Structurer son enseignement avec des cartes conceptuelles et des objectifs pédagogiques. 22 novembre 2009 par Amaury Daele Dans une perspective de conception de l’enseignement axée sur l’apprentissage, nous abordons régulièrement avec mes collègues deux thématiques lors des formations-réflexions que nous proposons aux enseignant-e-s et aux assistant-e-s: la structuration des contenus au moyen de cartes conceptuelles et l’identification et la rédaction d’objectifs pédagogiques. Ces deux thématiques sont fortement liées. La structuration des contenus est souvent la première question que se posent les enseignant-e-s universitaires quand ils/elles préparent un cours. Ce n’est bien sûr pas toujours le cas mais c’est un réflexe universitaire assez typique qui existe depuis au moins 200 ans lorsque Wilhelm von Humboldt a créé la première université de Berlin et a défini une façon de considérer la pédagogie à l’université qui a encore une influence importante de nos jours: L’université idéale, selon lui, se caractérise par l’unité de l’enseignement et de la recherche.
Like this: L'idéateur en enseignement. Techniques pour l'apprentissage avec cartes conceptuelles. La carte conceptuelle : Un outil de développement de la métacognition. Introduction En tant que formateur chargé d’une part d’organiser l’enseignement et d’autre part de dispenser des cours, et face à la masse de connaissances qu’un étudiant se doit d’apprendre et de retenir lors de ses études, vous êtes-vous posé les questions suivantes : Comment fonctionne le cerveau ?
Comment fonctionne la mémoire ? Comment fonctionne l’œil lors de la lecture ? Comment aider l’étudiant à se concentrer le mieux possible lors des séquences d’apprentissage? Comment développer et maintenir sa motivation ? Comment développer son imagination et sa créativité ? Cet article présente une technique pédagogique appelée « Carte conceptuelle » qui peut être utilisée par le formateur, quelles que soient les connaissances à enseigner et qui permet de développer les performances d’apprentissage des étudiants. La carte conceptuelle fait partie des outils qui servent à représenter les informations de façon visuelle. Son intérêt est donc multiple pour l’étudiant comme pour le formateur.
Exemples de Cartes Conceptuelles. Faciliter l’apprentissage de nouveaux concepts par l’exercice des cartes conceptuelles. Dans le cadre du cours de chimie générale, les notions liées à la nomenclature et à l’écriture de formules chimiques sont présentées en début de session. Ces notions, évaluées lors de chaque examen, occupent une place importante dans ce premier cours de chimie. Le nombre de catégories de composés chimiques ainsi que toutes les règles qui doivent être maîtrisées deviennent cependant vite un exercice très difficile pour un apprenant. Il me fallait donc trouver une solution afin d’aider les étudiants à s'approprier plus facilement les concepts liés à la nomenclature. Le recours aux cartes conceptuelles Afin de remédier à cette situation, j’ai décidé d’intégrer dans ce cours des cartes conceptuelles incomplètes que les étudiants doivent combler.
Cette première approche de l’utilisation de la carte conceptuelle visait principalement à faire réaliser aux étudiants l’intérêt de schématiser en une seule carte plusieurs notions qui peuvent parfois être confondues. Les avantages Les appréhensions. Concept Mapping. « PreviousHomeNext » Social scientists have developed a number of methods and processes that might be useful in helping you to formulate a research project. I would include among these at least the following -- brainstorming, brainwriting, nominal group techniques, focus groups, affinity mapping, Delphi techniques, facet theory, and qualitative text analysis.
Here, I'll show you a method that I have developed, called concept mapping, which is especially useful for research problem formulation. Concept mapping is a general method that can be used to help any individual or group to describe their ideas about some topic in a pictorial form. There are several different types of methods that all currently go by names like "concept mapping", "mental mapping" or "concept webbing. " Although concept mapping is a general method, it is particularly useful for helping social researchers and research teams develop and detail ideas for research. So what is concept mapping? How to use a Concept Map to organize and comprehend information. Used as a learning and teaching technique, concept mapping visually illustrates the relationships between concepts and ideas.
