Concept maps as a pedagogical tool for teaching organic chemistry.

Urrutia, Francisco Javier Cañas; Santibáñez, Leontina del Carmen Lazo

doi:10.5935/0100-4042.20140059

Cited by 2 publications

(2 citation statements)

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“…A well-constructed diagrammatic representation of a concept can help students visualize the larger picture and understand the relationships among different topics in chemistry. For example, when learning about chemical reactions, a visual map can illustrate how reaction mechanisms, catalysts, and reactants are interconnected. ,,− This interconnected view is crucial for students to grasp the holistic nature of chemistry and recognize that various topics are interdependent. In this way, illustrations foster a more profound and interconnected understanding of the subject.…”

Section: Introductionmentioning

confidence: 99%

“…Visual thinking − and concept representation entail the creation of graphics or schemes that visually connect and organize key concepts and relationships within a particular chemistry topic or domain. , These visuals take various forms, such as mind maps, concept and schematic diagrams, infographics, flowcharts, or technology-based simulations, and are designed to reflect the hierarchical structure of chemistry knowledge. − They typically begin with a central concept and branch out to include related concepts, illustrating how these elements interconnect. For instance, in organic chemistry, concept mapping might start with the central theme of “alkanes” and branch out to “naming conventions,” “properties,” and “reactions,” with further sub-branches detailing specific reactions and mechanisms. − …”

Section: Introductionmentioning

confidence: 99%

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Narrative-Based Concept Representations: Fostering Visual Cognition in the Introductory Chemistry Classroom

Reyes,

Villanueva

2024

J. Chem. Educ.

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In pursuit of active learning and fostering conceptual understanding, educators and researchers have tirelessly endeavored to reshape the perception of chemistry, transcending its apparent barriers of technical jargon, semantics, and symbolism. One innovative approach that aligns with this mission is the integration of narratives into chemical education and targeting the visuospatial aspect of learning among students, supporting the shared vision of promoting scientific literacy through creative and purposeful means. Enabling learners to grasp complex concepts through narratives and translate them into mental imagery opens new pathways to comprehend chemical principles, fostering higher-order cognitive functions and nurturing logical and creative information processing. Herein, we present an instructional approach that explores narrative pedagogy and visual thinking using concept maps and diagrams as potent tools for conveying fundamental concepts within introductory chemistry courses. Short narrative accounts of concepts were incorporated into classroom instructions, and the students were given the opportunity to generate mental imagery through concept mapping or illustrate understanding through simple diagrammatic visuals. Consistent with the constructivist learning framework, empirical evidence gathered through student self-assessments, outputs, and interviews strongly suggests that a narrative-driven visual cognition pedagogical strategy enhances learners' appreciation of chemistry and empowers them to express their creativity from a refreshing vantage point. By embracing narrative pedagogy and visual thinking, educators can forge avenues to inspire curiosity, promote scientific literacy, and nurture lifelong learning.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Narrative-Based Concept Representations: Fostering Visual Cognition in the Introductory Chemistry Classroom

Reyes,

Villanueva

2024

J. Chem. Educ.

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Educación holística para afrontar entornos BANI

2023

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Los años 2020 y 2021 fueron tiempos de incertidumbre a causa de la pandemia originada por la enfermedad del Covid-19, obligando a los gobiernos del mundo a disponer medidas drásticas como el confinamiento obligatorio, con el afán de prevenir los contagios masivos, e implementando la modalidad de educación a distancia, remota o virtual en sus distintos niveles: Básica Regular, Técnica y Superior. En el año 2022 las medidas sanitarias se flexibiizaron, permitiéndose el retorno sistemático y flexible de la educación presencial en las instituciones educativas de educación básica regular, debiéndose cumplir con una serie de protocolos; sin embargo, en las universidades este retorno integral a las clases presenciales se dispuso para el año 2023. En este escenario complejo, por el cual atravesó la educación peruana, desde la academia emergieron una serie de preocupaciones las cuales requerían ser investigadas y expuestas. En primer lugar, se analizó la relevancia de la educación holística para afrontar entornos BANI en un contexto pospandémico organizacional. Estas iniciativas favorecen el desarrollo formativo integral de los estudiantes afianzándolos para que puedan desenvolverse en escenarios simultaneamente frágiles, ansiosos, no lineales e incomprensibles, como el que acontece en la actualidad. La educación holística contribuye a consolidar la integralidad del conocimiento, las habilidades y las actitudes, permitiendo alcanzar aprendizajes relevantes para afrontar diferentes contextos situacionales.

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Concept maps as a pedagogical tool for teaching organic chemistry.

Cited by 2 publications

References 1 publication

Narrative-Based Concept Representations: Fostering Visual Cognition in the Introductory Chemistry Classroom

Narrative-Based Concept Representations: Fostering Visual Cognition in the Introductory Chemistry Classroom

Educación holística para afrontar entornos BANI

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