Spelling suggestions: "subject:"conceptmapping"" "subject:"contextmapping""
41 |
Bula de software representada por mapas conceituais / Software bullet represented by conceptual mapsMartinez, Patrícia Valério 10 January 2018 (has links)
Esta dissertação apresenta uma proposta de bula para software, a qual possibilita capturar informações relacionadas às características e as funcionalidades de um determinado software, seguindo uma estrutura pré-definida. A fundamentação teórica do trabalho é composta das teorias dos mapas conceituais e da bula de medicamento. A bula de software, representada por meio dos mapas conceituais pode produzir um entendimento das funcionalidades de produto de software. Complementado por uma pesquisa experimental, este trabalho verifica a eficiência da bula de software na transmissão de conhecimento, por meio de um experimento que envolveu 73 participantes. Traz como resultado um modelo de bula para software que poderá ser utilizado pela indústria com o objetivo de elevar uma das características que é a entendibilidade. / This dissertation presents a proposal for a package insert for software, which allows to capture information related to the characteristics and functionalities of a certain software, following a predefined structure. The theoretical basis of the work is composed of theories of conceptual maps and the drug package. The software package, represented through conceptual maps, can produce an understanding of software product functionality. Complemented by an experimental research, this work verifies the efficiency of the software package in the transmission of knowledge, through an experiment involving 73 participants. It results in a template for software that can be used by the industry with the objective of raising one of the characteristics that is the understanding.
|
42 |
Uso de resumos gráficos baseados em mapas conceituais para apoiar a seleção de estudos primários no processo de revisão sistemática na engenharia de software / Using concept maps as graphical abstract to support the selection of primary studies in systematic literature review in software engineeringTakemiya, Stephane Hesae 30 May 2017 (has links)
Contexto: A Revisão Sistemática (RS) é um meio de identificar, avaliar e interpretar de forma imparcial as evidências disponíveis sobre uma questão de pesquisa específica ou um fenômeno de interesse. Uma das atividades envolvidas na condução de uma RS é a seleção de estudos primários, que se baseia em um primeiro momento, na leitura dos resumos dos estudos candidatos. A execução dessa atividade tende a ser árdua devido à grande quantidade de estudos para serem lidos e de resumos mal escritos, ou seja, faltando informações importantes como, por exemplo, a presença do objetivo do estudo. Por isso, considera-se necessário melhorar a qualidade dos resumos na Engenharia de Software (ES). Uma alternativa é fazer o uso de resumos gráficos. Objetivo: Este trabalho têm dois objetivos: (i) propor um modelo geral de resumos gráficos baseado em Mapas Conceituais (MC) assim como diretrizes de como construir resumos gráficos a partir do modelo definido; e (ii) investigar se o uso de resumos gráficos baseados em MCs pode apoiar a atividade de seleção de estudos primários. Método: Para fins de avaliação foi conduzido um estudo exploratório com o objetivo de comparar a eficiência (tempo) e efetividade (acertos inclusão/exclusão) de estudantes de mestrado e doutorado na seleção de estudos primários utilizando os resumos gráficos criados a partir do modelo proposto e os resumos tradicionais. Resultados: Indícios iniciais mostraram que, na média, a eficiência em selecionar estudos usando resumos textuais e gráficos foi de 23 e 20 minutos, respectivamente. Considerando a efetividade, a média foi de 13,75 estudos para resumos textuais e 14,75 estudos para resumos gráficos. Os participantes se mostraram mais motivados em usar o resumo gráfico para a seleção de estudos. Conclusão: Essas evidências iniciais sugerem que os resumos gráficos podem auxiliar na atividade de seleção de estudos primários no processo de RS tanto quanto os resumos textuais, além disso tornam a atividade menos tediosa. / Background: A Systematic Review (SR) aims to identify, evaluate and interpret available evidence on an specific research question or phenomenon of interest. One of the activities involved in conducting of SR is the primary studies selection, wich involves at first, the reading of abstracts studies. The execution of this activity tends to be difficult due to the large number of studies to be read and the bad abstract’s quality. Therefore, it is necessary to improve the abstracts quality in Software Engineering (SE). Objective: This work has two objectives: (i) to propose a generic model of graphical abstract based on concept maps (CM) as well as guidelines on how to elaborate it from the defined model; and (ii) to investigate whether the use of CMs based on graphical abstract could support the primary studies selection activity. Method: A exploratory study was conducted in order to compare the efficiency and effectiveness of PhD and master´s students in selecting studies using graphical abstracts which were elaborated using the proposed model. Results: Initial evidence showed that the average efficiency in selecting studies using textual and graphical abstracts was 23 and 20 minutes. The effectiveness was 13,75 studies using textual abstracts and 14,75 using graphical abstracts. The participants were more motivated to use graphical abstracts. Conclusion: These inicial evidences show that textual and graphical abstracts can assist the selection of primary studies, however the activity is less tedious using the graphical versions.
