Download or read book Implementing Cooperative Learning and Concept Mapping written by Else Grech and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Classroom Connections written by Philip C. Abrami and published by Houghton Mifflin Harcourt P. This book was released on 1995 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Cooperative Learning with Concept Mapping in a Preservice Teacher Education Course written by Arnold D. Novak and published by Ann Arbor, Mich. : University Microfilms International. This book was released on 1994 with total page 446 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Concept Mapping cooperative Learning as a Technique to Improve the Learning of at risk and Nondisabled Students written by Padmini Shamarao Udupa and published by . This book was released on 1992 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Research on Collaborative Learning Using Concept Mapping written by Patricia Lupion Torres and published by IGI Global. This book was released on 2010 with total page 521 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book presents innovative educational and learning models that meet current complex educational demands"--Provided by publisher.
Download or read book Professional Development for Cooperative Learning written by Celeste M. Brody and published by State University of New York Press. This book was released on 1998-07-10 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cooperative/collaborative learning procedures increasingly attract great attention in school and higher education settings. This book has two main purposes: first, to enable educators to make informed decisions and choices about selecting, implementing, and evaluating cooperative learning models with respect for the differences and diversity of goals among professionals in school communities, and second, to consider the goals of teachers' professional development in the context of organizational reforms that foster systemic school change, such as the development of learning communities. The authors encourage professional development that goes beyond inservice workshops to include multi-year development and support for teachers. They advocate that schools be administered under collaborative principles so teachers can "live the experience" that they are trying to create in their own classrooms. Professional Development for Cooperative Learning describes what works for professional development in cooperative learning and how difficult it is to bring about lasting change in school settings. Brody and Davidson focus the dialogue on the nature of professional development linked to systemic changes and the successes, failures, and challenges encountered in the process.
Download or read book Handbook of Research on Collaborative Learning Using Concept Mapping written by Lupion Torres, Patricia and published by IGI Global. This book was released on 2009-07-31 with total page 548 pages. Available in PDF, EPUB and Kindle. Book excerpt: This new encyclopedia discusses the extraordinary importance of internet technologies, with a particular focus on the Web.
Download or read book Learning Creating and Using Knowledge written by Joseph D. Novak and published by Routledge. This book was released on 2010-02-02 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: This fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic well being in today's knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Novak’s pioneering theory of education presented in the first edition remains viable and useful. This new edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational ─ that is, concept maps, created with the use of CMapTools and the V diagram. The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimised by CMapTools software. CMapTools software is highly intuitive and easy to use. People who have until now been reluctant to use the new technologies in their professional lives are will find this book particularly helpful. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.
Download or read book Concept Mapping and Cooperative Learning written by Noha Aoun Mazraani and published by . This book was released on 1996 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effect of using concept mapping under two modes of learning, cooperative and individualistic, on biology achievement and classroom environment. The subjects for this study were 38 students in two Grade 10 biology classes at the American Community School in Beirut. The subjects were divided into four groups: A, B, C, and D. Students in Group A used concept mapping under the cooperative mode of learning, students in Group B worked under the cooperative mode of learning without the use of concept mapping, students in Group C used concept mapping under the individualistic mode of learning, and students in Group D worked under the individualistic mode of learning without the use of concept mapping. Biology achievement was measured by two biology achievement tests that were developed by the researcher who conducted this study following Bloom's taxonomy of the cognitive domain. The content validity and the cognitive level of the test items were checked by the researcher and two science educators. The Kuder-Richardson-20 internal consistency reliabilities obtained for posttest one and posttest two were 0.97 and 0.99, respectively. Classroom environment was measured by My Class Inventory. Student Actual Short Form (MCI) that was developed by Fraser (1989a). One tailed t-tests at the 0.05 and 0.1 levels of significance were used to investigate the differences between the students' responses on the pretests, posttests and the retention test. This investigation was done to compare the achievement of the students who used concept mapping with vi the achievement of the students who did not use it, and the achievement of the students who studied under the cooperative mode of learning with the achievement of students who studied under the individualistic mode of learning. Moreover, differences between the achievement of the different groups was investigated using one way analysis of variance (ONEWAYANOVA) followed by post hoc comparisons using Fisher's Least Significant Difference (LSD) at the 0.05 level of significance. The mean scores of the five classroom environment aspects (satisfaction, friction, competitiveness, difficulty, and cohesiveness) that were assessed by the MCI were used to construct profiles of the students' responses on the questionnaire before and after conducting the study. One tailed t-tests for paired samples at 0.05 level of significance were performed to investigate the difference between students' scores on the five classroom aspects of the MCI. The results of this study indicated that the mean scores of the students who used concept mapping were higher than the mean scores of the students who did not use concept mapping. However, the differences between them were not significant in all cases. Even though the mean scores of the students who studied under the individualistic mode of learning were higher than the mean scores of the students who studied under the cooperative mode of learning, the difference between them was not statistically significant. The mean scores of the students who used concept mapping under the individualistic mode of learning were higher than the mean scores of the students in the other groups on posttests one and two. However, the mean scores of the students who used concept mapping under the cooperative mode of learning were higher than the mean scores of the students in the other groups on the retention test. Finally, results obtained from administering the MCI indicated that combining the use of concept mapping and cooperative learning has positive effects on students' perception of their classroom environment.
