Showing papers on "Concept map published in 1997"

An Exploratory Study of the Knowledge Base for Science Teaching

Abstract: The purpose of this study was to describe the knowledge base of a group of science teach- ers in terms of their knowledge of the structure, function, and development of their disciplines, and their understanding of the nature of science. The study also aimed to relate the teachers' knowledge base to their level of education, years of teaching experience, and the class level(s) that they teach. Twenty inservice science teachers were selected to respond to a modified version of the Views on Science-Technology-So- ciety (VOSTS) questionnaire to assess their understanding of the nature of science. The teachers then con- structed concept maps and were interviewed. The concept maps were scored and the interviews analyzed to assess teachers' knowledge of the structure, function, and development of their disciplines. The teach- ers' knowledge base was found to be lacking in all respects. Teachers held several naive views about the nature of science and did not demonstrate adequate knowledge and understanding of the structure, func- tion, and development of their disciplines. Moreover, the teachers' knowledge base did not relate to their years of teaching experience, the class level(s) that they teach, and their level of education. It was reasoned that teacher preparation programs are not helping teachers develop the knowledge base needed for teach- ing science. J Res Sci Teach 34: 673-699, 1997.

From problem solving to a knowledge structure: An example from the domain of electromagnetism

Abstract: An investigation of students’ knowledge after a traditional advanced high-school course in electromagnetism shows deficiencies of their knowledge in three major areas: (1) the structure of knowledge—e.g., realizing the importance of central ideas, such as Maxwell’s equations (expressed qualitatively); (2) conceptual understanding—e.g., understanding the relationships between the electric field and its sources; and (3) application of central relationships in problem solving. To remedy these deficiencies we propose an instructional model which integrates problem solving, conceptual understanding and the construction of the knowledge structure. The central activity of the students is a gradual construction of a hierarchical concept map organized around Maxwell’s equations as central ideas of the domain. The students construct the map in five stages: (1) SOLVE—they solve a set of problems that highlight the central ideas in the domain; (2) REFLECT—they reflect on the conceptual basis of their solutions; (3) CONCEPTUALIZE—they perform activities that deal with relevant conceptual difficulties; (4) APPLY—they carry out complex applications; (5) LINK—they link their activities to the evolving concept map. This integrative model (experimental treatment) was compared to an isolated treatment of drill and practice or treatment of conceptual difficulties without linkage to the proposed knowledge structure. The comparison shows that students in the experimental treatment performed better than the other students on measures of recall, conceptual knowledge and problem solving. Students in the experimental treatment were also able to transfer and extract central ideas in a domain different than physics.

Concept Mapping: A Graphical System for Understanding the Relationship between Concepts. ERIC Digest.

Abstract: Concept Mapping: A Graphical System for Understanding the Relationship between Concepts. ERIC Digest.......................... 2 PURPOSE OF CONCEPT MAPPING.......................................2 ADVANTAGES OF CONCEPT MAPPING................................. 2 APPLICATIONS OF CONCEPT MAPPING................................ 3 ADVANTAGES OF COMPUTER SUPPORT FOR CONCEPT MAPPING...................................................................4 COMPUTER TOOLS--AN EXAMPLE....................................... 5 SUMMARY....................................................................... 5 REFERENCES.................................................................. 5

Cognitive/concept mapping: a teaching strategy for nursing

Abstract: Cognitive/concept mapping is an educational strategy that takes into consideration the principles of educational psychology. The most important single factor that influences learning is what the learner already knows. Nursing students face a great need to understand the larger questions and problems of their chosen field. Unless there is understanding, students may only commit unassimilated data to short-term memory and no meaningful learning will occur. The purpose of the following paper is to present concept mapping as a learning/teaching strategy for nursing students and nursing faculty. Examples of maps will be presented along with suggestions about how they can be used to plan care for a particular client or to learn more about the nursing care of a specific disease process.

