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首页> 外文会议>International Technology, Education and Development Conference >(453) FOSTERING COLLABORATIVE KNOWLEDGE WITH CMAPTOOLS IN GEOGRAPHY CLASSROOM
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(453) FOSTERING COLLABORATIVE KNOWLEDGE WITH CMAPTOOLS IN GEOGRAPHY CLASSROOM

机译：（453）在地理课堂中培养CMAPTOOLS的协同知识

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Concept maps create opportunities for students to show meaningful relationships between concepts taught in Geography. They are concise representations of the conceptual structures that favour the learning of these structures. However, unlike other didactic materials, concept maps are not selfinstructive and depend on the teachers teaching position towards collaborative learning and, therefore, are more meaningful for students. Their use also depends on the familiarity that students have with both content to be learned and with digital applications such as CmapTools. It is a strategy appropriate to the paradigm shift from traditional assessment to qualitative and formative learning processes, so that they are potentially meaningful and allow for the integration of reconciliation and differentiation of concept meanings. Its rationale is based on David Ausubel cognitive learning theory. It is a technique developed in the mid-seventies by Joseph Novak and his colleagues at Cornell University in the United States. In this article, we present the results of research carried out on the teaching and learning of geographic concepts with 38 students of a high school in Brazil. Initially the students individually created the concept maps on paper before presenting the key concepts to the teacher. Subsequently, they were subdivided into pairs. The CmapTools application, in a collaborative way, created the opportunity to create a new concept map that was analysed and peer-reviewed. The results showed significantly improved conceptual quality maps than when constructed individually, thus indicating more meaningful and profound conceptual understanding.
机译：概念地图为学生创造机会，以在地理位置中展出的概念之间显示有意义的关系。它们简明扼要的概念结构的表示，这些结构有利于这些结构的学习。然而，与其他教学材料不同，概念地图不是自我结构，取决于教师对协作学习的教学岗位，因此对学生来说更有意义。他们的使用也取决于学生对学习内容的熟悉程度以及CMAPTOOLS等数字应用。它是一种策略，适用于传统评估对定性和形成的学习过程的范式转变，因此他们是可能有意义的，并允许与概念意义的和解和分化融入概念意义。其理由是基于David Ausubel认知学习理论。它是Joseph Novak中期开发的一种技术，Joseph Novak和他在美国康奈尔大学的同事。在本文中，我们提出了在巴西中高中38名学生的地理概念教学和学习的研究结果。最初，学生在向老师展示关键概念之前，学生在纸上单独创建了概念地图。随后，它们被细分成对。 CMAPTOOLS应用程序以协作方式创建了创建分析和对等审查的新概念地图的机会。结果表明，概念性高度提高了概念质量图，而不是单独构建时，从而表明更有意义和深刻的概念理解。

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