|
43 |
Uso de resumos gráficos baseados em mapas conceituais para apoiar a seleção de estudos primários no processo de revisão sistemática na engenharia de software / Using concept maps as graphical abstract to support the selection of primary studies in systematic literature review in software engineeringTakemiya, Stephane Hesae 30 May 2017 (has links)
Contexto: A Revisão Sistemática (RS) é um meio de identificar, avaliar e interpretar de forma imparcial as evidências disponíveis sobre uma questão de pesquisa específica ou um fenômeno de interesse. Uma das atividades envolvidas na condução de uma RS é a seleção de estudos primários, que se baseia em um primeiro momento, na leitura dos resumos dos estudos candidatos. A execução dessa atividade tende a ser árdua devido à grande quantidade de estudos para serem lidos e de resumos mal escritos, ou seja, faltando informações importantes como, por exemplo, a presença do objetivo do estudo. Por isso, considera-se necessário melhorar a qualidade dos resumos na Engenharia de Software (ES). Uma alternativa é fazer o uso de resumos gráficos. Objetivo: Este trabalho têm dois objetivos: (i) propor um modelo geral de resumos gráficos baseado em Mapas Conceituais (MC) assim como diretrizes de como construir resumos gráficos a partir do modelo definido; e (ii) investigar se o uso de resumos gráficos baseados em MCs pode apoiar a atividade de seleção de estudos primários. Método: Para fins de avaliação foi conduzido um estudo exploratório com o objetivo de comparar a eficiência (tempo) e efetividade (acertos inclusão/exclusão) de estudantes de mestrado e doutorado na seleção de estudos primários utilizando os resumos gráficos criados a partir do modelo proposto e os resumos tradicionais. Resultados: Indícios iniciais mostraram que, na média, a eficiência em selecionar estudos usando resumos textuais e gráficos foi de 23 e 20 minutos, respectivamente. Considerando a efetividade, a média foi de 13,75 estudos para resumos textuais e 14,75 estudos para resumos gráficos. Os participantes se mostraram mais motivados em usar o resumo gráfico para a seleção de estudos. Conclusão: Essas evidências iniciais sugerem que os resumos gráficos podem auxiliar na atividade de seleção de estudos primários no processo de RS tanto quanto os resumos textuais, além disso tornam a atividade menos tediosa. / Background: A Systematic Review (SR) aims to identify, evaluate and interpret available evidence on an specific research question or phenomenon of interest. One of the activities involved in conducting of SR is the primary studies selection, wich involves at first, the reading of abstracts studies. The execution of this activity tends to be difficult due to the large number of studies to be read and the bad abstract’s quality. Therefore, it is necessary to improve the abstracts quality in Software Engineering (SE). Objective: This work has two objectives: (i) to propose a generic model of graphical abstract based on concept maps (CM) as well as guidelines on how to elaborate it from the defined model; and (ii) to investigate whether the use of CMs based on graphical abstract could support the primary studies selection activity. Method: A exploratory study was conducted in order to compare the efficiency and effectiveness of PhD and master´s students in selecting studies using graphical abstracts which were elaborated using the proposed model. Results: Initial evidence showed that the average efficiency in selecting studies using textual and graphical abstracts was 23 and 20 minutes. The effectiveness was 13,75 studies using textual abstracts and 14,75 using graphical abstracts. The participants were more motivated to use graphical abstracts. Conclusion: These inicial evidences show that textual and graphical abstracts can assist the selection of primary studies, however the activity is less tedious using the graphical versions.
