| Teaching and learning with concept maps. | |
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MedLine Citation:
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PMID: 21846629 Owner: NLM Status: In-Data-Review |
Abstract/OtherAbstract:
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CONCEPT MAPS ARE VISUAL learning tools that demonstrate how information is related. The maps encourage learners to focus on the whole picture, rather than limited aspects of care.1 A concept map can begin with a word, phrase, case study, or idea. The concept is often written inside a box or circle in the center of a page, a whiteboard, or a chalkboard. Participants then construct a map around the concept, based on their knowledge, by writing their thoughts inside additional boxes or circles (also called nodes). Lines or arrows can be drawn between the shapes to indicate relationships between concepts.2 The quality of information within the nodes and identified relationships among concepts increase as learning progresses. For example, when presented with the topic of neonatal hypotension, participants might begin by thinking of issues such as causes, the importance of monitoring, anticipated treatment regimes, and potential complications, as demonstrated in Figure 1. As their learning, discussion, and thinking progress, participants may develop a more detailed concept map, such as the one shown in Figure 2 that identifies advanced concepts and interrelated factors. |
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Authors:
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Jobeth Pilcher |
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Publication Detail:
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Type: Journal Article |
Journal Detail:
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Title: Neonatal network : NN Volume: 30 ISSN: 1539-2880 ISO Abbreviation: Neonatal Netw Publication Date: 2011 Sep-Oct |
Date Detail:
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Created Date: 2011-08-17 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 8503921 Medline TA: Neonatal Netw Country: United States |
Other Details:
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Languages: eng Pagination: 336-9 Citation Subset: N |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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