Publication details
Využití pojmových map v geografickém vzdělávání: systematická přehledová studie
| Title in English | Utilization of concept maps in geography education research: a systematic review |
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| Year of publication | 2024 |
| Type | Appeared in Conference without Proceedings |
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| Description | Concept maps, rooted in the theories of constructivism and meaningful learning of David Ausubel, emerged in the 1960s as a new and important tool for knowledge representation and integration. This tool was created by Joseph Novak and his team at Cornell University (Novak & Canas, 2006). These maps made up of a hierarchy of statements built on concepts connected by a linking word, allow students to express and understand the connections between their existing ideas, connect new ideas to prior knowledge, and organise their ideas into a new structure (Hay et al., 2008). Finding relationships between human and natural components plays a key role in learning geography, acquiring geographical thinking skills, and understanding the complex world in which we live. Earth systems and their interrelationships can be better understood using such two-dimensional graphical organizers (Assaraf & Orpaz, 2009) and misconceptions about more challenging and abstract concepts (e.g., the water cycle or the rock cycle) can be easily diagnosed. Incorporating them into geography lessons can support students' learning and assessment (Wehry et al., 2012). Decades of research in education have shown that regular use of these maps can help students develop higher cognitive skills (Canas et al., 2017), critical thinking, metacognitive reflection, and creativity (Machado & Carvalho, 2020). The aim of this poster is to present selected parts of a systematic search. The main objective was to categorize and analyze the most common uses of concept maps in geography education research. The main variables for the analysis were the use of maps coded either as a learning or assessment tool (in five cases, the articles carried both characteristics) and the educational level of the participants (according to ISCED). This analysis focuses on students only. The scope of the search was extended beyond the school subject of geography, as the content of this discipline is interdisciplinary and is often taught abroad in a larger block of so-called natural sciences together with, for example, physics, chemistry and biology, or social sciences such as history and civics. |