The use of concept mapping and vee heuristics in higher education to promote critical reflection and meaningful learning

dc.creator	Jacqueline Vanhear
dc.date	2013-02-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:18:17Z
dc.date.available	2015-08-12T11:18:17Z
dc.identifier	1989-9572
dc.identifier	https://doaj.org/article/9ceaf4d9613944e19f069f695c60b9dd
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26805
dc.description	Higher Education is currently undergoing relentless change worldwide in order to respond effectively to the aspirations of the 21st century. Consequently, prevalent literature in Higher Education calls for more emphasis on the studentsʼ learning process through increased metacognition and critical reflection. This paper starts off with the assumption that learning takes place through the integration of thinking, feeling and acting. As a result, this paper will present a model of teaching and learning in Higher Education through the integrated use of Vee Heuristics and Concept Mapping. This research will suggest that when using Concept Maps, Vee Heuristics along with an awareness of how students prefer to learn, the students will go through a metacognitive learning process which would eventually lead to critical reflection and meaningful learning. Using University studentsʼ work products, this study traces the effect of a learnerʼs mental operations on the learnerʼs use of Vee Heuristics and Concept Mapping as the learner embeds and retrieves new and scaffolded knowledge. The data collected reveals the powerful effect which this combination of learning tolos yielded on student achievement and transformation.
dc.language	Spanish
dc.language	English
dc.language	Portuguese
dc.language	French
dc.publisher	Universidad de Granada
dc.relation	http://www.ugr.es/~jett/pdf/vol04(1)_15_jett_vanhear.pdf
dc.relation	https://doaj.org/toc/1989-9572
dc.rights	CC BY-NC-ND
dc.source	Journal for Educators, Teachers and Trainers, Vol 4.1, Iss Special, Pp 180-194 (2013)
dc.subject	Learning process
dc.subject	metacognition
dc.subject	meta-learning
dc.subject	higher education
dc.subject	concept maps
dc.subject	vee heuristics
dc.subject	transformative learning.
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	The use of concept mapping and vee heuristics in higher education to promote critical reflection and meaningful learning
dc.type	article