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What is Approaches to Learning

Chapter 16
Handbook of Research on Collaborative Learning Using Concept Mapping
The learning approach refers to learning from the perspective of the student. Research developed over the last twenty years, and the controversies caused at particular moments, have led to current conception. The most recent work (see Pérez Cabaní, 2001) defines learning approaches as the purposes that guide student activity in a complex process, which includes at the same time consistency (typical actions that guide the way students act in similar tasks and contexts) and variability (as a consequence of the great influence of the specific characteristics of each situation). This concept is closely related to the learning strategy.
Published in Chapter:
Using Concept Mapping to Improve the Quality of Learning
Maria Luisa Pérez Cabaní (University of Girona, Spain) and Josep Juandó Bosch (University of Girona, Spain)
Copyright: © 2010 |Pages: 21
DOI: 10.4018/978-1-59904-992-2.ch016
Abstract
The European Higher Education Area, created to contribute to the development of quality education and encourage cooperation between Member States of the European Union, has created an opportunity for reflection on teaching methods in universities. These circumstances provide momentum for the use of learning strategies. Along these lines, this chapter presents work done on concept mapping, one of the methods that could significantly help prepare both students and teachers for the new roles expected of them. The results of two lines of study are presented: on the one hand, research that analyses the influence of the differential use of concept maps on the quality of learning; and on the other, an innovation in the use of concept maps in a course developed in the area of initial teacher training. Both initiatives serve to highlight increased interest in concept mapping in the field of learning and especially in collaborative learning.
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