Applying concept mapping strategies to improve students’ lifelong learning in physical chemistry

Medic Pejic, Ljiljana and Cámara Rascón, Ángel and Garcia Torrent, Javier and Fernández Áñez, María de las Nieves and Querol Aragon, Enrique (2013). Applying concept mapping strategies to improve students’ lifelong learning in physical chemistry. In: "13th SGEM GeoConference on Ecology, Economics, Education And Legislation", 16-22 Junio 2013, Albena, Bulgaria. ISBN 978-619-7105-03-2. pp. 727-732.

Description

Title: Applying concept mapping strategies to improve students’ lifelong learning in physical chemistry
Author/s:
  • Medic Pejic, Ljiljana
  • Cámara Rascón, Ángel
  • Garcia Torrent, Javier
  • Fernández Áñez, María de las Nieves
  • Querol Aragon, Enrique
Item Type: Presentation at Congress or Conference (Article)
Event Title: 13th SGEM GeoConference on Ecology, Economics, Education And Legislation
Event Dates: 16-22 Junio 2013
Event Location: Albena, Bulgaria
Title of Book: 113th SGEM GeoConference on Ecology, Economics, Education And Legislation
Date: 2013
ISBN: 978-619-7105-03-2
Volume: 2
Subjects:
Faculty: E.T.S.I. Minas (UPM)
Department: Ingeniería Química y Combustibles [hasta 2014]
Creative Commons Licenses: Recognition - No derivative works - Non commercial

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Abstract

Este artículo ofrece una reflexión sobre el papel de los mapas conceptuales en el actual escenario de la educación In the present paper, we carry out the application of concept mapping strategies to learning Physical Chemistry, in particular, of all aspect of Corrosion. This strategy is an alternative method to supplement examinations: it can show the teacher how much the students knew and how much they didn´t know; and the students can evaluate their own learning. Before giving tile matter on Corrosion, the teachers evaluated the previous knowledge of the students in the field and explained to the students how create the conceptual maps with Cmap tools. When the subject is finished, teachers are assessed the conceptual maps developed by students and therefore also the level of the students learning. Teachers verified that the concept mapping is quite suitable for complicated theorics as Corrosion and it is an appropriate tool for the consolidation of educational experiences and for improvement affective lifelong learning. By using this method we demonstrated that the set of concepts accumulated in the cognitive structure of every student in unique and every student has therefore arranged the concepts from top to bottom in the mapping field in different ways with different linking" phrases, although these are involved in the same learning task.

More information

Item ID: 26607
DC Identifier: http://oa.upm.es/26607/
OAI Identifier: oai:oa.upm.es:26607
Official URL: http://sgem.org/sgemlib/spip.php?article3233
Deposited by: Memoria Investigacion
Deposited on: 26 May 2014 08:10
Last Modified: 22 Sep 2014 11:42
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