Download or read book Learning Through Visual Displays written by Gregory Schraw and published by IAP. This book was released on 2013-07-01 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the volume is to explore the theory, development and use of visual displays and graphic organizers to improve instruction, learning and research. We anticipate five sections that address (1) frameworks for understanding different types of displays, (2) research-tested guidelines for constructing displays, (3) empirically-based instructional applications, (4) using displays to promote research and theory development, and (5) using displays to report test and research data to improve consumer understanding. Authors represent a variety of perspectives and areas of expertise, including instructional psychology, information technology, and research methodologies. The volume is divided into four sections. Section 1 provides a conceptual overview of previous research, as well as the contents of the current volume. Section 2 includes theoretical perspectives on the design and instructional uses of visual displays from major theorists in the field. These chapters discuss ways that visual displays enhance general cognition and information processing. Section 3 provides eight chapters that address the use of visual displays to enhance student learning. These chapters provide examples of how to organize content and use visual displays in a variety of ways in the real and virtual classroom. Section 4 includes three chapters that discuss ways that visual displays may enhance the research process, but especially improved data display.
Download or read book Learning to Cooperate Cooperating to Learn written by R. Hertz-Lazarowitz and published by Springer Science & Business Media. This book was released on 2013-11-11 with total page 477 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book was written and edited as a project of the International Asso ciation for the Study of Cooperation in Education (lASCE). It grew di rectly out of the second conference of the lASCE, held at Brigham Young University, Provo, Utah, in [uly 1982. The chapters in the book were originally presented in some form at the Provo conference, though most have been considerably revised since that time. This is the second book sponsored by the lASCE; the first, Cooperation in Education (Provo, Utah:Brigham Young University Press, 1980), edited by Shlomo Sharan, Paul Hare, Clark Webb, and Rachel Hertz-Lazarowitz, was based on the proceedings of the first conference of the IASCE in Tel Aviv, Israel, in 1979. The IASCE is a group of educators interested in studying, devel oping, or applying cooperative methods at various levels of the process of education. It includes researchers, teacher educators, teachers, and school administrators from more than a dozen countries.
Download or read book Theory for Education written by Greg Dimitriadis and published by Routledge. This book was released on 2006-03-24 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Theory for Education provides a concise and clear introduction to key contemporary theorists, including their lives, major works and ideas. Written for the student in need of a quick introduction or for the scholar brushing up on details, this new volume in the theory4 series presents major thinkers whose work and ideas have shaped critical thinking in our time. Greg Dimitriadis and George Kamberelis underscore the particular relevance of these thinkers for the field of education - their work on education, how others in education have used them and possible future directions for teachers and researchers. Theory for Education's ease of use, clarity and comprehensive scope will be invaluable for those entering the field. Adapted from Theory for Religious Studies, by William E. Deal and Timothy K. Beal.
Download or read book Cooperative Learning in Physical Education written by Steve Grineski and published by Human Kinetics Publishers. This book was released on 1996 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grade level: 4, 5, 6, 7, 8, 9, 10, e, i, s, t.
Download or read book Tools for Teaching written by Barbara Gross Davis and published by John Wiley & Sons. This book was released on 2009-07-17 with total page 641 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the long-awaited update on the bestselling book that offers a practical, accessible reference manual for faculty in any discipline. This new edition contains up-to-date information on technology as well as expanding on the ideas and strategies presented in the first edition. It includes more than sixty-one chapters designed to improve the teaching of beginning, mid-career, or senior faculty members. The topics cover both traditional tasks of teaching as well as broader concerns, such as diversity and inclusion in the classroom and technology in educational settings.
