Mind maps are usually employed by teachers from all the educational levels as powerful learning strategies. This use enables important pedagogic achievements, but they do not exceed their maximum level, due to the dogmatic use of Tony Buzan's mind map (1996). Situation that would be different if it were entirely internalized, understand and…

Mathematical self-concept (MS-C) is an important construct that prospective mathematics teachers must have in mathematics learning. The aim of the research was to analyze the increase of MS-C of prospective mathematics teachers. The research was quasi-experimental with the design of one group pretest-posttest. The results showed that for…

This research project investigates students' development of problem solving schemata while using strategies that facilitate the process of using solved examples to assist with a new problem (case reuse). Focus group learning interviews were used to explore students' perceptions and understanding of several problem solving strategies. Individual…

This paper identifies several areas of database modeling and design that have been problematic for students and even are likely to confuse faculty. Major contributing factors are the lack of clarity and inaccuracies that persist in the presentation of some basic database concepts in textbooks. The paper analyzes the problems and discusses ways to…

This document presents hypotheses about how much understanding a user needs to perform skillfully using a computer or a computer program. A framework for characterizing user understanding is presented which includes three criteria for evaluating the representation generated during problem solving: (1) internal coherence--whether the components of…

This report investigated the relationship between learning to program LOGO and the development of problem solving skills. Subjects were 133 students in grades 4-8 who had at least 30 hours of experience with both graphics and lists programming in Logo. Students were randomly assigned to one of three contextual groupings, which received graphics,…

Presents a conceptual foundation for using concept mapping as a cognitive learning strategy and as a method for assessing structural knowledge; reviews the growing body of research related to both applications. Describes some of the conceptual and empirical limitations of concept mapping. (Author/AEF)

This paper summarizes a research project conducted to investigate the strategies developed by middle school students to solve a route-finding problem using Arc View GIS software. Three different types of route-finding strategies were identified. Some students were visual route-finders and used a highly visual strategy; others were logical route…

Provides theoretical evidence supporting the assumption that cognitive mapping is an effective learning method for students' hypermedia design activities. Checks the effects of student hypermedia design assignments in an ill-structured environment against the uniqueness of cognitive mapping, mapping styles, and cognitive mapping as a creative…

Presents two teaching ideas for mathematics instruction. The first employs "mind maps" as a method to help students learn, record, and recall mathematical information. Provides examples for solving quadratic equations and complex numbers. The second discusses two ways to find the average speed during a trip employing differing constant…

Custom mapping, an experiential learning strategy used in adventure education, provides a general metaphoric activity and then requires the group to customize it into their own "meta-map." This approach encourages collaboration, gives the group a high degree of autonomy in developing creative solutions, and has the potential to generate…