Use of Map Techniques in Teaching Applied Statistics Courses

Abstract: Students who have completed applied statistics courses often lack knowledge of the interconnections among the important concepts they have studied. According to a cognitive network model of knowledge, they lack connected understanding about statistics, and so are unable to apply these concepts. Connected understanding can be represented visually in the form of a map. Mapping techniques, including graphic organizers and concept maps, are useful: (1) for instructional planning, (2) as a learning tool, and (3) for assessment. We discuss each of these uses in statistics education, with an emphasis on assessment.

Conceptual astronomy: A novel model for teaching postsecondary science courses

Abstract: An innovative, conceptually based instructional model for teaching large undergraduate astronomy courses was designed, implemented, and evaluated in the Fall 1995 semester. This model was based on cognitive and educational theories of knowledge and, we believe, is applicable to other large postsecondary science courses. Major components were: (a) identification of the basic important concepts and their interrelationships that are necessary for connected understanding of astronomy in novice students; (b) use of these concepts and their interrelationships throughout the design, implementation, and evaluation stages of the model; (c) identification of students’ prior knowledge and misconceptions; and (d) implementation of varied instructional strategies targeted toward encouraging conceptual understanding in students (i.e., instructional concept maps, cooperative small group work, homework assignments stressing concept application, and a conceptually based student assessment system). Evaluation included the ...

Integration of link generation, cross-author user navigation, and reuse identification in authoring process

Abstract: A process for professional authoring of information about structured domains (i.e., not including fiction) by which authors, as an integral part of the authoring process, provide the data needed to (1) enable intelligent user navigation between the work of different authors without the need for predefined links; (2) enable searches for information based on user context; and (3) identify reuse candidates before information is written and, therefore, minimize duplication. Authors develop concept maps to reflect the structure of the domain rather than the structure of the documentation; define the user context to which a concept map applies; resolve topic intersections between concept maps; define query attributes for articles to be developed; and resolve article intersections identified by means of intersecting query attributes. Computer programs support concept map development, the identification and analysis of topic and article intersections, and association of the data for exploitation in a user interface.

The University of Michigan Undergraduate Chemistry Curriculum 2. Instructional Strategies and Assessment.

Abstract: *Corresponding author. The philosophy and details of the curriculum initiated in Ann Arbor in 1989 are described in our previous paper (1). The second part of this discussion presents specific ideas that have been meaningful for instructors and students in our undergraduate chemistry program. We return to the theme of matching articulated instructional goals and objectives with the classroom practices used to accomplish them. Many attendant dimensions of scientific practice (philosophy, history, linguistics, ethics, and so on) have been systematically dis-integrated from formal scientific education (2). We identified three defining goals for instruction that seeks to be more comprehensive (3):

Learning processes and collaborative concept mapping

Abstract: This research addressed children's difficulty in learning science meaningfully. A Wittgensteinian analysis of meanings suggests that they arise in successful acts of communication in the context of specific types of shared activity. From this perspective, communication between pupils in using scientific ideas should provide a worthwhile, effective learning task. Concept mapping provides a means of structuring discussion about scientific meanings. The research used primarily qualitative approaches to investigate the potential for collaborative concept mapping to improve 9- to 11-year-old children's learning in science. Analysis of the talk in pupil groups identified the processes at work in the discussion. The structure of the discussion differed substantially from common patterns of classroom talk, often involving children in collaborative construction of the relationships shown in the concept maps. The findings show concept mapping to be beneficial for learning, and to support sustained small-group discussion of scientific ideas.

Use of Fill-in Concept Maps To Assess Middle School Students' Connected Understanding of Science.

