Educative Experience of the Use of Concept Mapping in Science and Environmental Teacher Training Programmes

Pedrajas, Alfonso Pontes; Varo-Martínez, Marta

doi:10.2478/jtes-2014-0006

Cited by 8 publications

(11 citation statements)

References 39 publications

(59 reference statements)

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“…Most of the currently available and widely used methods of educational assessments do not encourage true understanding of subject matter but are based on literal memorization of the materials presented. According to [24], prospective teachers and environmental educators see concept mapping as a useful method for representing their understanding in environmental education, facilitating reflexive and collaborative learning, improving teaching communicative skills, and successfully integrating ICT into the classroom. As a result, environmental education in the twenty-first century necessitates well-trained teachers with strong teaching and communication skills.…”

Section: Conceptual Mapping Backgroundmentioning

confidence: 99%

Using Conceptual Mapping for Learning to Affect Students’ Motivation and Academic Achievement

Almulla

Alamri

2021

Sustainability

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Conceptual mapping tools have been used more and more for various educational purposes in recent years by academicians and educators. In addition, developments of technology that include conceptual mapping have a significant influence on education sustainability. Nevertheless, students’ understanding and motivation in using conceptual mapping in the context of education sustainability has rarely been assessed. Thus, this study could be useful for developing and testing theories related to using conceptual mapping, as well as for practitioners who use conceptual mapping in education sustainability. Besides being used as a method of assessment, these mapping tools are used to improve the students’ critical and analytical thinking skills and to facilitate the demonstration of relationships among concepts. Instead of using written or verbal descriptions, these tools utilise various diagrammatic relationships. The use of pictures, diagrams and visual illustrations are believed to facilitate the understanding of complex topics more readily. Therefore, this research aims to develop a new model that employs conceptual mapping for improving the motivation and achievements of students. A survey was distributed to 247 participants who are using conceptual mapping tools for learning, and the data were quantitatively analysed using structural equation modelling (SEM-Amos). The results of this study show that conceptual mapping can be used to increase students’ understanding and motivation to improve their academic achievements.

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Section: Conceptual Mapping Backgroundmentioning

confidence: 99%

Using Conceptual Mapping for Learning to Affect Students’ Motivation and Academic Achievement

Almulla

Alamri

2021

Sustainability

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“…The teaching profession is not only unnatural but also complicated (Ball & Forzani, 2010). In the 21st century, education requires well-instructed teachers with teaching and communication abilities (Pontes-Pedrajas & Varo-Martínez, 2014). Teachers must learn to improve knowledge and skills they own to facilitate themselves in performing their duties.…”

Section: Related Workmentioning

confidence: 99%

Community-Based Teacher Training: Transformation of Sustainable Teacher Empowerment Strategy in Indonesia

Sumaryanta

Mardapi

Sugiman

et al. 2019

Journal of Teacher Education for Sustainability

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Teacher empowerment is a central issue in relation to the efforts to improve the quality of education. However, teacher empowerment will remain an abstract idea if its implementation is not supported by an appropriate strategy. The demands for a quality education will be unreciprocated if teachers do not have the opportunity to empower themselves. This research aims to investigate the teacher empowerment strategy in Indonesia, which has been conducted by employing a community-based teacher training program. This study has highlighted several research questions: What is meant by community-based training program? Why is the training program needed? Who is the target of the training program? What model has been used to implement the training? What are the results of the training that has been executed? This research was conducted from November 2018 to January 2019. The research data were collected by means of documentation studies and interviews. The data analysis was carried out quantitatively and qualitatively, where the quantitative analysis was processed based on the document study data, meanwhile the qualitative analysis was performed based on the interview data. The research results showed that community-based teacher training was transformation of teacher development strategy as a follow-up on teachers’ competency test in Indonesia. The community-based teacher training succeeded in increasing the professionalism of teachers in Indonesia, particularly in terms of implementing their pedagogical and professional competencies. The training is also successful in motivating the teachers to engage themselves in continuous learning efforts through building strong teachers’ network and working collaboratively with colleagues. Quantitatively, training was proven to increase the average of teacher competency by 23.97 (on a scale of 100). The research results are expected to provide information about the best practice in teacher coaching that is conducted massively in a national scope based on the local community so that a lifelong learning culture for teachers is established to support the development of sustainable education.

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“…The smaller group, consisting of 14 (10.1%) papers, was allocated as design research devoted to the development and testing of appropriate educational environments. As good examples for this group, we can name the papers ìQualitative education for Roma students: A pedagogical model for sustainable developmentî (ZaÌe, 2010) and ìEducative experience of the use of concept mapping in science and environmental teacher training programmesî (Pontes-Pedrajas & Varo-Martínez, 2014). The smallest group was effect research, only represented by 11 (8%) papers.…”

Section: Research Paradigms (Jtefs 2005ñ2014)mentioning

confidence: 99%

Developing Research in Teacher Education for Sustainability: UN DESD via the Journal of Teacher Education for Sustainability

Pipere

Veisson

Salīte

2015

Journal of Teacher Education for Sustainability

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This study marks the end of the UN Decade of Education for Sustainable Development that coincides with the 10th anniversary of the Baltic and Black Sea Circle Consortium on Educational Research (BBCC), and aims to analyse the research output performance of BBCC members and other scholars published in the Journal of Teacher Education for Sustainability (JTEFS) during this last decade. Using the methodology of bibliometric study and literature review, the authors describe the main bibliographic indicators of JTEFS and provide a qualitative and quantitative analysis of the research paradigms and their developmental changes in the papers published by JTEFS (2005ñ2014). The results of the study show that in general the journal has evolved in line with the advanced trends in educational research, research in teacher education, research in sustainability education and sustainability studies in higher education. The analysis of published papers indicates both the progress and issues of research in teacher education for sustainability. The authors conclude with some visionary insights into the further development of JTEFS and this research field in general.To achieve its goals, research in any discipline needs to be disseminated both locally and globally, and for novel fields of study, the establishment of academic periodicals designates a certain maturity and illustrates striving towards academic quality and recognition. This extensive paper is the first attempt to focus on research in the field of teacher education (TE) for sustainability through the publications of the Journal of Teacher Education for Sustainability from 2005 to 2014. This period coincides with the UN Decade of Education for Sustainable Development (DESD); therefore, framing the research development in TE in line with local and global needs and contexts.

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Educative Experience of the Use of Concept Mapping in Science and Environmental Teacher Training Programmes

Cited by 8 publications

References 39 publications

Using Conceptual Mapping for Learning to Affect Students’ Motivation and Academic Achievement

Using Conceptual Mapping for Learning to Affect Students’ Motivation and Academic Achievement

Community-Based Teacher Training: Transformation of Sustainable Teacher Empowerment Strategy in Indonesia

Developing Research in Teacher Education for Sustainability: UN DESD via the Journal of Teacher Education for Sustainability

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