Download or read book The Effect of Using Concept Maps as Learning Tools Under Cooperative and Individualistic Structures on Middle School Students Achievement in Biology written by Susan Victor Hannoun and published by . This book was released on 2010 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Instruments used in this study included a pretest and three achievement tests that included high cognitive level questions. The same tests were given to the three sections. The study was completed in thirteen weeks, seven of which were dedicated to train the students in the experimental sections on constructing concept maps either individually (experimental-individualistic section) or cooperatively (experimental-cooperative section). Classes met six times per week for fifty minutes per meeting. The same teacher taught all sections. At the beginning of the next academic year, students from both the experimental and control sections sat for a retention test to determine the efficacy of concept maps and cooperative learning in helping the students remember and link the different biological terms covered in the previous year. The concept maps constructed by the experimental groups were collected and corrected according to a scoring rubric adopted from Novak and Gowin (1984). Descriptive statistics and ANCOVA followed by Tuckey post-Hoc tests were used to analyze the results of the achievement tests.--Results indicated that there were no significant differences between the control group and the experimental sections on test 1, post test and retention test. However, among the experimental groups, the experimental-individualistic group performed significantly better than the experimental-cooperative group on test 2.
Download or read book Collaborative Concept Mapping written by Rachel Min Wong and published by . This book was released on 2021 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: Collaborative concept mapping (CCM) is a combination of two well-researched learning strategies: concept mapping and collaborative learning. Evidence suggests that the synergistic effects of both strategies are effective for supporting the acquisition and retention of knowledge. Despite an increase in research on collaborative concept mapping in the last decade, little is known about the instructional design or methodological characteristics that underlie the effectiveness of collaborative concept mapping. This presents a limitation as the lack of understanding of these characteristics may hinder researchers' recommendations for learning environments that maximize the effects of collaborative concept mapping. To establish a more robust understanding of the conditions under which collaborative concept mapping is effective for learning, this dissertation comprises two studies. Study 1 is a comprehensive meta-analysis that summarizes the effect of learning with collaborative concept mapping in comparison to other collaborative, individual, or traditional activities. In addition, potential theory-driven factors that moderate the effects of collaborative concept mapping were examined. Results showed that collaborative concept mapping was beneficial for supporting learning and the effect was moderated by structure of collaboration, group size, and publication source. Study 2 is an empirical study that seeks to address the lack of robust comparisons between collaborative concept mapping and another similarly robust collaborative activity. In addition, study 2 seeks to foster more intentional discussions between group members through resource distribution. Specifically, study 2 uses a 2x2 factorial design to examine the effect of type of collaborative activity (concept mapping versus summary writing) and resource distribution (interdependence vs. independence) on the quality of undergraduate students' collaboration and individual learning performance. In study 2, 428 participants were assigned to dyads, and the dyads were randomly assigned to one of four conditions in a between-subjects design. Results showed a significant main effect of resource distribution for immediate free recall. However, there were no other significant main effects or interaction effects for the other immediate and delayed learning measures. Theoretical, empirical, and practical implications of the findings are discussed in each study.
Download or read book Learning Science in the Schools written by Shawn M. Glynn and published by Routledge. This book was released on 2012-10-12 with total page 393 pages. Available in PDF, EPUB and Kindle. Book excerpt: Science -- and the technology derived from it -- is having a dramatic impact on the quality of our personal lives and the environment around us. Science will have an even greater impact on the lives of our students. The lives of scientifically literate students will be enriched by their understanding, appreciation, and enjoyment of the natural world. To prosper in the near future, all students must become scientifically literate and embrace the notion of life-long learning in science. Without scientific literacy, it will become impossible for students to make informed decisions about the interrelated educational, scientific, and social issues that will confront them in the future. Intended for science teachers, teacher educators, researchers, and administrators, this volume is concerned with the innovative research that is reforming how science is learned in schools. The chapters provide overviews of current research and illustrate how the findings of this research are being applied in schools. This research-based knowledge is essential for effective science instruction. The contributors are leading authorities in science education and their chapters draw clear connections among research, theory, and classroom practice. They provide excellent examples from science classes in which their research has reformed practice. This book will help educators develop the scientific literacy of students. It bridges the gap between cutting-edge research and classroom practice to provide educators with the knowledge they need to foster students' scientific literacy.