Abstract: This paper is based on the belief that knowledge must be organized in order to be accessible from long term memory and this kind of organization requires connected understanding. It reports on the development and validity of the select-and-fill-in concept map format designed to measure middle school students' connected understanding of selected science concepts and processes. The validity concerns discussed are related to map assessment content, cognitive processes required to complete the map assessment tasks, technical quality, and relationships of map scores and patterns of map scores to those from other assessment measures. Phase I included development and field testing of a variety of possible mapping formats. Phase II involved the creation, field testing, and revision of the most promising, the select-and-fill-in concept map, into its final form. In Phase III the format was tested with ethnically diverse middle school science students. Findings indicate that the select-and-fill-in concept map format can be used with ethnically diverse middle school students to measure their connected understanding of science. Contains 23 references. (Author/JRH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Use of Fill-in Concept Maps to Assess Middle School Students' Connected Understanding of Science Candace Schau, Nancy Mattern, & Robert W. Weber, University of New Mexico; Kirk Minnick, Minnick & Associates, Inc. Connie Witt, Los Alamos National Laboratory PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement UCATIONAL RESOURCES INFORMATION CENTER (ERIC) This d cument has been reproduced as ved from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. This paper was presented at the 1997 annual meeting of the American Educational Research Association, Chicago, IL. For additional copies of the paper or comments about it, contact Candace Schau, Professor; Psychological Foundations Program; College of Education; University of New Mexico; Albuquerque, NM 87131; 505-277-3208; cschau@unm.edu. This work was performed under contract to Los Alamos National Laboratory with funding provided by the U.S. Department of Energy. We would like to thank the teachers and their students who formed a critical part of our team. ITUNT CAT.DIT AVA Till A TIZIT

Feasibility of Machine Scoring of Concept Maps.

Abstract: This report documents progress at the Center for Research on Evaluation, Standards, and Student Testing (CRESST) on the feasibility of scoring concept maps using technology. CRESST, in its integrated simulation approach to assessment, has assembled a suite of performance assessment tasks (the integrated simulation) onto which they have mapped the types of learning -expected of students. One element of the integrated simulation is an online concept mapping construction and scoring system. A concept map is a graphical representation of information consisting of nodes and labeled lines. The nodes correspond to concepts in a subject area or domain, and lines indicate a relationship between pairs of concepts. Concept mapping software has been developed to permit students to construct concept mapd and to provide real-time scoring and feedback to students based on an expert's map. An expert criterion map is used to score students' concept maps. CRESST has also studied the viability of using collaborative concept mapping in a networked computer environment as an assessment tool. Ongoing research suggests that both types of concept map use are promising. A feasible solution for schools without extensive computer resources is suggested through computerized scoring of paper-and-pencil administered concept maps. Several technologies for this purpose that CRESST has explored are described. (Contains 2 tables, 3 figures, and 12 references.) (SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** 00 11 00 41 "Zr A 44 . . . . . I Feasibility of Machine Scoring of Concept Maps CSE Technical Report 460 Harold F. O'Neil, Jr. University of Southern California/CRESST Davina C. D. Klein CRESST/University of California, Los Angeles PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U S DEPARTMENT OF EDUCATION Office Educational Research and Improvement EDU ATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy BEST COPY AVAILABLE 4 UCLA Center for the Study of Evaluation in collaboration with: University of Colorado NORC, University of Chicago LRDC, University of Pittsburgh lo University of California, Santa Barbara University of Southern California The RAND Corporation Feasibility of Machine Scoring of Concept Maps CSE Technical Report 460 Harold F. O'Neil, Jr. University of Southern California/CRESST Davina C. D. Klein CRESST/University of California, Los Angeles

Psychometric and edumetric validity of dimensions of geomorphological knowledge which are tapped by concept mapping

Abstract: The validity of several dimensions of knowledge which were inferred from concept maps was assessed for its psychometric and edumetric aspects. Data were collected from 14 students who enrolled in the university first-year introductory geomorphology course and in its prerequisite introductory geology course. They took an objective geomorphology test, the tree construction task, and the Standardized Concept Structuring Analysis Technique (SConSAT) version of concept mapping. Comparisons among these dimensions of knowledge before and after the geomorphology course yielded convergent evidence. For the psychometric perspective, the SConSAT version of concept mapping and tree construction had similar knowledge structure representations, and the cognitive map correctness was moderately positively correlated with the objective test but not with the geomorphology course test. For the edumetric perspective, the majority of the dimensions of knowledge structures from the SConSAT showed large improvements following the geomorphology course. This evidence shows that the knowledge structure dimensions have moderate to good construct validity which warrant their widespread use for evaluating learning outcomes in both experimental and classroom settings. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 925–947, 1997.

