With this edition we arrive at the fifth “station” of the seven that will lead to the development of the Competition Management Information (CMI) . This time we will discuss the theme of ‘Synthesis of Information’ and the role played in it the ‘Tools Visual Learning ‘, emphasizing one of these as the construction of ‘Concept Mapping’. The next edition will be dedicated to the presentation of information and the evaluation of both the outcome and the process. This way we complete coverage of all parts of the model for CMI . The edition of July will address the limits of the Internet as a source of information, as well as the copyright .
If we follow the model Big6 for CMI , in the four previous editions have covered in depth the importance of ‘ define ‘the information required to conduct an investigation,’ Strategies’ to determine which sources of information use, the ‘Location and access’ from these sources and proper’ use ‘of the information found. Now we will see how crucial it is to make a good ‘synthesis’ of the information located, extracted and cataloged as relevant to a particular research.
Several investigations suggest that the Visual Learning is one of the best methods for teaching thinking. In the section Recommended are three techniques Visual Learning and how they accustom students to process, organize and prioritize new information while clarifying his thought. Visual diagrams reveal patterns, interrelationships and inter dependencies and to stimulate creative thinking. The student can see how ideas are connected, realize how you can group and organize information so that new concepts more deeply and easily understood. The student has the opportunity to express in their own words what he has learned while discovering how misdirected relationships or concepts that do not fit expose parts of the subject that has misunderstood.
David H. Jonassen, professor Pennsylvania State University in the US, coined the term a few years ago Mind tools (Tools to Enhance Mind). These tools, treated as a whole in the Topic of the Month in this issue, are both mental and computational devices that support, guide and extend the thinking processes of their users. Jonassen says that “support technologies should provide learning is not attempting student instruction but rather to serve as tools for building knowledge for students to learn with them, not them “.
In this issue we will focus on what the teacher Jonassen has labeled as ‘semantic networks’ that provide visual tools to produce maps of ideas, Flow Diagrams , visual networks, matrices and maps conceptual. The latter are a teaching strategy developed by Joseph D. Novak at Cornell University, also in the United States, which was based on the theory of Meaningful Learning of Ausubel . The Maps conceptual consist of spatial representations of ideas with their interrelationships so that help structure knowledge. Applications software such as Inspiration, CMap, SemNet, Mind Mapper and many others, allow students to interrelate ideas are studying in multidimensional networks of concepts, mark the relationships between these concepts and describe the nature of the relationships between all ideas in a network.
the concepts or proposals are framed in ovals or rectangles and the relationships between them are indicated by a line joining them . Thus, meaningful learning when a student produces conscious and explicitly tied to new knowledge relevant concepts already own. The Maps conceptual most used in teaching are those organized hierarchically where the broader, general or inclusive concepts are located at the top and more specific and concrete at the bottom. In the section Visiting Professor technology coordinator of the Pan American College of Bucaramanga shows two techniques to build maps conceptual examples created by its students.
Conceptual Map on the representation of a ‘plant’
In this other concept map, which also represents a ‘floor’, we can see some differences from the previous one . By sharing the maps produced by different groups on the same topic, students can easily realize the concepts or relationships that did not take into account or that are wrong.
The process of building a concept map requires students to start thinking about multiple directions, return to the starting point and so repeatedly between different levels of abstraction in an attempt to identify the key and the associated concepts of a particular subject or its sub-themes. And a thorough knowledge of the subject matter is acquired and some misconceptions that have previously. Are clarified
in the interview Month using addresses Maps Conceptual when organizing information that students have obtained in the course of an investigation avoiding the undesirable phenomenon of ‘Copy’ Internet and ‘Paste’ information without understanding what it means. Building a Conceptual Map about the subject before boarding the stage presentation of information allows students to clarify their concepts and has himself if you already have an adequate mastery of the subject. If not, tells the student in that part of the topic should deepen, either because it has failed to locate the information that allows you to fill that void or because he has not analyzed with sufficient judgment information found.
The Maps Conceptual they can be constructed using a sheet of paper and a pencil, but the tools Visual Learning (software) that support its construction allow the student to focus on thinking and conceptualizing about it rather than how the map will look like. These tools allow you to easily change the position of a concept, delete , or add concepts and relationships and add images representing the concept. After several modifications, additions or deletions made on a concept map on a sheet of paper, it is what it confuses what clarifies. It is therefore recommended to use an application software for this purpose. All Maps Conceptual presented in this edition were built using the Software “Inspiration”. You can see in our section Of Interest a review of several tools Visual Learning available on the Internet.
We hope that the contents of this issue contributes to students to properly organize the information obtained from various sources in the context of an investigation. In this way, they can produce new knowledge incorporating their prior knowledge to new information achieved with the investigation.