|
44 |
Um estudo bibliográfico sobre a utilização de mapas conceituais como ferramenta de avaliação da aprendizagem: algumas considerações no ensino de físicaCosta, Rosilaine Gomes de Santana 26 April 2013 (has links)
This work is a bibliographical research, which is a systematic review without meta-analysis, performed in various national and international journals and proceedings in the International Conferences on Concept Maps (CM) aiming to analyze how the researches which make use of CM are being developed as an
assessment tool to of student learning and it also establishes criteria to evaluatethem. The goal in using CM is to check students learning process regarding to the contents learned in the classroom, getting information about the concepts learned significantly, as well as those who have not been learned or learned incorrectly, making sure that these same students were able to establish connections between
the new concepts and the already existing knowledge in their cognitive structure. It was observed through the analysis of the methodology of the researched articles, that there is a significant number of works, from a universe of 105, making use of CM as an assessment tool in different areas, including Physics, and with different methodologies. It was also noticeable a certain concern from the authors in
establishing criteria to check/assess whether CM prepared by students achieved the desired goals. It is hoped that this research can guide teachers/researchers who intend to work with such an tool of learning assessment, which, although greatly important to education, is not widely used in the educational environment / Este trabalho é uma pesquisa bibliográfica, do tipo revisão sistemática sem metanálise, realizada em diversos periódicos nacionais e internacionais e nas atas das Conferências Internacionais sobre Mapas Conceituais (MC) com o objetivo de analisar como vêm sendo desenvolvidas as pesquisas que utilizam MC como ferramenta de avaliação da aprendizagem dos estudantes e que estabelecem
critérios para avaliá-los. O objetivo de utilizar MC é verificar a aprendizagem dos alunos em relação aos conteúdos trabalhados em sala de aula, obtendo informações sobre os conceitos aprendidos de forma significativa, aqueles que não foram aprendidos e os aprendidos de forma incorreta, verificando se esses alunos conseguiram estabelecer as relações dos novos conceitos com os conhecimentos já
existentes na sua estrutura cognitiva. Foi possível observar, por meio da análise da metodologia dos artigos, que há um número significativo de trabalhos, de um universo de 105, que utilizam MC como ferramenta de avaliação em diferentes áreas, dentre elas a Física, e com diversas metodologias. Foi perceptível ainda a preocupação dos autores em estabelecer critérios para verificar/avaliar se os MC
elaborados pelos alunos atingiram os objetivos desejados. Espera-se que essa pesquisa possa orientar professores/pesquisadores que pretendam trabalhar com tal ferramenta de avaliação da aprendizagem, que, embora tenha grande importância para o ensino, ainda é pouco utilizada no meio educacional
|
45 |
Análisis crítico del modelo histórico de aplicación de TICs en la getión de servicios municipales sobre crecimiento pasivo/secuencial e identificación y propuesta de un modelo activo de mejoraPons Morera, Carlos 07 January 2016 (has links)
[EN] Our research focuses on identifying which public services can be improved with the use of information technologies and communication by proposing a collaborative model between government and tourism entrepreneurs, sharing scope locally.
Across three studies, following the methodology of concept mapping to obtain information from both qualitative and quantitative, it is possible to identify which services can be improved with the use of new technologies. In the first study, a pilot test was performed at the Polytechnic University of Valencia, where the improvement of educational services is intended. Later, during two field studies, the first from the point of view of experts in the management of public administration services, and the second from the point of view of tourism entrepreneurs, the method is applied to identify which services are considered most relevant to the both groups of experts. / [ES] Nuestra investigación se centra en identificar qué servicios públicos pueden ser mejorados con el uso de tecnologías de la información y la comunicación, proponiendo un modelo colaborativo entre la administración pública y los empresarios del sector turístico que comparten ámbito de actuación a nivel local.
A través de tres estudios, siguiendo la metodología de concept mapping para la obtención de la información de carácter tanto cualitativo como cuantitativo, se logra identificar qué servicios pueden ser mejorados con el uso de nuevas tecnologías. En el primer estudio, se realiza una prueba piloto en la Universitat Politècnica de València, donde se pretende la mejora de los servicios educativos especializados de postgrado. Posteriormente, a lo largo de dos estudios de campo, el primero desde el punto de vista de expertos en la gestión de servicios de la administración pública, y el segundo desde el punto de vista de los empresarios del sector turístico, se aplica el método con el fin de identificar qué servicios son considerados más relevantes para ambos expertos. / [CAT] La nostra investigació se centra a identificar quins servicis públics poden ser millorats amb l'ús de tecnologies de la informació i la comunicació, proposant un model col¿laboratiu entre l'administració pública i els empresaris del sector turístic que compartixen àmbit d'actuació a nivell local.
A través de tres estudis, seguint la metodologia de concept mapping per a l'obtenció de la informació de caràcter tant qualitatiu com quantitatiu, s'aconseguix identificar quins servicis poden ser millorats amb l'ús de noves tecnologies. En el primer estudi, es realitza una prova pilot en la Universitat Politècnica de València, on es pretén la millora dels servicis educatius especialitzats de postgrau. Posteriorment, al llarg de dos estudis de camp, el primer des del punt de vista d'experts en la gestió de servicis de l'administració pública, i el segon des del punt de vista dels empresaris del sector turístic, s'aplica el mètode a fi d'identificar que servicis són considerats més rellevants per a els dos grups d'experts. / Pons Morera, C. (2015). Análisis crítico del modelo histórico de aplicación de TICs en la getión de servicios municipales sobre crecimiento pasivo/secuencial e identificación y propuesta de un modelo activo de mejora [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/59477 / TESIS
|
46 |
Feelings of inclusion and community activities : A study into the feelings of social inclusion and sense of belonging for migrants living in SwedenMetcalfe-Bliss, Caitlin January 2020 (has links)
With increasing migration over the last few decades, over 20% of Sweden’s inhabitant are now foreign-born (Krzyżanowski, 2018). A policy shift stemming from the 2015 European migrant crisis (Hagelund, 2020) led to a decentring of integration management from national immigration policy to the local level (Scholten and Penninx, 2016). Subsequently, community level actors have become increasingly active developing their own integration philosophies and implementing these locally. Health and well-being activities curated by the non-governmental organisation Hej Främling seek to improve local inclusion for migrants and newly arrived persons to Sweden. Using these activities as a launching point, this study draws upon perceptions from 17 migrants participating in Hej Främling to examine their feelings of inclusion and sense of belonging across space and place and activities. Results show activity participation both within Hej Främling and across Swedish society more broadly has a positive influence on migrants’ sense of inclusion, in particular through the facilitation of shared spaces of experience, where migrants from diverse backgrounds can come together over a shared interest and build upon their social networks. Concept-mapping was used as a conceptual framework to illuminate the core components of inclusion, how they interlink and contribute to further conceptualisation. This study identifies four key insights for local inclusion: 1) the value of shared experiences in creating inclusion 2) the perceived socio-cultural barriers to inclusion 3) activity space as environments for intercultural encounters and 4) the facilitative role of community organisations in creating inclusion and promoting integration.