Evidence of Rote Learning of Science by Spanish University Students

Abstract: The purpose of this investigation was to test for alternative conceptions of students enrolled in a second course of sciences at the Teacher Training School in Pamplona, Spain, regarding a geological topic (silicates) which had been studied in previous educational levels The investigation also proposed to test the efficiency of Novak's concept mapping technique as a method of knowing the cognitive structure of the students Students' concept maps showed the existence of a large number of alternative conceptions and the persistence and tenacity of these misconceptions after a period of instruction on the topic, even in the case of so-called “good” students

Use of Networked Collaborative Concept Mapping To Measure Team Processes and Team Outcomes

Abstract: The feasibility of using a computer-based networked collaborative concept mapping system to measure teamwork skills was studied. A concept map is a node-link-node representation of content, where the nodes represent concepts and links represent relationships between connected concepts. Teamwork processes were examined for a group concept mapping activity using networked computers and HyperCard software developed for the study. Two pilot studies investigated the feasibility of the approach, and one of these is reported in this study. Thirty 9th graders worked together in the first pilot study to create collaborate maps on the computer systems. Results of this study and a second confirmatory study resulted in development of a study with 23 groups of 3 students each from middle schools and high schools. Usable data were recorded for 15 groups (45 participants). Results suggest that the real-time measurement of teamwork skills is feasible and that students using the networked computers were able to create a concept map jointly. The number of concepts used by groups ranged from 7 to 18, and the number of links ranged from 8 to 26. It is suggested, however, that the task involved may be more like a small group task than a "team" task if the purpose of a team is defined as performing a task an individual cannot perform alone. The developed software architecture has been designed to be domain independent and should be useful in other computer-based team environments. (Contains 1 figure, 8 tables, and 20 references.) (SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Use of Networked Collaborative Concept Mapping to Measure Team Processes and Team Outcomes Gregory K. W. K. Chung University of California, Los Angeles / CRESST Harold F. O'Neil, Jr. University of Southern California / CRESST Howard E. Herl University of California, Los Angeles / CRESST Robert A. Dennis University of California, Los Angeles / CRESST PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY Grecyc r-hit TO THE EDUCATIO1tlAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 12 This document has been reproduced as received from the person or organization originating it. 1:1 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, March, 1997 University of California, Los Angeles (UCLA) Graduate School of Education and Information Studies Center for the Research on Evaluation, Standards, and Student Testing (CRESST) 1320 Moore Hall / Mailbox 951522 Los Angeles, CA 90095-1522 310.206.1532 greg@ucla.edu BEST COPY AVAILABLE 2 Networked Collaborative Concept Mapping Page 2 Use of Networked Collaborative Concept Mapping to Measure Team Processes and Team Outcomes In this study we examined the feasibility of using a computer-based, networked collaborative concept mapping system to measure teamwork skills. A particularly novel feature of our work is that we are refining an approach that employs networked computers to capture and measure in real-time team processes for individual students and teams. The current work, together with our past efforts (e.g., O'Neil, Allied, & Dennis, in-press-a; O'Neil, Chung, & Brown, in press-b), suggests a promising approach toward the development of a real-time measurement system for teamwork skills.

