| Popis: |
Some degree of conceptualization would clearly occur during past traditional learning even if not formally realized as concept maps, since conceptual connectivity and progression are intuitively grasped. Can this be measured? The methodology for developing metrics for the ‘solidness’ of past learning has major prospects in the development of educational strategies, as retained learning alone can be true learning; it sheds light on ‘the disconnects’ that throw learning off-gear, when evaluated at a mass level. Here, we outline such a methodology that tantamounts to sleuthing for limits to true learning both in an individual and a group that the practitioners of concept maps may find useful, by reexamining for retention of past learning. Quantitation in retention together with concept maps complete the loop of learning, offering invaluable feedback where it is needed most, i.e., blind spots in learning. |
