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2018 | 9 | 4 | 327-333

Article title

Using the Method of the Concept Map in Higher Education of Adults

Content

Title variants

Languages of publication

EN

Abstracts

EN
The variability of university education is influenced, among other things, by the fact that in addition to students at the initial stage of their education, teachers also educate professionally active adults. They should, therefore, know which teaching methods can be successfully used for the education of undergraduates and of professionally active learners, and when these two pedagogical situations differ so significantly that they need to be treated differently. In this spirit, it is also necessary to approach the choice of teaching methods. During our course of Engineering Education (designed for academics wishing to acquire or extend their pedagogical skills) the method of concept maps has proven itself. In our research, we investigated whether the teachers perceived the education (in the subjects of Pedagogy, Didactics, Psychology) in which the concept map method was used as more effective in terms of remembering the subject, understanding it and applying it in their own pedagogical activities in comparison to the method of lecture with presentation.

Year

Volume

9

Issue

4

Pages

327-333

Physical description

Dates

published
2018

Contributors

  • Assist prof., Pedagogical University of Cracow, Faculty of Mathematics, Physics and Technical Science, Institute of Computer Science, Poland
  • Assist. Prof., VŠB – Technical University of Ostrava, Faculty of Social Sciences, Department of Engineering Pedagogy, Czech republic
  • Assist. Prof., VŠB – Technical University of Ostrava, Faculty of Social Sciences, Department of Engineering Pedagogy, Czech republic
  • Doctor, University of Ostrava, Department of Education and Adult Education, Czech republic

References

  • Ausbel, D.P. (1963). The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton.
  • Buzan, T. (2007). Mentální mapování. Praha: Portál.
  • Čáp, J., Mareš, J. (2007). Psychologie pro učitele. Praha: Portál.
  • Malach, J. (2003). Efektivní metody vzdělávání dospělých. Ostrava: Ostravská univerzita v Ostravě.
  • Malčík, M., Nespěšný, D. (2017). Non-linear Forms of Knowledge Representation in Teaching and Their Evaluation according to Moody’s Principles of Graphical Dimensions. ICTE Journal, 6, p. 49–60.
  • Miklošíková, M. (2009). Kreativita a učitelství odborných předmětů. Ostrava: ES VŠB-TUO.
  • Miklošíková, M. (2013). Didaktika pro tvůrčí vysokoškolské učitele technických předmětů. Žatec: Ohře media.
  • Meirieu, P. (1988). Apprendre…, oui, mais comment? In: Revue française de pedagogie (p. 112–114). Paris: Les éditions ESF, č. 83.
  • Mužík, J. (2004). Androdidaktika. Praha: Aspi.
  • Novak, J.D. (2010). Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations. New York: Routledge.
  • Skalková, J. (2007). Obecná didaktika. Praha: Grada.

Document Type

Publication order reference

Identifiers

YADDA identifier

bwmeta1.element.desklight-433ef16a-032a-4171-89c9-ec821d2c1267
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