Abstract
European Higher Education Area is prompting a change in the teaching model towards the consideration of students as the main actors in the educational process. In this context, this work presents concept mapping as a useful teaching tool for promoting the development of generic and specific skills in students while also constituting a firm commitment to independent study. The technique is certainly very useful for understanding and framing strategies, theories and concepts and provides visualisation of typical connections between different concepts, interrelations among strategies, analysis of the consequences of business decision-making and so on among others.
Concept mapping was used by 355 students on the Principles of Business Organisation course in the second year of the Industrial Technologies Engineering degree course. As a general outcome of the study, marks in the subject show considerable improvement in all the groups.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Alemán Páez F (2009) Materiales Prácticos y Recursos Didácticos para la Enseñanza del Derecho del Trabajo y las Políticas Sociolaborales (Adaptado al EEES). Tecnos, Madrid
ANECA (2005a) Libro Blanco del Título de Grado en Pedagogía y Educación Social I. Agencia Nacional de Evaluación de la Calidad y Acreditación, Madrid. http://www.aneca.es/var/media/150392/libroblanco_pedagogia1_0305.pdf
ANECA (2005b) Libro Blanco del Título de Grado en Pedagogía y Educación Social II. Agencia Nacional de Evaluación de la Calidad y Acreditación, Madrid. http://www.aneca.es/var/media/150392/libroblanco_pedagogia1_0305.pdf
Cañas AJ, Ford KM, Coffey J, Reichherzer T, Carff R, Shamma D, Breedy M (2000) Herramientas para Construir y Compartir Modelos de Conocimiento basados en Mapas Conceptuales. Rev Inform Educ Colombia 13(2):145–158
Cañas JA, Bunch L, Novak JD, Reiska P (2013) Cmapanalysis: an extensible concept map analysis tool. J Educ Teach Train 4(1):36–46
Erdogan Y (2009) Paper-based and computer-based concept mappings: the effects on computer achievement, computer anxiety and computer attitude. Br J Educ Technol 40:821–836
Esteban M (2003) Las estrategias de aprendizaje en el entorno de la Educación a Distancia (EaD). Consideraciones para la reflexión y el debate. Introducción al estudio de las estrategias y estilos de aprendizaje [en línea]. Rev Educ Distancia 7:1–4. http://www.um.es/ead/red/7/estrategias.pdf
Fandos Garrido M, González Soto AP (2005) Estrategias de aprendizaje ante las nuevas posibilidades educativas de las TIC [en línea]. http://www.formatex.org/micte2005/227.pdf
González García G (1992) Los mapas conceptuales de J D Novak como instrumentos para la investigación didáctica de las ciencias experimentales. Enseñ Cien 10(2):148–158
González J, Wagenar R (2003) Tuning educational structures in Europe. Universidad de Deusto, Bilbao
Hudson JN, Buckley P (2004) An evaluation of case-based teaching: evidence for continuing benefit and a realization of aims. Adv Physiol Educ 28:15–22
Hwang G-J, Shi Y-R, Chu H-C (2011) A concept map approach to developing collaborative mindtools for context-aware ubiquitous learning. Br J Educ Technol 42:778–789
Hwang G-J, Wu C-H, Kuo F-R (2013) Effects of touch technology-based concept mapping on students’ learning attitudes and perceptions. Educ Technol Soc 16(3):274–285
Kim P, Olaciregui C (2008) The effects of a concept map-based information display in an electronic portfolio system on information processing and retention in a fifth-grade science class covering the Earth’s atmosphere. Br J Educ Technol 39:700–714
Kumar A, Saigal R (2005) Visual understanding environment. In Proceedings of the fifth ACM/IEEE-CS joint conference on digital libraries (JCDL’05), IEEE, pp 413–413
Lim KY, Lee HW, Grabowski B (2009) Does concept-mapping strategy work for everyone? The levels of generativity and learners’ self-regulated learning skills. Br J Educ Technol 40:606–618
Mateo J (2000) La evaluación educativa, su práctica y otras metáforas. Universidad de Barcelona-Horsori, Barcelona
Novak JD (1998) Learning, creating, and using knowledge: concept maps as facilitative tools for schools and corporations. Lawrence Erlbaum, Mahwah, NJ
Novak JD, Cañas AJ (2004) Building on constructivist ideas and Cmaptools to create a new model for education. In: Cañas AJ, Novak JD, González FM (eds) Concept maps: theory, methodology, technology. Proceedings of the first international conference on concept mapping. Universidad Pública de Navarra, Pamplona, Spain
Novak JD, Gowin DB (1984) Learning how to learn. Cambridge University Press, Cambridge
Ontoria A (1993) Mapas conceptuales. Una Técnica para Aprender. Editorial Narcea, Madrid
Pagani R (2002) El crédito europeo y el Sistema Educativo Español. Edición electrónica. http://www.um.es
Pérez Cabaní ML (1995) Los mapas conceptuales. Cuad Pedagog 237:16–21
Ruiz-Primo MA, Shavelson RJ, Schultz SE (1997) On the validity of concept map-base assessment interpretations: an experiment testing the assumption of hierarchical concept maps in science. National Center for Research on Evaluation, Standards, and Student Testing (CRESST), Center for the Study of Evaluation (CSE), Graduate School of Education & Information Studies, University of California, Los Angeles
Utari SS, Alfiani A, Feranie S, Aviyanti L, Sari IM, Hasanah L (2013) Application of learning cycle 5e model aided Cmaptools-based media prototype to improve student cognitive learning outcomes. Appl Phys Res 5(4):69–76
Yao J, Gu M (2013) Conceptology: using concept map for knowledge representation and ontology construction. J Netw 8(8):1708–1712
Acknowledgements
AcknowledgementsResearch reported in this paper was supported by Universitat Politècnica de València (Spain) Project PIME A07-13.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Peris-Ortiz, M., Benito-Osorio, D., Rueda-Armengot, C. (2014). Applying Concept Mapping: A New Learning Strategy in Business Organisation Courses. In: Peris-Ortiz, M., Garrigós-Simón, F., Gil Pechuán, I. (eds) Innovation and Teaching Technologies. Springer, Cham. https://doi.org/10.1007/978-3-319-04825-3_5
Download citation
DOI: https://doi.org/10.1007/978-3-319-04825-3_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-04824-6
Online ISBN: 978-3-319-04825-3
eBook Packages: Business and EconomicsBusiness and Management (R0)