Les cartes conceptuelles : un outil pédagogique pour un enseignement de la comptabilité intégrant l'éthique et la responsabilité

Trébucq, Stéphane; Noël-Lemaître, Christine

doi:10.3917/cca.123.0005

Cited by 8 publications

(5 citation statements)

References 36 publications

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“…The scientific literature reports that concept maps can be evaluated from a range of perspectives, depending on the aspects to be evaluated: the creation of a concept map in itself, students' knowledge on a topic as revealed in the map, or through a text summary. Trébucq and Noël [39] outline various methods to carry out these evaluations on a different basis:…”

Section: Methodsmentioning

confidence: 99%

“…• semantic field analysis to evaluate the subject content of the maps. This method has been used by Trébucq and Noël [39] among others;…”

Section: Methodsmentioning

confidence: 99%

“…Chen et al [38] demonstrated the importance of concept maps and their flexible applications in e-learning of a subject domain, bearing in mind that 'the graphical representation of domain knowledge can reduce the problems of information overload and learning disorientation for learners'. Trébucq and Noël [39] also provide evidence of their effectiveness, noting that NASA use concept maps as a support for preserving their knowledge.…”

Section: Use Of Concept Mapsmentioning

confidence: 99%

Section: Use Of Concept Mapsmentioning

confidence: 99%

“…Concept mapping fosters learning and understanding: as a follow-up strategy in learning from text it fulfils important functions of elaboration, reduction, coherence and metacognition. Concept maps foster elaboration processes, can enhance the acquisition and retention of macro-level ideas, encourage the building of a coherent structure of knowledge and support metacognitive processes [39].• • • • Assessment tool: to evaluate student learning and to assess changes and growth in the students' conceptual understanding as a result of instruction received in the course; to give student and instructor feedback, to evaluate aspects related to the comprehension of concepts, misconceptions requiring greater clarification and the pertinence of relations between concepts.As well as a pedagogical tool for organising knowledge and thereby favouring meaningful learning, concept maps are also an instrument for evaluating students' learning and improving educational protocols. Despite these advantages, students run into difficulties because they do not receive adequate training and instruction in how to graphically represent and visualise information.…”

mentioning

confidence: 99%

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Measuring students’ information skills through concept mapping

Pinto

Doucet

Fernández-Ramos

2010

Journal of Information Science

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This paper seeks to develop a methodology that will discover, specify and measure students' abilities and skills in creating concept maps. Because competencies are the key factor in higher education, the paper analyses the role of concept maps as a tool to diagnose and improve information analysis, synthesis, organisation and representation skills and competencies. We propose a methodology that enables these skills to be evaluated by observing, analysing and measuring the stages involved in creating a concept map: identification of the main and secondary subjects; subject codification by concepts; grading of concepts; and representation of the concepts and their relationships with labels. A case study using action-research methodology tests the usefulness of the methodology on a group of university students of Library and Information Science. The method proposed provides information on the strengths and weaknesses of the students' skills analysed, thus enabling their training to be improved by means of specific actions.Keywords: Concept maps; Information organisation; Information literacy; Competencies; Skills. IntroductionInformation literacy (IL) entails learning the skills, competencies, knowledge and values to access, use and communicate information in any of its forms, in order to produce competent students and professionals trained in the routines of identifying, organising, evaluating and recording information sources appropriately and with the knowledge to process and produce their own information. Today, IL is inextricably associated with information practices and critical thinking in the information and communication technology environment [1]. The recent emergent importance of IL to the learning process is reflected in numerous publications [2][3][4][5][6][7][8][9].Webber and Johnston [10] define information literacy as "the adoption of appropriate information behaviour to identify, through whatever channel or medium, information well fitted to information needs, leading to wise and ethical use of information in society". Information literacy forms the basis for lifelong learning [11]. It is [15].Most of these standards refer to the domain of competencies related to the new ways of organising and representing information and propose observable indicators and outcomes.For example, Standard 4 of the ACRL [14] IL standards mentions the importance of tools for organising content such as schemas, diagrams, concept maps: "The information literate student applies new and prior information to the planning and creation of a particular product or performance". Our professional and educational experience in this field confirms that mastery of these content organisation tools contributes to raising students' levels of maturity, and provides teachers with information on the student's capacity to organise, represent and structure content by establishing internal links between content and conferring coherence. Concept mapsThe hierarchical ranking and sequencing of concepts in an integrating reticular space ...

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Section: Methodsmentioning

confidence: 99%

“…• semantic field analysis to evaluate the subject content of the maps. This method has been used by Trébucq and Noël [39] among others;…”

Section: Methodsmentioning

confidence: 99%

Section: Use Of Concept Mapsmentioning

confidence: 99%

Section: Use Of Concept Mapsmentioning

confidence: 99%

mentioning

confidence: 99%

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Measuring students’ information skills through concept mapping

Pinto

Doucet

Fernández-Ramos

2010

Journal of Information Science

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Concept Mapping—an Empirical Study in Introductory Financial Accounting1

Leauby

Szabat

Maas

2010

Accounting Education

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How interpretive and critical teacher-researchers in accounting infuse research into their lessons – a research note

Lemaire¹,

Paquin

2019

QRAM

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Purpose Teacher-researchers carry out two singular, demanding and time-consuming, activities: research and teaching. Some, convinced of the cross-fertilization of these two activities, try to introduce elements of their research into their courses. This intention becomes a major challenge for interpretive and critical teacher-researchers in accounting who cannot rely on textbooks, mostly oriented for the mainstream. The purpose of this paper is to investigate how those teacher-researchers proceed to infuse their research into their courses. Design/methodology/approach This paper is an exploratory qualitative study based on interviews. Findings The results show three typical profiles that correspond to three ways of infusing research into courses, and how these profiles can evolve and combine. Originality/value The identification of teacher-researcher profiles allows categorization of how they infuse their research into their teaching. By listing the constraints imposed on teacher-researchers intending to infuse research, proposals for ways to overcome the identified constraints that hinder the cross-fertilization of research and teaching are suggested. The paper also reexamines the status of teachers-researchers in accounting who address a critical approach in their teaching.

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Les cartes conceptuelles : un outil pédagogique pour un enseignement de la comptabilité intégrant l'éthique et la responsabilité

Cited by 8 publications

References 36 publications

Measuring students’ information skills through concept mapping

Measuring students’ information skills through concept mapping

Concept Mapping—an Empirical Study in Introductory Financial Accounting1

How interpretive and critical teacher-researchers in accounting infuse research into their lessons – a research note

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