Using concept maps to measure deep, surface and non‐learning outcomes

By David B. Hay. 2007

250 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ba4415fd22a864daef5eb6b32419e84c6cdbb2d6

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Making learning visible: the role of concept mapping in higher education (2008, methodology): “Our own data show that there can be considerable difference in the understandings of students who have achieved similar examination results (Hay 2007; Hay et al. forthcoming; Hay, Wells, and Kinchin forthcoming).”
Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues (2020, background): “A concept map can provide evidence for the important distinction between deep and surface learning (Hay, 2007; Novak, 1998).”
Learning in Communities of Inquiry: A Review of the Literature (2009, background): “This distinction between processes and outcomes, and their antecedent - subsequent relationship, is consistent with conceptual and empirical work on deep and surface learning (Hay, 2007; Kember, 2000; Entwistle & Tait, 1984) and meaningful and verbal learning (Novak, 1998; Novak & Symington, 1982).”
University performance evaluations: what are we really measuring? (2012, background): “Typically, the outcomes of learning can be judged from the perspective of the university, instructor and student (e.g. Entwistle and Smith 2002; Hay 2007).”
Universities as centres of non-learning (2008, methodology): “So, whether teaching is in a lecture theatre or in a clinical setting, the expert teacher will be able to choose which chain(s) to activate from within his/her underlying knowledge framework (Kinchin and Hay 2007).”
Reconsidering the Dimensions of Expertise: From Linear Stages towards Dual Processing. (2010, methodology): “Such a directional development has been observed (Kinchin, Hay, and Adams 2000) though the mechanisms of change are complex and have been discussed elsewhere (Hay 2007).”
Using Concept Mapping to Enhance the Research Interview (2010, background): “The phases can be employed simultaneously across different regions of a particular knowledge structure (Hay, 2007) and so cannot be usefully considered in isolation from each other.”
Concept Mapping: Benefits and Challenges in Higher Education (2020, methodology): “The extensive use of concept maps was evident as a tool for evaluation, for self-assessment, and for tracking learners’ prior knowledge and knowledge change (Hay, 2007).”