Often represented in circles or boxes, concepts are linked by words and phrases that explain the connection between the ideas, helping students organize and structure their thoughts to further understand information and discover new relationships. Most concept maps represent a hierarchical structure, with the overall, broad concept first with connected sub-topics, more specific concepts, following. Concept Map Example Definition of a Concept Map A concept map is a type of graphic organizer used to help students organize and represent knowledge of a subject. Benefits of Concept Mapping Concept mapping serves several purposes for learners: How to Build a Concept Map Concept maps are typically hierarchical, with the subordinate concepts stemming from the main concept or idea. Start with a main idea, topic, or issue to focus on. Then determine the key concepts.
Basics of mind/concept mapping. Directing your thinking series Many of us have learned to outline information in our studies, as: First item Second item sub item sub item sub sub item sub sub item Third item Alternatives to outlining are mind- and concept-mapping. How do I map? First reject the idea of an outline, or of paragraphs using sentences. Think in terms of key words or symbolsthat represent ideas and words: Other options for mind-mapping: a pencil (you'll be erasing!) Write down the most important word or short phrase or symbol for the center.Think about it; circle it. Post other important concepts and their words outside the circle Edit this first phase Think about the relation of outside items to the center itemErase, edit, and/or shorten words to key ideas Relocate important items closer to each other for better organizationIf possible, use color to organize informationLink concepts with words to clarify their relationships Thinking and recall series.
www.r-e-m.co.uk/logo/companion/twp/teaching_resources/Starting%20Concept%20Mapping.pdf. What is a Good Concept Map? - Degree Programme in Computer Science and Engineering. In constructing a concept map, the aim is to find essential concepts of a topic and their relationships. The goal is to find clear concepts and relationships that can be described with one or at the most few words. Usually, the concept map cannot be finished on one session. Drawing a map is a learning process where concepts and relationships are added, deleted or changed. Especially, concidering the relationships can lead to changes of chosen concepts: noun is substituted with corresponding verb or adjective, general term to special term etc. 1. None of the concepts should appear more than once in a concept map. 2.
The map should not have parts that are not related to other parts of the map, on the contrary, the map should be coherent. 3. Concept map presents conceptual relations between concepts. 4. Depending of the topic area, concept map can include abstract or concrete concepts. 5. Avoid too general and vague names for relations. 6. Avoid unnecessary adjectives. 7. 8. www.mlrg.org/memberpublications/CriteriaAndRationaleForGoodConceptMaps011204.pdf. How to make a concept map. "A good way to define the context for a concept map is to construct a Focus Question, that is a question that clearly specifies the problem or issue the concept map should help to resolve. Every concept map responds to a focus question, and a good focus question can lead to a much richer concept map"[1] (Cañas and Novak) When you feel you have a focus question that gets to the heart of the subject you intend to map, you will add boxes containing the concepts related to the question.
Where you can, add linking phrases showing how the concepts are related, but if you have not decided how they are linked, leave the linking phrase empty or the concepts unattached. Building a concept map - a concrete example Let us suppose that you have been asked to prepare a paper on the place of reason and emotion in management. Focus question First you develop the specific focus question that this map will attempt to answer: How are emotions and reason balanced in organizational management? Get started. Making Concept Maps (Novak) Novak's cmap home Excerpted, rearranged (and annotated) from an online manuscript by Joseph D. Novak, Cornell University original manuscript was revised in 2008-> Concept maps are tools for organizing and representing knowledge.
They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts or propositions, (indicated by a connecting line and linking word) between two concepts. Linking words on the line specify the relationship between the two concepts. There are two features of concept maps that are important in the facilitation of creative thinking: the hierarchical structure that is represented in a good map and the ability to search for and characterize cross-links. Figure 1 A concept map about concept mapping Constructing Good Concept Maps The next step is to construct a preliminary concept map.
Figure 2 Creating a GOOD MAP Concept Maps for Evaluation. Building a Concept Map - What are the steps in building a concept map. The Theory Underlying Concept Maps and How to Construct and Use Them. Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts. We define concept as a perceived regularity in events or objects, or records of events or objects, designated by a label. The label for most concepts is a word, although sometimes we use symbols such as + or %, and sometimes more than one word is used. Propositions are statements about some object or event in the universe, either naturally occurring or constructed.
Propositions contain two or more concepts connected using linking words or phrases to form a meaningful statement. Figure 1. (click on an image for a larger view) Another important characteristic of concept maps is the inclusion of cross-links. Figure 2. Figure 3. Figure 4.