Analysis of Innovative Approaches in the Class Using Conceptual Maps and Considering the Learning Styles of Students

Coma, Teresa; Aguelo, Antonio; Sanz, Cecilia

doi:10.1109/rita.2018.2879388

Cited by 4 publications

(2 citation statements)

References 21 publications

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“…Moreover, Pablico et al (2017) suggested differentiated instruction strategies for science education in high schools that cater to auditory, visual, and kinesthetic learners. Coma-Roselló et al (2018) presents innovations aimed at stimulating the autonomy of engineering students by various active methods. Strategies designed to address this issue are based on an analysis of students' learning styles and integrate specific tools in the teaching practice, which aid in assessment and automatically respond to student-generated concept maps.…”

Section: Literature Reviewmentioning

confidence: 99%

Learning styles in science education at university level: A systematic review

Shaidullina,

Orekhovskaya,

Panov

et al. 2023

EURASIA J Math Sci Tech Ed

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In this systematic review study, it is aimed to summarize the findings and reach a conclusion about the role and importance of learning styles in science education at university level from 2007 to 2023. This paper analyzed the studies related to the learning styles in science education at university level. The original studies were extracted from Scopus database, and the review of the 21 selected journal articles revealed that the common feature of the studies in both groups was that learning styles in science education had a positive effect on both cognitive and affective factors. The relation between learning styles in science education at university level and some cognitive or affective factors was investigated. While some studies have found significant differences between these two variables, some studies have concluded that there is no significant relationship. According to the detailed analysis of each 21 articles, the content of the studies was coded as name of the author and year, profile of the participants, research type and major findings. The reviewed research has numerous implications for learning styles in science education at university level.

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Section: Literature Reviewmentioning

confidence: 99%

Learning styles in science education at university level: A systematic review

Shaidullina,

Orekhovskaya,

Panov

et al. 2023

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

“…Los objetivos, por ejemplo, se van precisando a medida que se definan los contenidos. Para la secuenciación de contenidos pueden emplearse herramientas como esquemas, tramas de contenido que permitan encontrar la interrelación de estos, y mapas conceptuales (Cañas, 2016;Coma et al, 2018). Las actividades incluyen la forma como se enseña y se aprende: no es la actividad concreta la que posibilita aprender, sino el proceso completo diseñado, es decir, el conjunto de actividades organizadas y secuenciadas que posibilitan la interacciones entre los profesores, los estudiantes y el material didáctico.…”

Section: Unidades Didácticasunclassified

Unidades didácticas en física como potenciadores del aprendizaje en estudiantes de ingeniería

et al. 2020

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Application of concept maps as an assessment tool in engineering education: Systematic literature review

Jackson

Barrella²,

Bodnar

2023

J of Engineering Edu

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BackgroundConcept maps are a valid assessment tool to explore student understanding of diverse topics. Many types of academic programs have integrated concept mapping into their courses, resulting in various activities and scoring methods to understand student perceptions.PurposeFew prior reviews of concept mapping have addressed their use within engineering education. This systematic literature review examines articles that use concept mapping as an assessment tool in engineering education contexts and provides suggestions for future research.Scope/MethodWe conducted a literature search using terms related to concept map and engineering education. Articles were screened by their title, abstract, section, and then full paper, resulting in 53 articles for the final review. Two researchers examined the topic, activity type, and scoring method of the maps.ResultsConcept mapping topics fit into three categories, and the activity structures fit into four types. Of seven scoring methods, “Traditional” was the most used. Studies that compared multiple scoring methods showed that the “Holistic” and “Categorical” methods were better able to capture the content of the maps. All types of scoring demonstrated positive outcomes, suggesting that concept maps can demonstrate understanding of the topic and can assess learning.ConclusionsConcept maps have been applied in a number of ways. All types of concept mapping scores were shown to be useful and can lead to a better understanding of the students' learning outcomes. However, more research is needed to determine which scoring methods are recommended for specific applications.

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Analysis of Innovative Approaches in the Class Using Conceptual Maps and Considering the Learning Styles of Students

Cited by 4 publications

References 21 publications

Learning styles in science education at university level: A systematic review

Learning styles in science education at university level: A systematic review

Unidades didácticas en física como potenciadores del aprendizaje en estudiantes de ingeniería

Application of concept maps as an assessment tool in engineering education: Systematic literature review

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