Concept Mapping for Higher Order Thinking

dc.creator	Susan Marie Zvacek
dc.creator	Maria Teresa Restivo
dc.creator	Maria Fátima Chouzal
dc.date	2013-02-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:22:39Z
dc.date.available	2015-07-20T22:22:39Z
dc.identifier	10.3991/ijep.v3iS1.2401
dc.identifier	2192-4880
dc.identifier	https://doaj.org/article/b79fe5ced2ee43ccb2b419727baaa397
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20740
dc.description	Engineering education is facing a changing world in which how one thinks is becoming more important than what one thinks; that is, our course content is important but constantly changing and we need to help students learn how to think about that content.Today&rsquo;s students have grown accustomed to immediate rewards, multi-channel stimuli, and rapid-fire communications.&nbsp; As a result, they are often impatient and suffer a lack of focus. When reflection is called for in the learning process - a time consuming practice - students may find it difficult to overcome the conflict between their typically speedy management of priorities and the focused, time-intensive thinking required to acquire a strong foundation of declarative knowledge.Therefore, the exploration of tools to facilitate the formation of deep knowledge structures is essential. One instructional strategy that shows promise is the use of concept mapping, a learning activity that requires students to explain their understanding of important ideas and the relationships among those ideas.&nbsp; This paper describes a pilot project to integrate concept mapping into a Mechanical Engineering Course and the preliminary results of that project.This project has been established within the Working Group of &ldquo;Tools for Developing High Order Thinking Skills&rdquo;, of the Portuguese Society for Engineering Education, in which the first author is the leader and the other two co-authors, are working group members
dc.language	English
dc.publisher	kassel university press GmbH
dc.relation	http://online-journals.org/index.php/i-jep/article/view/2401
dc.relation	https://doaj.org/toc/2192-4880
dc.rights	CC BY
dc.source	International Journal of Engineering Pedagogy, Vol 3, Iss S1, Pp 6-10 (2013)
dc.subject	Concept maps, Higher Order Thinking, Student Engagement, Teaching and Learning
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.subject	DOAJ:General and Civil Engineering
dc.subject	DOAJ:Technology and Engineering
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.subject	DOAJ:General and Civil Engineering
dc.subject	DOAJ:Technology and Engineering
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.title	Concept Mapping for Higher Order Thinking
dc.type	article