The use of concept mapping in learning science subjects by Arab students

Abstract: Summary The study was designed to assess the effectiveness of use of the concept mapping technique in the learning of science subjects by Arab students in a preparatory school second grade, located in the Gaza Strip. Concept mapping is a schematic device for representing a set of concept meanings embedded in a framework of propositions. The subjects of this study were randomly assigned to the two regularly scheduled classes, and each class was assigned to either experimental or control conditions. In the control class, the teaching approach was primarily teacher orientated, that is the teacher used the lecturing method in sequencing the instructional activities. In the case of the experimental class, the concept mapping approach added the generation of propositional relationships among concepts on maps, using the same content material. The results of this study indicated that the experimental class subjects achieved better than those of the control class.

Concept-Map Based Assessment: On Possible Sources of Sampling Variability.

Abstract: A concept-map assessment consists of a task that elicits structured knowledge, a response format, and a scoring system. Variation in tasks, response formats, and scoring systems produce different mapping techniques that may elicit different knowledge representations, posing construct-interpretations challenges. This study examined two mapping techniques: (1) students generated the 10 concepts from chemistry to construct a map; and (2) the assessor provided a list of 10 concepts. Two concept-lists were randomly sampled from the domain to examine the effect of concept sampling on map scores. Forty high school students, two teachers, and one expert participated. Results indicate that: (1) the two mapping techniques were statistically equivalent; (2) students' concept-map scores generalized across samples of concepts; (3) concept maps could be reliably scored, even though they involved complex judgments; and (4) multiple-choice test and concept maps measure somewhat different aspects of science knowledge. Appendixes contain a discussion of compiling the list of concepts, a list of concepts considered for the three conditions, a sample of instructions, and a matrix of the relations between pairs of concepts. (Contains 9 tables and 32 references.) (Author/SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Concept-Map Based Assessment 1 Running Head: CONCEPT-MAP BASED ASSESSMENT Concept-Map Based Assessment: On Possible Sources of Sampling Variability Maria Araceli Ruiz-Primo and Richard J. Shavelson Stanford University PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY pit 18i,Vczo 1 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) March 29, 1997 U.S. DEPARTMENT OF EDUCATION Office 1st Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CEt hNTaEs beR(EeRn IC)p FThis docum roduced as received from the person or organization originating it. 1:1 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. * The work reported herein was supported by the Center for Research on Evaluation, Standards, and Student Testing under the Educational Research and Development Centers Program PR/Award Number R305B60002, as administered by the Office of Educational Research and Improvement, U.S. Department of Education. The findings and opinions expressed in this report reflect those of the authors ant not necessarily those of the funding agencies. The authors are deeply grateful to Susan Elise Shultz, for her help in collecting data and scoring students maps, and Dr. Pinchas Tamir, for his valuable comments. Concept-Map Based Assessment 2 Abstract A concept-map assessment consists of a task that elicits structured knowledge, a response format and a scoring system. Variation in tasks, response formats, and scoring systems produce different mapping techniques that may elicit different knowledge representations, posing constructinterpretations challenges. This study examined two mapping techniques: (1) students generated the 10 concepts from chemistry to construct a map, and (2) assessor provided a list of 10 concepts. Two concept-lists were randomly sampled from the domain to examine the effect of concept sampling on map scores. Forty high-school students, two teachers and one expert participated. Results indicated that: (a) the two mapping techniques were statistically equivalent; (b) students concept-map scores generalized across samples of concepts; (c) concept maps could be reliably scored, even though they involved complex judgments; and (d) multiple-choice test and concept map measure somewhat different aspects of science knowledge.A concept-map assessment consists of a task that elicits structured knowledge, a response format and a scoring system. Variation in tasks, response formats, and scoring systems produce different mapping techniques that may elicit different knowledge representations, posing constructinterpretations challenges. This study examined two mapping techniques: (1) students generated the 10 concepts from chemistry to construct a map, and (2) assessor provided a list of 10 concepts. Two concept-lists were randomly sampled from the domain to examine the effect of concept sampling on map scores. Forty high-school students, two teachers and one expert participated. Results indicated that: (a) the two mapping techniques were statistically equivalent; (b) students concept-map scores generalized across samples of concepts; (c) concept maps could be reliably scored, even though they involved complex judgments; and (d) multiple-choice test and concept map measure somewhat different aspects of science knowledge.

