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Learning to learn with concept maps: A didactic applicationwith future engineers

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Learning to learn with concept maps: A didactic applicationwith future engineers

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dc.contributor.author Canós-Darós, Lourdes es_ES
dc.contributor.author García Félix, Vicenta Eloína es_ES
dc.contributor.author Santandreu Mascarell, Cristina es_ES
dc.date.accessioned 2021-12-21T06:57:08Z
dc.date.available 2021-12-21T06:57:08Z
dc.date.issued 2020-07-07 es_ES
dc.identifier.isbn 978-84-09-17979-4 es_ES
dc.identifier.uri http://hdl.handle.net/10251/178659
dc.description.abstract [EN] As is well known, the design of university curricula is focused on the acquisition of skills. Transversal competences stand out, which are key and transferable throughout life. They include cognitive, metacognitive skills, and instrumental and attitudinal knowledge. Its main characteristics are: integrative, transferable, interdependent, multifunctional and evaluable (ICE, 2015: 2). Four transversal competences are worked on and evaluated in the course presented in this work: CT04. Innovation, creativity and entrepreneurship; CT06. Teamwork and leadership; CT10. Knowledge of contemporary problems, and CT11. Learning to learn. In particular, we pay special attention to the development of learning to learn competence, a key competence set by the European Commission (EC, 2007). We consider it essential for students to achieve a good level of acquisition of this competence, since it encompasses many useful skills and abilities for good professional performance (communication, information management, critical thinking, problem solving, interpersonal relationships, etc.). A complete review of the literature on the definition of this competence and its dimensions can be seen in Gargallo López et al. (2020). In this work we present an experience carried out in a Business Management course, a compulsory subject at the master's level. The experience that we describe focuses on the elaboration of a conceptual map of the contents worked on in a part of the agenda that generally presents comprehension problems in the students. Conceptual maps (Novak and Gowin, 1988) are a valuable tool that can help when there exist problems of understanding. In this sense, a work strategy has been designed to allow conceptual maps to be incorporated into the teaching-learning process and to use this tool to build their own knowledge. In this context, Pozo and Monereo (1999) indicate that learning is facilitated if the teacher helps students to use appropriate information representation and summary techniques. The experience has been positive for both the teacher and the students. In general, the majority of students value (qualitative evaluation), on the one hand, the level of organization and understanding acquired through the construction of the conceptual map and, on the other hand, the importance of teamwork through collaborative group dynamics. Discussions have allowed them to interact and have made them easier to increase their knowledge. Moreover, the construction of the final conceptual map implies applying different learning strategies such as decision making, discussions, sharing, synthesizing information, ranking and presenting the concepts, etc., and allows them to extrapolate data to reflect on other topics. In addition, it favors the development of skills such as learning to learn, teamwork, leadership and communication (oral and written). Among the difficulties, students point out the lack of time and the novelty of the methodology. es_ES
dc.description.sponsorship Universitat Politècnica de València (Spain), PIME 19-20/186 es_ES
dc.language Inglés es_ES
dc.publisher IATED Academy es_ES
dc.relation.ispartof EDULEARN20 Proceedings es_ES
dc.rights Reserva de todos los derechos es_ES
dc.subject Conceptual maps es_ES
dc.subject Learning to learn es_ES
dc.subject Master degree es_ES
dc.subject Transversal skills es_ES
dc.subject.classification ORGANIZACION DE EMPRESAS es_ES
dc.title Learning to learn with concept maps: A didactic applicationwith future engineers es_ES
dc.type Comunicación en congreso es_ES
dc.type Capítulo de libro es_ES
dc.relation.projectID info:eu-repo/grantAgreement/UPV//PIME%2F19-20%2F186/ es_ES
dc.rights.accessRights Abierto es_ES
dc.contributor.affiliation Universitat Politècnica de València. Departamento de Organización de Empresas - Departament d'Organització d'Empreses es_ES
dc.contributor.affiliation Universitat Politècnica de València. Área de Instituto de Ciencias de la Educación - Àrea de l'Institut de Ciències de l'Educació es_ES
dc.description.bibliographicCitation Canós-Darós, L.; García Félix, VE.; Santandreu Mascarell, C. (2020). Learning to learn with concept maps: A didactic applicationwith future engineers. IATED Academy. 7388-7395. http://hdl.handle.net/10251/178659 es_ES
dc.description.accrualMethod S es_ES
dc.relation.conferencename 12th International Conference on Education and New Learning Technologies (EDULEARN 2020) es_ES
dc.relation.conferencedate Julio 06-07,2020 es_ES
dc.relation.conferenceplace Online es_ES
dc.description.upvformatpinicio 7388 es_ES
dc.description.upvformatpfin 7395 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.relation.pasarela S\416446 es_ES
dc.contributor.funder Universitat Politècnica de València es_ES


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