Other Titles
The Wonders of Concept Mapping as a Learning Tool [Symposium]
Abstract
Session presented on Monday, November 9, 2015: Concept mapping enables the educator, preceptor and student to make "connections" between concepts, theory and practice and different experiences. It stimulates creative thinking through freely associated connections between concepts, thus stimulating independent learning. Although concept mapping proved to be an effective learning and teaching tool, supervisors of postgraduate students need to reflect on what is portrayed in the concept maps in order to assess whether evidence of theory and practice integration are represented in the concept maps. Thus the cyclic process should provide evidence of this. To prevent that concept mapping is just another tool in research supervisory practices, the supervisor needs to reflect on the content and implications of the concept maps provided. In order to improve and contribute to evidence-based supervisory practice narrative reflections on the concept maps and the meaning thereof is an important aspect in this cyclic teaching process.
Sigma Membership
Tau Lambda at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
research supervision, theory-practice integration, concept mapping
Recommended Citation
Roets, Lizeth, "The Value of Concept Maps in Theory-Practice Integration" (2016). Convention. 454.
https://www.sigmarepository.org/convention/2015/presentations_2015/454
Conference Name
43rd Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Las Vegas, Nevada, USA
Conference Year
2015
Rights Holder
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Acquisition
Proxy-submission
The Value of Concept Maps in Theory-Practice Integration
Las Vegas, Nevada, USA
Session presented on Monday, November 9, 2015: Concept mapping enables the educator, preceptor and student to make "connections" between concepts, theory and practice and different experiences. It stimulates creative thinking through freely associated connections between concepts, thus stimulating independent learning. Although concept mapping proved to be an effective learning and teaching tool, supervisors of postgraduate students need to reflect on what is portrayed in the concept maps in order to assess whether evidence of theory and practice integration are represented in the concept maps. Thus the cyclic process should provide evidence of this. To prevent that concept mapping is just another tool in research supervisory practices, the supervisor needs to reflect on the content and implications of the concept maps provided. In order to improve and contribute to evidence-based supervisory practice narrative reflections on the concept maps and the meaning thereof is an important aspect in this cyclic teaching process.
Description
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`