Using Mind Maps to Make Student Questioning Effective
| Autor: | Rob Martens, Harry Stokhof, Bregje de Vries, Theo Bastiaens |
|---|---|
| Přispěvatelé: | Team Secondary Education, LEARN! - Personalized learning, differentiated teaching |
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Cognitive map
05 social sciences 050301 education Face (sociological concept) Collaborative learning Science education Core curriculum Student questioning Education Teacher guidance Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION Mind map 0501 psychology and cognitive sciences Inquiry-based learning Relevance (information retrieval) Mind map assessment Psychology 0503 education Curriculum SDG 4 - Quality Education 050104 developmental & child psychology |
| Zdroj: | Research in Science Education, 2018(1), 1-23. Springer Netherlands Stokhof, H, de Vries, B, Bastiaens, T & Martens, R 2018, ' Using Mind Maps to Make Student Questioning Effective : Learning Outcomes of a Principle-Based Scenario for Teacher Guidance ', Research in Science Education, vol. 2018, no. 1, pp. 1-23 . https://doi.org/10.1007/s11165-017-9686-3 |
| ISSN: | 0157-244X |
| DOI: | 10.1007/s11165-017-9686-3 |
| Popis: | Student questioning is an important learning strategy, but rare in many classrooms, because teachers have concerns if these questions contribute to attaining curricular objectives. Teachers face the challenge of making student questioning effective for learning the curriculum. To address this challenge, a principle-based scenario for guiding effective student questioning was developed and tested for its relevance and practicality in two previous studies. In the scenario, which consists of a sequence of pedagogical activities, mind maps support teachers and students to explore and elaborate upon a core curriculum, by raising, investigating, and exchanging student questions. In this paper, a follow-up study is presented that tested the effectiveness of the scenario on student outcomes in terms of attainment of curricular objectives. Ten teachers and their 231 students participated in the study. Pre- and posttest mind maps were used to measure individual and collective learning outcomes of student questioning. Findings show that a majority of students progressed in learning the core curriculum and elaborated upon it. The findings suggest that visualizing knowledge construction in a shared mind map supports students to learn a core curriculum and to refine their knowledge structures. |
| Databáze: | OpenAIRE |
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