|
47 |
Concept Mapping with Patients, Parents, Clinicians, and Researchers to Understand the Perception of Engagement and Value in a Learning Network: A Mixed Methods StudyBennett, Stephanie 15 June 2020 (has links)
No description available.
|
48 |
Feedback zu Concept Maps im betriebswirtschaftlichen Planspielunterricht - eine empirische UntersuchungRyssel, Jeannine 21 May 2019 (has links)
Um Lernende schon frühzeitig auf die komplexen Problemsituationen der Arbeitswelt vorzubereiten, muss die Ausbildung zukunftsfähig gestaltet werden. Dafür ist ein aktiver und selbstgesteuerter Umgang mit komplexen Sachverhalten erforderlich. Vor diesem Hintergrund werden verstärkt Komplexe Lehr-Lern-Arrangements, z. B. Planspiele, eingesetzt. Lernende werden auf diese Weise spielerisch mit authentischen realitätsnahen Situationen konfrontiert. Hierbei gilt es zu beachten, dass Planspiele selbst bei einer angemessenen Konstruktion nicht automatisch lernwirksam sind. Umfangreiche Forschung hat gezeigt, dass Planspiele keine Selbstläufer sind und es einer instruktionalen Unterstützung, z. B. durch den Einsatz von Lernstrategien, bedarf. Eine mögliche Lernstrategie stellt dabei die Anwendung von Concept Maps dar, da gerade diese Lernstrategie das Verständnis von Zusammenhängen besonders gut fördern kann. Dabei hat die Forschung zu Concept Mapping gezeigt, dass insbesondere fachlich und methodisch unerfahrene Lernende instruktional unterstützt werden müssen. Eine Möglichkeit ist dabei, den Lernenden Feedback zu ihren erstellten Concept Maps zu geben, um ihre kognitive Belastung zu reduzieren.
Für die Untersuchung wurden die beiden Forschungsstränge zum Concept Mapping und zum Feedback miteinander verbunden.
Ziel der Untersuchung war es herauszufinden, inwieweit Feedback zu Concept Maps tatsächlich zu einer Verbesserung der Lernleistung führt und welches Feedback dabei ggf. lernwirksamer ist. Des Weiteren stellte sich die Frage, inwieweit die Lernwirksamkeit eines ergänzenden Feedbacks bzw. die Art des Feedbacks von personalen oder situativen Einflussfaktoren abhängt. Vor diesem Hintergrund wurden drei Forschungsfragen bearbeitet:
1) Inwieweit ist ergänzendes Feedback (FB) zu erstellten Concept Maps lernwirksamer als die Erstellung von Concept Maps ohne ergänzendes Feedback?
2) Welches Feedback ist lernwirksamer: einfaches (EiFB) oder elaboriertes Feedback (ElFB)?
3) Inwieweit beeinflussen das Vorwissen, die Sprachfähigkeit, die Einschätzung des Umgangs mit Concept Mapping, die Einschätzung der Nützlichkeit des Feedbacks, die Einschätzung des Umgangs mit Fehlern sowie die Aufgabenanforderungen der Lernaufgabe die Lernwirksamkeit des Feedbacks?
Die Untersuchung wurde im Rahmen des betriebswirtschaftlichen Planspielunterrichts durchgeführt. Ausgewählt wurde das von der BTI GmbH entwickelte Planspiel Easy BusinessTM, welches spielerisch den Wertschöpfungsprozess eines Produktionsunternehmens vermittelt und die Schüler die Folgen des Handelns in der jährlichen Rechnungslegung erleben lässt. Um die Lernwirksamkeit zu operationalisieren, wurde der Wissenserwerb anhand der Ergebnisse eines Paralleltests (Vortest, 1. Nachtest und 2. Nachtest) sowie anhand der Qualität der erstellten Maps analysiert. Auf diese Weise dienten die Concept Maps nicht nur der instruktionalen Unterstützung, sondern wurden auch zur Wissensdiagnose verwendet. Als Erhebungsinstrumente wurden weiterhin ein Sprachfähigkeitstest und ein Fragebogen zur Einschätzung des Umgangs mit Concept Mapping, der Nützlichkeit des Feedbacks sowie des Umgangs mit Fehlern eingesetzt.
