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MASTERY AND APPROPRIATION OF CONCEPT MAPPING IN HIGHER EDUCATION

By A. J. Cañas, J. D. Novak, J. Vanhear, Lilia Susana Domínguez-marrufo, Jesús Manzano-caudillo and Estado Morelos

Abstract

Abstract. It is the purpose of this paper to explain the difficulties that higher education students confront when constructing concept maps from academic texts readings. To this effect, interviews with 15 participants at the college level were analyzed and the resulting concept maps that they produced throughout a six-month school term were analyzed as a tool that can be used to understand textbooks. The sociocultural perspective, with conceptualizations such as mediated action which includes aspects of mastery and appropriation, resistance, and multiplicity of objectives (Wertsch, 1998), turns out to be useful to understand the functions that concept mapping performs as a cultural tool in learning mediation as well as to understand the deficiencies in constructing a concept map.

Year: 2014
OAI identifier: oai:CiteSeerX.psu:10.1.1.412.3425
Provided by: CiteSeerX
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