Abstract
Student-generated concept maps (Cmaps) have been the preferred choice to design assessment tasks, which are time-consuming in real classroom settings. We have proposed the use of Cmap with errors (elaborated by teachers) to develop assessment tasks, as a way to address the logistical practicality obstacles usually found in classrooms. This paper compared two different tasks, finding the errors and judging the selected propositions in Cmap with errors, exploring two topics with different levels of difficulty. Our results confirmed Cmap with errors as a straightforward approach to include concept mapping into the classroom routine to foster the pedagogic resonance (the bridge between teacher knowledge and student learning), which is critical for motivating students to learn meaningfully. Moreover, Cmaps with errors are also amenable for on-line learning platforms. Future works of our research group will develop an automated process for evaluation and feedback using the task formats presented in this paper.
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Acknowledgements
We thank FAPESP (Grant # 2012/22693-5, São Paulo Research Foundation) for funding our research group. J. G. A. thanks CAPES (Coordination for the Improvement of Higher Education Personnel) for her scholarship.
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Correia, P., Cabral, G., Aguiar, J. (2016). Cmaps with Errors: Why not? Comparing Two Cmap-Based Assessment Tasks to Evaluate Conceptual Understanding. In: Cañas, A., Reiska, P., Novak, J. (eds) Innovating with Concept Mapping. CMC 2016. Communications in Computer and Information Science, vol 635. Springer, Cham. https://doi.org/10.1007/978-3-319-45501-3_1
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DOI: https://doi.org/10.1007/978-3-319-45501-3_1
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