An der Feldstudie nahmen 83 Schülerinnen und Schüler achter und neunter Klassen zweier sächsischer Mittelschulen im Rahmen der Berufsvorbereitung teil. Das Durchschnittsalter betrug 13,9 Jahre. Die Untersuchung erstreckte sich über zwei Tage. Vor der Intervention wurde ein Vortest als Paralleltest (1. Teil des Paralleltests) und ein Sprachfähigkeitstest (Wilde-Intelligenz-Test 2) eingesetzt. In der abschließenden Testphase wurde der 1. Nachtest (2. Teil des Paralleltests) durchgeführt. Zusätzlich erhielten die Probanden einen Fragebogen, um die Methode des Concept Mapping und die Nützlichkeit des Feedbacks zu bewerten sowie den allgemeinen Umgang mit Fehlern einzuschätzen. Nach 9 Wochen wurde ein 2. Nachtest durchgeführt.
Die Probanden wurden einer Kontrollgruppe (n=27), welche lediglich das Planspiel spielte, oder einer von drei Experimentalgruppen, kein FB (n=18), EiFB (n=18) oder ElFB (n=20), zugeordnet. In Vorbereitung auf die Untersuchung wurde die Methode des Concept Mapping eingeübt. Das Erstellen der Concept Maps wurde in den Planspielunterricht integriert. Dabei wurden von den Probanden der Experimentalgruppen insgesamt drei Mapping-Aktivitäten zu den wichtigsten Zusammenhängen durchgeführt. Die Gruppe kein FB erstellte lediglich die drei Concept Maps. Die Gruppe EiFB erhielt zusätzlich einfaches Feedback in Form des jeweiligen Referenzmaps als richtige Lösung. Nach jeder der drei Mapping-Aktivitäten wurde ein Referenzmap zur Verfügung gestellt, mit dem sich die Schüler intensiv auseinandersetzen sollten. Zusätzlich konnten sie in einer Kopie ihrer zuvor angefertigten Concept Maps Änderungen vornehmen. Die Gruppe ElFB erhielt ebenfalls einfaches Feedback in der beschriebenen Form. Darüber hinaus wurden Fehler exemplarisch anhand eines Schülernetzes sowie die drei Referenznetze in einem Lehrer-Schüler-Gespräch besprochen.
Die Ergebnisse zeigen zunächst tendenziell, dass das Concept Mapping gegenüber der alleinigen Durchführung des Planspiels vorteilhaft ist. Bezogen auf das Feedback sind die Ergebnisse nicht eindeutig. Feedback (insbesondere elaboriertes Feedback) zu Concept Maps im betriebswirtschaftlichen Planspielunterricht scheint insbesondere für Probanden mit niedrigem Vorwissen und niedriger Sprachfähigkeit lernwirksam zu sein, wobei sich diese Effekte nur kurzfristig zeigen. Probanden, welche Feedback erhalten, sind in der Lage, Concept Maps mit einer höheren Qualität zu erstellen, als Probanden, welche kein Feedback erhalten. Dabei zeigt sich ein tendenzieller Vorteil des elaborierten gegenüber dem einfachen Feedback. Vor dem Einsatz der Methode Concept Mapping in Verbindung mit Feedback sollte daher das Vorwissen und die Sprachfähigkeit überprüft werden und entsprechend der Fähigkeiten Feedback angeboten werden. Um auch langfristige Effekte zu erzielen, ist es ratsam, die Methode Concept Mapping mehr zu üben und in den Lernprozess zu integrieren. Insbesondere im Unterrichtskontext könnten Lehrpersonen das Concept Mapping als kontinuierliche Methode einsetzen und in Abhängigkeit von individuellen Voraussetzungen und Aufgabenanforderungen um Feedback ergänzen. Die Anwendungsgebiete des Concept Mapping als Lernstrategie und als Diagnoseinstrument könnten dabei verbunden werden. Ergänzende Fehleranalysen der Maps könnten der Lehrperson helfen, falsche und fehlende Zusammenhänge zu identifizieren. Indem das Feedback entsprechend der Bedürfnisse der Lernenden mit der Methode des Concept Mapping verbunden wird, ist es somit möglich, den Planspielunterricht so zu unterstützen, dass eine Tiefenverarbeitung der erlernten Inhalte erreicht wird und die Lernenden auf die komplexen Anforderungen des beruflichen Alltags vorbereitet werden.:Inhaltsverzeichnis
Abkürzungsverzeichnis
Abbildungsverzeichnis
Tabellenverzeichnis
1 Einleitung
2 Feedback in Lehr-Lernprozessen
2.1 Theoretische Grundlagen zum Feedback in Lehr-Lernprozessen
2.1.1 Bestimmung des Begriffs Feedback in Lehr-Lernprozessen
2.1.2 Funktionen und Ebenen von Feedback in Lehr-Lernprozessen
