Utilizing a Multi-Dimensional Approach to Concept Mapping

ID: 38725 Type: Brief Paper
  1. David Jackson, Saint Mary's University of Minnesota, United States

Tuesday, March 26 5:35-5:55 PM Location: Bayside C View on map

Presider: Terry Dalton, University of California, Irvine, United States

Abstract: The movement today in education that places a greater emphasis on concept-based learning has students extending their understandings from knowing a large amount of isolated knowledge to organizing this knowledge in a way that has them thinking in more sophisticated manner. As educators begin to implement the use of concept mapping in their classrooms, it will be important to better understand how it can best support student learning. I am presently looking at how concept mapping software can enhance the learner’s experience as they seek deeper meaning of core concepts. While the use of a dual coding process with concept mapping has been popular for decades, the opportunity to enhance student learning with a more sophisticated three dimensional software mapping product is relatively new. Through my studies and my practices of implementing multi-dimensional concept mapping pedagogy, I am discovering new insights into how this approach can support student learning.

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