Conceição Simone C O, Taylor Linda D
University of Wisconsin-Milwaukee School of Education, USA.
Nurs Educ Perspect. 2007 Sep-Oct;28(5):268-75.
Concept maps have been used in nursing education as a method for students to organize and analyze data. This article describes an online course that used concept maps and self-reflective journals to assess students' thinking processes. The self-reflective journals of 21 students collected over two semesters were qualitatively examined. Three major themes emerged from students' use of concept maps: 1) factors influencing the map creation, 2) developmental learning process over time, and 3) validation of existing knowledge and construction of new knowledge. The use of concept maps with reflective journaling provided a learning experience that allowed students to integrate content consistent with a constructivist paradigm. This integration is a developmental process influenced by the personal preferences of students, concept map design, and content complexity. This developmental process provides early evidence that the application of concept mapping in the online environment, along with reflective journaling, allows students to make new connections, integrate previous knowledge, and validate existing knowledge.
概念图已在护理教育中作为一种让学生组织和分析数据的方法被使用。本文描述了一门在线课程，该课程使用概念图和自我反思日志来评估学生的思维过程。对21名学生在两个学期中收集的自我反思日志进行了定性研究。学生使用概念图出现了三个主要主题：1）影响概念图创建的因素，2）随时间推移的发展性学习过程，以及3）对现有知识的验证和新知识的构建。将概念图与反思日志相结合的使用提供了一种学习体验，使学生能够整合与建构主义范式相一致的内容。这种整合是一个受学生个人偏好、概念图设计和内容复杂性影响的发展过程。这一发展过程提供了早期证据，表明在在线环境中应用概念图以及反思日志，能让学生建立新的联系、整合先前的知识并验证现有知识。