2.1.3 Klassifikation von Feedback in Lehr-Lernprozessen
2.1.3.1 Klassifikation von Feedback in Lehr-Lernprozessen anhand ausgewählter Kriterien
2.1.3.2 Klassifikation von Feedback in Lehr-Lernprozessen anhand des Kriteriums der Komplexität der Feedbacknachricht nach einfachem und elaboriertem Feedback
2.1.4 Feedbackmodelle zur Feedbackrezeption und/oder -gestaltung
2.1.4.1 Makromodelle von Kulhavy und Stock (1989) sowie von Bangert-Drowns u. a. (1991)
2.1.4.2 Mikromodell von Narciss (2006)
2.1.4.3 Rahmenmodell von Strijbos und Müller (2014)
2.1.4.4 Erweitertes Rahmenmodell zur Gestaltung und Verarbeitung von Feedback
2.2 Empirische Befunde zur Lernwirksamkeit des Feedbacks
2.2.1 Überblick über Metanalysen zur Lernwirksamkeit von Feedback
2.2.2 Studien zur Lernwirksamkeit des Feedbacks in Abhängigkeit von der Komplexität der Feedbacknachricht
2.2.3 Studien zur Lernwirksamkeit des Feedbacks in Abhängigkeit von der Feedback-Form
2.2.4 Studien zur Lernwirksamkeit des Feedbacks in Abhängigkeit von (inter-) personalen Faktoren
2.2.5 Studien zur Lernwirksamkeit des Feedbacks in Abhängigkeit von situativen Faktoren
2.2.6 Zusammenfassung der empirischen Befunde zur Lernwirksamkeit des Feedbacks
3 Concept Maps in Lehr-Lernprozessen
3.1 Theoretische Grundlagen zu Concept Maps in Lehr-Lernprozessen
3.1.1 Bestimmung des Begriffs und Klassifikation von Concept Maps
3.1.2 Anwendungsgebiete von Concept Maps in Lehr-Lernprozessen
3.1.3 Theoretische Ansätze zur Lernwirksamkeit von Concept Maps
3.2 Empirische Befunde zur Lernwirksamkeit von Concept Maps
3.2.1 Überblick über Metanalysen zur Lernwirksamkeit von Concept Maps
3.2.2 Studien zum Einfluss von Vorwissen, verbalen Voraussetzungen, kognitiven Fähigkeiten und dem Training der Methode auf die Lernwirksamkeit von Concept Maps
3.2.3 Studien zur Lernwirksamkeit von Feedback zu Concept Maps
4 Empirische Untersuchung zur Lernwirksamkeit von Feedback zu Concept Maps – Konzeption, Erhebung und Auswertung
4.1 Gestaltung der Untersuchung
4.1.1 Fragestellungen und Hypothesen
4.1.2 Stichprobe und Untersuchungsdesign
4.2 Gestaltung der Lernmaterialien und Interventionsmaßnahmen
4.2.1 Planspielunterricht mit Easy Business
4.2.2 Gestaltung des Concept Mapping
4.2.3 Gestaltung des Feedbacks
4.3 Erhebungsinstrumente
4.3.1 Wissenstest als Paralleltest
4.3.2 Sprachfähigkeitstest
4.3.3 Fragebogen zur Einschätzung des Umgangs mit Concept Mapping, der Nützlichkeit des Feedbacks sowie des Umgangs mit Fehlern
4.4 Auswertung der Wissenstests und des Sprachfähigkeitstests
4.4.1 Auswertung der Wissenstests
4.4.2 Auswertung des Sprachfähigkeitstests
4.5 Auswertung der Concept Maps
4.5.1 Kategoriale und strukturelle Inhaltsanalyse
4.5.2 Qualitative Bewertung der Concept Maps
4.6 Auswertung des Fragebogens zur Einschätzung des Umgangs mit Concept Mapping, des Umgangs mit Fehlern sowie der Nützlichkeit des Feedbacks
4.6.1 Auswertung des Teil-Fragebogens zur Einschätzung des Concept Mapping
4.6.2 Auswertung des Teil-Fragebogens zur Einschätzung der Nützlichkeit des Feedbacks
4.6.3 Auswertung des Teil-Fragebogens zur Einschätzung des Umgangs mit Fehlern
5 Empirische Untersuchung zur Lernwirksamkeit von Feedback zu Concept Maps – Analysen und Ergebnisse
5.1 Analysen zum Einfluss der Art des Feedbacks
5.1.1 Analysen zum Einfluss der Art des Feedbacks auf den Wissenserwerb
5.1.1.1 Analyse der Lernwirksamkeit des Concept Mapping
5.1.1.2 Gruppenunterschiede hinsichtlich des Wissenserwerbs
5.1.1.3 Einfluss von personalen und weiteren Faktoren auf den Wissenserwerb
5.1.1.3.1 Einfluss von Vorwissen, Sprachfähigkeit, der Einschätzung zum Umgang mit Concept Mapping und zum Umgang mit Fehlern auf den Wissenserwerb
5.1.1.3.2 Einfluss von niedrigem bzw. hohem Vorwissen auf den Wissenserwerb
5.1.1.3.3 Einfluss von niedriger bzw. hoher Sprachfähigkeit auf den Wissenserwerb
5.1.1.4 Einfluss des Lernzielniveaus auf den Wissenserwerb
5.1.1.4.1 Gruppenunterschiede hinsichtlich des Wissenserwerbs für einfache Aufgaben
