innovations. This work presents the concept maps with errors (CME) as a diagnostic activity of rapid application, allowing the teacher to offer instantaneous and customized feedback to students. This kind of feedback can stimulate pedagogical resonance and foster meaningful learning. Activities based on CME can be easily incorporated into virtual learning environments, leveraging their use on a large scale.
Downloads
References
AGUIAR, Juliana Guilares de; CORREIA, Paulo Rogério Miranda. M. Como fazer bons mapas conceituais? Estabelecendo parâmetros de referências e propondo atividades de treinamento. Revista Brasileira de Pesquisa em Educação em Ciências, v. 13, n. 2, p. 141-157, 2013.
ARAÚJO, Ulisses F.; SASTRE, Genoveva (orgs.). Aprendizagem baseada em problemas no ensino superior. São Paulo, SP: Summus, 2009.
AUSUBEL, David P. The acquisition and retention of knowledge: a cognitive view. Netherlands: Dordrecht (Netherlands): Kluwer Academic Publishers, 2000.
CORREIA, Paulo Rogério Miranda; VALLE, Bruno Xavier do; DAZZANI, Melissa; INFANTE-MALACHIAS, Maria Elena. The importance of scientific literacy in fostering education for sustainability: theoretical considerations and preliminary findings from a Brazilian experience. Journal of Cleaner Production, v. 18, n. 7, p. 678-685, 2010.
CORREIA, Paulo Rogério Miranda. The use of concept maps for knowledge management: from classrooms to research labs. Analytical and Bioanalytical Chemistry, v. 402, n. 6, p. 1979-1986, 2012.
CORREIA, Paulo Rogério Miranda; CORDEIRO, Gislaine Banchetti; CICUTO, Camila Aparecida Tolentino; JUNQUEIRA, Patrícia Grandino. Nova abordagem para identificar conexões disciplinares usando mapas conceituais: em busca da interdisciplinaridade no ensino superior. Ciência & Educação, v. 20, n. 2, p. 467-479, 2014.
CORREIA, Paulo Rogério Miranda; CABRAL, Gisele C. P.; AGUIAR, Joana Guilares de. Cmaps with error: why not? Comparing two Cmap-based assessment tasks to evaluate conceptual understanding. In: CAÑAS, Alberto J.; REISKA, Pritt; NOVAK, Joseph D. (eds.). Innovating with concept mapping. CMC 2016. Communications in Computer and Information Science, v.638, p. 1-15, Cham, Suíça, Springer, 2016.
CORREIA, Paulo Rogério Miranda; AGUIAR, Joana Guilares de; VIANA, Anderson Dias; CABRAL, Gisele C. P. Por que vale a pena usar mapas conceituais no ensino superior? Revista de Graduação da USP, v. 1, n. 1, p. 41-51, 2016.
CORREIA, Paulo Rogério Miranda; NARDI, Adriano. O que revelam os mapas conceituais dos meus alunos? Avaliando o conhecimento declarativo sobre a evolução do universo. Ciência & Educação, v. 25, n. 3, p. 685-704, 2019.
CORREIA, Paulo Rogério Miranda; AGUIAR, Joana Guilares de; MOON, Brian. Using concept maps with errors to identify misconceptions: the role of instructional design to create large-scale on-line solutions. In: ETKIND, Masha; SHAFRIR, Uri (eds.). Pedagogy for conceptual thinking and meaning equivalence: emerging research and opportunities. Hershey, PA: IGI Global, 2019. p. 117-134
DAVIES, Martin. Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? Higher Education, v. 62, n. 3, p. 279-301, 2011.
HAY, David B.; KINCHIN, Ian M.; LYGO-BAKER, Simon. Making learning visible: the role of concept mapping in higher education. Studies in Higher Education, v. 33, n. 3, p. 295-311, 2008.
KINCHIN, Ian M. A ‘species identification’ approach to concept mapping in the classroom. Journal of Biological Education, v. 54, n. 1, p. 108-114, 2020.
KINCHIN, Ian M.; LYGO-BAKER, Simon; HAY, David B. Universities as centres of non-learning. Studies in Higher Education, v. 33, n. 1, p. 89-103, 2008.
IFENTHALER, Dirk; HANEWALD, Ria (orgs.). Digital knowledge maps in education: technology-enhanced support for teachers and learners. Nova York, NY: Springer, 2014.
LUCKESI, Cipriano Carlos. Avaliação da aprendizagem escolar: estudos e proposições. São Paulo, SP: Cortez, 1999.
McLURE, John R.; SONAK, Brian; SUEN, Hoi K. Concept map assessment of classroom learning: reliability, validity, and logistical practicality. Journal of Research in Science Teaching, v. 36, n. 4, p. 475-492, 1999.
MOON, Brian; HOFFMAN, Robert R.; NOVAK, Joseph; CAÑAS, Alberto J. (orgs.). Applied concept mapping: capturing, analyzing, and organizing knowledge. Boca Ratón, FL: CRC Press, 2011.
MOON, Brian; RIZVI, Sana. Sero! A learning assessment platform for adult learning environments. Advances in Intelligent Systems and Computing, v. 596, p. 12-21, Cham, Suíça, Springer, 2017.
MOREIRA, Marco A. Mapas conceituais e aprendizagem significativa. São Paulo, SP: Centauro, 2010.
NATIONAL ASSESSMENT GOVERNING BOARD. Science Framework for the 2015 National Assessment of Educational Progress. Washington, DC: US Government Printing Office, 2014.
NOVAK, Joseph D. Meaningful learning: the essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, v. 86, n. 4, p. 548-571, 2002.
NOVAK, Joseph D. Learning, creating and using knowledge: concept maps as facilitative tools in schools and corporations. New York, NY: Routledge, 2010.
RUIZ-PRIMO, Maria Araceli; SHAVELSON, Richard J. Problems and issues in the use of concept maps in science assessment. Journal of Research in Science Teaching, v. 33, n. 6, p. 569-600, 1996.
SOIKA, Katrin; REISKA, Pritt. Using concept mapping for assessment in science education. Journal of Baltic Science Education, v. 13, n. 5, p. 662-673, 2014.
TORRES, Patricia Lupion; MARRIOTT, Rita de Cássia Veiga (orgs.). Handbook of research on collaborative learning using concept mapping. Hershey, PA: IGI Global, 2010.
WRIGHT, Gloria Brown. Student-centered learning in higher education. International Journal of Teaching and Learning in Higher Education, v. 23, n. 3, p. 92-97, 2011.
Downloads
Published
Issue
Section
License
A submissão implica a cessão de direitos da primeira publicação à revista Organicom, sem pagamento. Os autores podem estabelecer por separado acordos adicionais para a distribuição não exclusiva de versão da obra publicada na revista (como colocar em um repositório institucional ou publicar um livro), com o devido reconhecimento de sua publicação inicial na revista Organicom.