Concept MAP as Scaffolding for Authentic Assessment

Abstract: We propose the use of concept maps in a 3-step assessment design to maximize the validity and generalizability of authentic assessments.

Diagnostic instruments for determining junior high‐school science teachers’ understanding of functional relationships within the ‘living cell’

Abstract: Two unobtrusive diagnostic game‐like instruments, especially designed to determine junior high school science teachers’ meaningful understanding of functional relationships, between some of the basic concepts related to the abstract notion of the ‘living cell’, are described in this paper. The basic assumption was that teachers, although apparently familiar with each of the relevant concepts separately, do not perceive many of the relationships which confer upon them their ‘meaning’, in an Ausubelian sense. A concept map, specifically adapted to the level expected from junior high‐school teachers, was designed and validated by scientists. While readily playing the ‘games’, individual teachers displayed the type and the relevance of the relationships which they established between concepts, their level of meaningful understanding (area covered on the exemplary concept‐map), and its availability (spontaneity of use). The main outcomes of this study show that quite often, teachers do not spontaneously establ...

Navigation Maps in a Computer-Networked Hypertext Learning System.

Abstract: A study of first-year college students (n=121) in Taiwan investigated the effects of navigation maps and learner cognitive styles on performance in searches for information, estimation of course scope, and the development of cognitive maps within a hypertext learning course Students were tested to determine level of perceptual field dependence and assigned to one of five groups: no map, global map, local map, local tracking map, and all maps Students searched particular sections, and browsed through the course "Introduction to Computer Networks" delivered by the Cooperative Remotely Accessible Learning (CORAL) system, a courseware browser Navigation map type has significant effects on students' search steps, search efficiency, and development of cognitive maps Subjects in the global map and all-map groups took fewer steps and had higher search efficiency than subjects in the other groups Map type also contributed to a significant difference in cognitive map development scores, with all-map and global map groups scoring higher than other map groups Map type did not cause a significant effect on either search-task completeness or estimation accuracy Cognitive style had a significant effect on subjects' cognitive map development, but did not have a significant effect on subjects' search performance (Contains 24 references) (Author/SWC) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document *********************************************************************** Navigation Maps in a Computer-Networked Hypertext Learning System Paper presented at annual meeting of Association for Educational Communications & Technology Albuquerque, New Mexico, USA February 12-16, 1997 Chien Chou & Hua Lin Institute of Communication Studies National Chiao Tung University Hsinchu, Taiwan cchou@ccnctuedutw Abstract US DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction qualityUS DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy This study investigated the effects of navigation maps and learner cognitive styles on performance in searches for information and on cognitive map development within a hypertext learning system One hundred and twenty one college freshmen were blocked for field dependence and assigned to one of five treatments: no map, global map, local map, local tracking map, and all maps Subjects searched particular nodes and browsed through the course "Introduction to Computer Networks" delivered by the CORAL system Results indicate map type has significant effects on students' search steps, search efficiency, and the development of cognitive maps Furthermore, cognitive style was significantly related to the development of cognitive map No interaction between map type and cognitive style on any measure was observed Implications for the design and development of navigation maps are provided "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

Implementing cognitive learning strategies in computer-based educational technology: a proposed system.

Abstract: Switching the development focus of computer-based instruction from the concerns of delivery technology to the fundamentals of instructional methodology, is a notion that has received increased attention among educational theorists and instructional designers over the last several years. Building upon this precept, a proposed methodology and computer support system is presented for distilling educational objectives into concept maps using strategies derived from cognitive theory. Our system design allows for a flexible and extensible architecture in which an educator can create instructional modules that encapsulate their teaching strategies, and mimics the adaptive behavior used by experienced instructors in teaching complex educational objectives.