12 research outputs found
Die Bedeutung aktiver graphischer Repräsentation wirtschaftsberuflichen Wissens für dessen Aneignung und Anwendung
Physical webbing: collaborative kinesthetic three-dimensional Mind Maps®
Mind Mapping has predominantly been used by individuals or collaboratively in groups as a paper-based or computer-generated learning strategy. In an effort to make Mind Mapping kinesthetic, collaborative, and three-dimensional, an innovative pedagogical strategy, termed Physical Webbing, was devised. In the Physical Web activity, groups collaboratively build concrete (physical) representations of content using kinesthetic or participatory manipulatives. The theoretical underpinnings of the Physical Web include the scientific findings on the physicality of learning and Papert’s constructionist theory. A case study example of the implementation of the Physical Webbing process delineates a specific application and provides procedures for replication and expansion of the strategy. Qualitative analysis of the attitudinal surveys following the activity provided data regarding students’ preference for the Physical Webbing activity over the traditional lecture, acceptance of participatory manipulatives, perceived learning and attitudes towards collaborative kinesthetic three-dimensional Mind Mapping
Development of a visual e-learning system for supporting the semantic organization and utilization of open learning content
Can Online Conference Systems Improve Veterinary Education? A Study about the Capability of Online Conferencing and its Acceptance
Using Mind Maps to Make Student Questioning Effective: Learning Outcomes of a Principle-Based Scenario for Teacher Guidance
Mind Map Our Way into Effective Student Questioning: a Principle-Based Scenario
Student questioning is an important self-regulative strategy and has multiple benefits
for teaching and learning science. Teachers, however, need support to align student
questioning to curricular goals. This study tests a prototype of a principle-based scenario that
supports teachers in guiding effective student questioning. In the scenario, mind mapping is
used to provide both curricular structure as well as support for student questioning. The fidelity
of structure and the process of implementation were verified by interviews, video data and a
product collection. Results show that the scenario was relevant for teachers, practical in use
and effective for guiding student questioning. Results also suggest that shared responsibility
for classroom mind maps contributed to more intensive collective knowledge construction