5.1.1.4.2 Gruppenunterschiede hinsichtlich des Wissenserwerbs für komplexe Aufgaben
5.1.1.5 Einfluss von personalen und weiteren Faktoren auf den Wissenserwerb einfacher bzw. komplexer Aufgaben
5.1.1.6 Zusammenfassung der Ergebnisse und Bewertung der Hypothesen hinsichtlich des Wissenserwerbs
5.1.2 Einfluss der Art des Feedbacks auf die Qualität der Maps
5.1.2.1 Gruppenunterschiede hinsichtlich der Map-Qualität
5.1.2.2 Einfluss des Vorwissens, der Sprachfähigkeit, der Einschätzung zum Umgang mit Concept Mapping und zum Umgang mit Fehlern auf die Qualität der Maps
5.1.2.3 Zusammenfassung der Ergebnisse und Bewertung der Hypothesen hinsichtlich der Qualität der Maps
5.1.3 Einfluss der Qualität der Maps auf den Wissenserwerb
5.1.3.1 Einfluss der Qualität des 1., 2. und 3. Maps auf den 1. bzw. 2. Nachtest
5.1.3.2 Einfluss von niedriger bzw. hoher Qualität des 2. Maps auf den Wissenserwerb
5.1.3.3 Einfluss von niedriger bzw. hoher Qualität des 3. Maps auf den Wissenserwerb
5.1.3.4 Einfluss der Qualität des 1., 2. und 3. Maps auf den Wissenserwerb einfacher und komplexer Aufgaben
5.1.3.5 Zusammenfassung der Ergebnisse und Bewertung der Hypothesen zum Einfluss der Qualität der Maps auf den Wissenserwerb
5.2 Analysen zum Umgang mit dem Feedback sowie Analyse der Fehler in den Concept Maps
5.2.1 Analysen zum Umgang mit dem Feedback
5.2.2 Analysen der Fehler in den Concept Maps
5.2.3 Zusammenfassung der Ergebnisse zum Umgang mit dem Feedback und der Fehleranalyse
5.3 Interpretation der Ergebnisse
6 Schlussbetrachtung
6.1 Zusammenfassung
6.2 Kritische Würdigung, Optimierungsvorschläge und Ausblick
Literaturverzeichnis
|
49 |
Part I: Evaluation of Student Assessment of Learning Gains (SALG)in Two Different Biology 100 Classes Part 2: What Biology Concepts are Important in General Education?: Analysis of Seventeen Core ConceptsHowelle, Jessica Marie Rosenvall 02 March 2010 (has links) (PDF)
The purpose of this two-part study is to examine how to improve introductory level non-majors biology courses to improve student attitude and learning gains in the sciences. The first part of this study examines the collective effect of three different pedagogies (service learning, concept mapping and guest lectures) on student attitude and learning gains in a freshman, non-majors biology course. Two classes, one with the three pedagogies, and one without, were compared. Data were collected from two classes in Fall 2008 (one treatment and one control) and two similar classes replicated in Fall 2009. Learning and attitude gains were measured by a pre and post biology assessment and the Student Assessment of Learning Gains (SALG) survey. Our findings indicate that the treatment methods did not improve student learning or attitudes compared to the control group. However, there was a significant increase in variability in the treatment group, indicating that the students exposed to the three pedagogies either had a very positive experience or a negative one, whereas the control group did not have this variability. Thus, the treatment did have a positive effect on some students. Both treatments experienced significant gains from pre to post on the biology assessment and SALG survey. The second part of the study investigated what concepts are considered by students and faculty to be most important to teach in introductory non-majors biology courses. A survey with 17 biology concepts was given to life science professors at BYU and UVU and biology students at BYU. Participants were asked to rank the concepts from most to least important. There were significant differences between professor and student mean rankings for 11 of the 17 biology concepts. This study showed a large discrepancy between what professors want students to learn and what students feel is important. It was particularly noteworthy that students ranked ecology and evolution as least important. This was especially alarming since evolution is considered to be the capstone of all biology and ecology is vital for capturing the "big picture" in biology.
