Handbook of Research on Collaborative Learning Using Concept Mapping (Google eBook)

Front Cover
Lupion Torres, Patricia
Idea Group Inc (IGI), Jul 31, 2009 - Computers - 548 pages
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Educators are now seeking new methodologies to respond to the demand for personal education and knowledge acquisition and production. Concept mapping, a powerful learning and teaching technique, provides these educators with new methods that are beginning to be implemented at all educational levels in many institutions worldwide.

The Handbook of Research on Collaborative Learning Using Concept Mapping presents innovative educational and learning models that meet current complex educational demands, providing educators and teachers, as well as researchers, tutors, and students with a comprehensive understanding of the current research and trends of both theory and pedagogy in e-learning, involving collaborative learning and concept mapping. Compiling authoritative studies from an interdisciplinary network of education and instructional technology experts, this reference collection is essential to academic and research libraries and to a full range of stakeholders in the research and practice domains of education.

  

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Contents

A Collaborative Learning ApproachUsing Concept Maps
1
Collaborative Learningand Concept Mapping forLanguage Teaching
13
The Contributions Made by OnlinePortfolios and Cognitive Mapping
35
Eliciting Thinking Skillswith Inquiry Maps in CLE
52
Concept Maps as a Tool forPromoting Online CollaborativeLearning in Virtual Teamswith PreService Teachers
81
Factors Influencing IndividualConstruction of Knowledgein an Online Communityof Learning and InquiryUsing Concept Maps
100
Distance Collaboration withShared Concept Maps
120
The Use of Concept Mappingand Collaborative Learning inFacetoFace Situations
151
A Road to EmpoweringStudents in Classrooms
283
Mapping Conceptswith Fisherfolk
301
Using Concept Mapping toImprove the Quality of Learning
316
Concept Maps and ConceptualChange in Physics
337
Using Concept Maps toAssess Individuals andTeams in CollaborativeLearning Environments
358
The Use of Concept Mappingand Collaborative Learning atPreSchool Primary andSecondary Schools
382
Enhancing AutonomyActive Inquiry and MeaningNegotiation in PreschoolConcept Mapping
383
Consensual Concept Maps inEarly Childhood Education
410

Leveraging Concept Mapping andCognitive Flexibility Theory
152
Teaching Critical Thinking andTeam Based Concept Mapping
171
Intersubjective MeaningMaking in Dyads using ObjectTyped Concept Mapping
187
Collaborative Learning byDeveloping LbD Using ConceptMaps and Vee Diagrams
215
A Systematic Review ofResearch on CollaborativeLearning with Concept Maps
238
Exploring Semiotic Approachesto Analysing MultidimensionalConcept Maps Using Methodsthat Value Collaboration
256
Concept Maps andMeaningful Learning
430
Elements Supporting Literacy and Learning
449
Compilation of References
474
About the Contributors
510
Index
518
Copyright

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About the author (2009)

Patricia Lupion Torres has been a professor at PUCPR (Pontifical Catholic University of Parana/Brazil) since 1982. She was Head of the Education Department from 1994 to 1998 and again from 2003 to 2005. She was the coordinator of Research and Assessment of the Distance Learning Department from 2002 to 2003. She was also a lecturer at UFSC (Federal University of Santa Catarina/Brazil) on the Media and Knowledge Masters Course from 1999 to 2002. A Pedagogue, she is a Specialist in Psycho-pedagogy and in Sociological Theories and has a Master in Education from PUCPR. She took her doctorate on Media and Knowledge at UFSC. She was on the Board of Directors of PUCWEB from 2003 to 2005. She is currently the Pedagogical Coordinator of the National Service on Rural Learning – SENAR-PR. She manages projects on the use of virtual learning environments for distance learning in Higher Education, teaches the Masters and Doctorate in Education Courses at PUCPR whilst is the Director of Distance Learning at the same institution.

Rita de Cássia Veiga Marriott BA, MEd, is a member of the academic staff in the Department of Hispanic Studies and at the Centre for Modern Languages at the University of Birmingham UK, where she is a Portuguese Language Tutor. She has lectured at the Pontifícia Universidade Católica do Paraná (PUCPR) and at Universidade Federal do Paraná (UFPR) in Brazil in subjects including EFL, ESP, Collaborative Learning Online, Translation Studies, New Technologies in Education in the Department of Languages and the Department of Education at graduate and post-graduate levels and has also given Teacher Training Courses related to Computer Assisted Language Learning at CELIN (UFPR’s Language Centre). She has participated in several projects involving e-learning and CALL and has been a member of the research group on Education, Communication and Technology at PUCPR since 2004. She is a founder-member of Braz-TESOL (1983), and since 1986 she has presented papers at various events nationally and internationally. Her research interests include language teaching, learning and acquisition, CALL, e-learning, new technologies in Education and the use of concept maps for language learning/teaching, and she has published in several of these areas including a book, chapters in books, articles in Journals and conference contributions. She is currently a doctoral student in E-Learning and Language Acquisition in the School of Education at the University of Birmingham UK. [Editor]

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