![]() ![]() The use of maps fit perfectly into his work at EACH, whose pedagogical proposal favors an interdisciplinary approach to teaching and research. ![]() “Since Novak was a biologist, the use of concept maps has, by tradition, developed more in the natural sciences, but they can be used in any field of knowledge,” says Correia, who majored in chemistry, and studied chemistry through his post-doctoral research before devoting himself to concept maps due to his interest in science education. It was another American educator, Joseph Novak, at Cornell University, who developed the idea of concept maps in the 1970s. “When we ask a student, someone who is not an expert in the subject, to draw a concept map, we can detect conceptual questions and errors, which makes it easier for the professor to help the student understand the concept correctly,” says Correia.Ĭoncept maps were created in response to the idea of ”meaningful learning,” formulated by the American psychologist David Ausubel as a process by which new information is related to the student’s prior knowledge. As a teaching tool for representing knowledge, one of the virtues of concept maps is that they work in two ways: both to explain course content and to assess what the student has learned. This type of knowledge is useful in education, research and the corporate environment. According to Correia, any information or conceptual knowledge can be represented in the form of concept maps. With these connections, the lyrics are expressed “clearly and precisely” like in concept maps. The actual verses, however, reveal the propositions: “Wind on the sail / sail that moves the boat / boat that carries people / people that carry fish / fish that brings in money.” Seen in this way, the most we can do is make assumptions about the relationships between them. In the verses the composer unites concept words: wind and sail, sail and boat, boat and people, people and fish, fish and money. A beautiful song by Dorival Caymmi, O Vento (The Wind), provides a good example. What makes concept maps different from intuitive alternatives to showing connections between different pieces of information is the organization of concepts in a “propositional network.” This means that two concepts represented separately in a diagram need to have their relationship expressed semantically, and not just visually (an arrow or a link). Since 2005, he has led the Concept Map Research Group, which brings together undergraduate and graduate students on the Eastern USP campus and from other university departments. These examples, however, have their limits, and one sure way to overcome them is by using concept maps, which are being studied as a form of knowledge management by Professor Paulo Correia, of the School of Arts, Sciences and Humanities (EACH), University of São Paulo (USP). Daniel BuenoDiagrams to summarize a text, summary tables, and development of outlines before writing a thesis, organizational charts, figures illustrating a news article-graphical organization methods are everywhere, demonstrating the usefulness of visual representations for understanding the processes that they link.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |