Using concept maps to reveal conceptual typologies

By David B. Hay, Ian M. Kinchin. 2006

141 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/46c90117b331718e0c6b39c250a73952e8f7da4e

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Using Concept Mapping to Enhance the Research Interview (2010, background): “The analysis of concept maps can reveal typologies of gross knowledge structures indicative of different patterns of understanding (Hay & Kinchin, 2006).”
Summative co-assessment: A deep learning approach to enhancing employability skills and attributes (2014, background): “For each interview and the focus group, concept maps were drawn to reflect the emerging themes (Hay and Kinchin, 2006).”
Uncovering students’ thinking about thinking using concept maps (2009, background): “writes her ideas in text boxes that are arranged hierarchically on a page; the learner then links these concepts with arrows pointing in explicit directions to convey meaning between concepts; lastly, concepts are listed only once but the learner can make multiple links between concepts (Hay and Kin”
Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools? (2018, background): “This should not come as a surprise, either, drawing as it does on the long tradition of scaffolding (Holton and Clarke 2006) and other socio-cognitive and socio-cultural (Bruner 1990) approaches to education, but it has perhaps been moved into the background of ITE and CPD.”
Universities as centres of non-learning (2008, background): “someone who can acquire new information for later integration without the need for radical restructuring of existing understanding (Hay and Kinchin 2006 ).”
Assessing ‘inexperienced’ students' ability to self‐assess: exploring links with learning style and academic personal control (2007, background): “McAlpine (2000) adds to these the benefits in terms of encouraging success, lifelong learning and a collaborative tutor–student relationship for teaching and learning. Van Krayenoord and Paris (1997) value self-assessment to the extent that they believe it to be fundamental to the development of int”
Reconsidering the Dimensions of Expertise: From Linear Stages towards Dual Processing. (2010, background): “They are resistant to development (Hay and Kinchin 2006 ) and so students are faced with the dilemma of either trying to abandon their existing beliefs or rote‐learning the new material as an adjunct to their existing prior knowledge (Hay, Wells, and Kinchin 2008 ).”