This study explored the effects of a self-adapted mobile concept mapping-based problem-posing (CMPP) approach applied in a virtual museum context. To investigate the effectiveness of the proposed approach, a quasi-experimental design was applied to compare the critical thinking tendency, meta-cognition tendency, problem-solving tendency,…

The presented research focuses on verifying the confluent application of concept mapping (CM) and socio-scientific issues (SSI) according to the value-laden and moral dilemma orientation to construct problem-solving performance. This research sets up some perspectives for all 146 participants, including 139 students and 7 experts. All findings…

Metacognitive skills can have enormous benefits for students within engineering courses. Unfortunately, these metacognitive skills tend to fall outside the content area of most courses, and consequently, they can often be neglected in instruction. In this context, previous research on concept mapping as a teaching strategy points to meaningful…

Complex thinking is a desired competency in 21st-century university students, so technology-based teaching and learning strategies must be carefully considered when training them in complex reasoning skills. This systematic review aims to map research on the use of teaching and learning strategies supported by technology to enhance complex…

The study aimed at describing university students' ability in constructing mathematical proofs using logical arguments and constructing an effective teaching-learning map. The study adopted a correlational research design. An open-ended mathematics assessment involving questions on mathematical logic and construction of mathematical proofs was…

This volume focuses on the implications of digital technologies for educators and educational decision makers that are not widely represented in the literature. The chapters contained in the volume are based on the presentations at the 2020 edition of the CELDA conference and cover multiple developments in the field such as deploying learning…

This paper applies an action research (AR) design and action learning (AL) approach to network capability development in an entrepreneurial context. Recent research suggests that networks are a viable strategy for the entrepreneurial firm to overcome the liabilities associated with newness and smallness. However, a gap emerges as few, if any,…

There are different opinions about the meaning of feedforward: some consider it a response to feedback, while others think it consists of suggestions given to a person in order to help them before learning or starting a task. This study analyzed the professor's and university students' actions during a seminar activity with a group of 60 students…

Cognitive scientists have studied internal cognitive structures, processes, and systems for decades in order to understand how they function in human learning. In order to solve challenging tasks in problem situations, learners not only have to perform cognitive activities, e.g., activating existing cognitive structures or organizing new…

This phenomenographic study documented changes in student-held electrical concepts the development of meaningful learning among students with both low and high prior knowledge within a problem-based learning (PBL) undergraduate electrical engineering course. This paper reports on four subjects: two with high prior knowledge and two with low prior…

The purpose of the study was to explore that using creative problem solving can promote students' performance of concept mapping (CMPING). Students were encouraged to use creative problem solving (CPS) in constructing nanometer knowledge structure, and then to promote the performance of CMPING. The knowledge structure was visualized through…

This paper presents research findings related to the "Dynamic Enhanced Evaluation of Problem Solving (DEEP)" (Spector & Koszalka, 2004) methodology for assessing how participants conceptualize ill-defined problems in biology using annotated concept maps. The methodology engages highly experienced (expert) and less experienced…

We report a case study that explored how three college students mentally represented the knowledge they held of inferential statistics, how this knowledge was connected, and how it was applied in two problem solving situations. A concept map task and two problem categorization tasks were used along with interviews to gather the data. We found that…

Whether fading support for problems affects accuracy of hypertext navigation and problem performance is investigated in this study. In a student-centered e-learning environment conceptual support is added to help domain novices get an overview of the problem domain, while strategic support is provided to help domain novices get insight into the…

This article reports the findings of Phase II of our study of student use of web-based tutorial materials for general chemistry and student understanding of chemistry concepts. We have found that students who use the web site valued the aspects of visualization of chemistry concepts and availability of materials online. In our analysis of student…