Wickstone, Ken (2006) An enquiry into the use of interactive concept maps in mathematics. Masters thesis, Dublin, National College of Ireland.
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The aim of this research paper is to examine the use of multimedia concept maps as a means to developing self-regulated learning (SRL) practices among students. SRL is a fundamental element of Lifelong Learning, a term which is used consistently in discussions about globalisation, knowledge economies and as a necessity for concerned, informed citizenship in the 21st century.
Concept Maps have been credited as mechanisms that sponsor meaningful learning. They represent an external visualisation of knowledge. In response to a focus question, the development of a Concept Map creates an exploratory approach to the problem which in turn creates a learner centred environment that develops higher order thinking skills and critical thinking strategies.
Converse to the creation of an external visual of knowledge, the use of multimedia in ICT presents the learner with a visual learning environment. Typically, this has the effect of presenting knowledge in a format that is motivating, easier to understand and is of particular use to learners trying to understand abstract concepts.
As abstract concepts are a common feature of mathematics curricula, this study is an examination of the effects that a coordinated combination of small instructional video units of algebra in a concept mapping software would have on students. As the use of ICT in schools faces many challenges and obstacles, the study examines the potential
for integrating ICT in a more meaningful way into curriculum teaching. The study comprises three components; a post-tuition evaluation of pupils ability to concept map
using software, teacher interview examining effects of the project on workload and class management issues and finally an qualitative survey to evaluate pupils ability to create multimedia concept maps in a self-regulated learning environment.
The principle finding was an increase on teacher workload which acted negatively on expanding the study beyond the pilot phase. Preparation of lesson material for constructivist teaching was more time consuming and seemed to produce little more in terms of pupils progression in the subject. This may be due to the relatively short period of the experiment. Although pupils were comfortable with the use of the computer, considerable instruction was required to enable them use the mapping software to a competent level. However, the pupils were more engaged and demonstrated a positive disposition to problem solving in a collaborative environment.
|Item Type:||Thesis (Masters)|
|Subjects:||L Education > LC Special aspects / Types of education > E-Learning
L Education > LC Special aspects / Types of education > Self Regulated Learning
Q Science > QA Mathematics
|Divisions:||School of Computing > Master of Science in Learning Technologies|
|Depositing User:||SINEAD CORCORAN|
|Date Deposited:||17 Jun 2010 14:28|
|Last Modified:||19 Jan 2015 10:35|
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