Concept Mapping, In-context Learning, Scholarship of Teaching and Learning, Nonparametric Analysis, Pathfinder
This study examines how concept-by-concept learning can provide students with a robust conceptual cognitive map for the area under study. In-context learning indicates that students understand how individual concepts are related and apply to real-world situations. Our results show that insights can be gained from understanding the degree of in-context learning in a course. Faculty can use this information to guide instruction in real time and make curriculum adjustments. This approach is also helpful because it can be replicated in any course to develop knowledge about students’ conceptual understanding.
Davis, K., & Tucker, E. J. (2023). Learning in Context: Exploring Student Cognitive Maps. Mountain Plains Journal of Business and Technology, 24(1), 69. Retrieved from https://openspaces.unk.edu/mpjbt/vol24/iss1/4
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