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• W2612953890 abstract "Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Quantifying Learning Through the use of Mind Maps and Concept Maps Concept Maps, Learning, Cognitive Science Abstract In this work mind maps and concept maps will be used to facilitate the process of learning by quantifying the ability of students to connect existing memories to new concepts. Research from cognitive and neural science indicates that learning occurs through the repeated process of storing, retrieving, and connecting information. Aligning instruction with the way in which students learn is difficult. Instruction is often delivered using a topic-by-topic presentation of material because the instructor’s expertise in a field, coupled with repeated application of concepts, facilitates this approach. Instructors are able to quickly and easily retrieve information because they have a vast network of neural paths developed through repeated use. Students, on the other hand, are faced with both establishing the connection of stored information to new concepts and strengthening the connection with repeated use. If the connection between retrieved information and the new concept is made, learning will occur—otherwise it will not. This research explores the use of mind maps and concept maps as quantitative tools to measure the learning process of students and to identify important missing connections between concepts. Introduction The questions which this paper attempts to answer are: how can mind maps, or concept maps, be used to assess the level of student conceptual understanding, and how can the information obtained through the evaluation of students be made use of to improve student learning and instructional methods? Mind maps and concept maps, while similar in that they are both graphical representations of cognitive processes, are different in their structures and functionality. Mind maps consist of clusters of ideas emanating from a central topic using branching. Concept maps are graphical representations of knowledge using a combination of directed arcs and labels which link related information. Mind maps better facilitate spontaneity and creativity while concept maps better facilitate identification of relationships between constituents of a body of knowledge. Particularly important is the distinction that concept maps rely on the creator’s ability to connect related information; mind maps do not require linking of any information. Mind maps have been used to help students create visual representations of their thinking 1 2 3 patterns in sociology , economics , and psychology classes , and they have been used as 4 5 assessment tools in chemistry classes and biology classes . Engineering educators have likewise 6,7 examined the use of concept maps in assessment ." @default.
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• W2612953890 date "2020-09-03" @default.
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• W2612953890 title "Quantifying Learning Through The Use Of Mind Maps And Concept Maps" @default.
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• W2612953890 doi "https://doi.org/10.18260/1-2--4982" @default.
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