|
50 |
Improving Metacomprehension And Learning Through Graduated Concept ModKring, Eleni 01 January 2004 (has links)
Mental model development, deeper levels of information processing, and elaboration are critical to learning. More so, individuals' metacomprehension accuracy is integral to making improvements to their knowledge base. In other words, without an accurate perception of their knowledge on a topic, learners may not know that knowledge gaps or misperceptions exist and, thus, would be less likely to correct them. Therefore, this study offered a dual-process approach that aimed at enhancing metacomprehension. One path aimed at advancing knowledge structure development and, thus, mental model development. The other focused on promoting a deeper level of information processing through processes like elaboration. It was predicted that this iterative approach would culminate in improved metacomprehension and increased learning. Accordingly, using the Graduated Concept Model Development (GCMD) approach, the role of learner-generated concept model development in facilitating metacomprehension and knowledge acquisition was examined. Concept maps have had many roles in the learning process as mental model assessment tools and advanced organizers. However, this study examined the process of concept model building as an effective training tool. Whereas, concept maps functioning as advanced organizers are certainly beneficial, it would seem that the benefits of having a learner examine and amend the current state of their knowledge through concept model development would prove more effective for learning. In other words, learners looking at an advanced organizer of the training material may feel assured that they have a thorough understanding of it. Only when they are forced to create a representation of the material would the gaps and misperceptions in their knowledge base likely be revealed. In short, advanced organizers seem to rely on recognition, where concept model development likely requires recalling and understanding 'how' and 'why' the interrelationships between concepts exist. Therefore, the Graduated Concept Model Development (GCMD) technique offered in this study was based on the theory that knowledge acquisition improves when learners integrate new information into existing knowledge, assign elaborated meanings to concepts, correct misperceptions, close knowledge gaps, and strengthen accurate connections between concepts by posing targeted questions against their existing knowledge structures. This study placed an emphasis on meaningful learning and suggested a process by which newly introduced concepts would be manipulated for the purpose of improving metacomprehension by strengthening accurate knowledge structures and mental model development, and through deeper and elaborated information processing. Indeed, central to improving knowledge deficiencies and misunderstandings is metacomprehension, and the constructing of concepts maps was hypothesized to improve metacomprehension accuracy and, thus, learning. This study was a one-factor between-groups design with concept map type as the independent variable, manipulated at four levels: no concept map, concept map as advanced organizer, learner-built concept map with feedback, and learner-built concept map without feedback. The dependent variables included performance (percent correct) on a declarative and integrative knowledge assessment, mental model development, and metacomprehension accuracy. Participants were 68 (34 female, 34 male, ages 18-35, mean age = 21.43) undergraduate students from a major southeastern university. Participants were randomly assigned to one of the four experimental conditions, and analysis revealed no significant differences between the groups. Upon arrival, participants were randomly assigned to one of the four experimental conditions. Participants then progressed through the three stages of the experiment. In Stage I, participants completed forms regarding informed consent, general biographical information, and task self-efficacy. In Stage II, participants completed the self-paced tutorial based on the Distributed Dynamic Decision Making (DDD) model, a simulated military command and control environment aimed at creating events to encourage team coordination and performance (for a detailed description, see Kleinman & Serfaty, 1989). The manner by which participants worked through the tutorial was determined by their assigned concept map condition. Upon finishing each module of the tutorial, participants then completed a metacomprehension prediction question. In Stage III, participants completed the computer-based knowledge assessment test, covering both declarative and integrative knowledge, followed by the metacomprehension postdiction question. Participants then completed the card sort task, as the assessment of mental model development. Finally, participants completed a general study survey and were debriefed as to the purpose of the study. The entire experiment lasted approximately 2 to 3 hours. Results indicated that the GCMD condition showed a stronger indication of metacomprehension accuracy, via prediction measures, compared with the other three conditions (control, advanced organizer, and feedback), and, specifically, significantly higher correlations than the other three conditions in declarative knowledge. Self-efficacy measures also indicated that the higher metacomprehension accuracy correlation observed in the GCMD condition was likely the result of the intervention, and not due to differences in self-efficacy in that group of participants. Likewise, the feedback and GCMD conditions led to significantly high correlations for metacomprehension accuracy based on levels of understanding on the declarative knowledge tutorial module (Module 1). The feedback condition also showed similar responses for the integrative knowledge module (Module 2). The advanced organizer, feedback, and GCMD conditions were also found to have significantly high correlation of self-reported postdiction of performance on the knowledge assessment and the actual results of the knowledge assessment results. However, results also indicated that there were no significant findings between the four conditions in mental model assessment and knowledge assessment. Nevertheless, results support the relevance of accurate mental model development in knowledge assessment outcomes. Retrospectively, two opposing factors may have complicated efforts to detect additional differences between groups. From one side, the experimental measures may not have been rigorous enough to filter out the effect from the intervention itself. Conversely, software usability issues and the resulting limitations in experimental design may have worked negatively against the two concept mapping conditions and, inadvertently, suppressed effects of the intervention. Future research in the GCMD approach will likely review cognitive workload, concept mapping software design, and the sensitivity of the measures involved.
|
Page generated in 0.0646 seconds