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Strategies for the Independent Learnin1

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STRATEGIES FOR THE INDEPENDENT LEARNING A fundamental process for the accomplishment of an activity of independent learning is to be in capacity to generate evidences of knowledge chords to the type of realised activity. Now often they solicit to us to make a commentary or a test and until a conceptual map, but when the best form has presented/displayed us to present/display this type of evidences? Solving this last question, I want to publish here a fragment of some readings about how presentin
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  STRATEGIES FOR THE INDEPENDENT LEARNING A fundamental process for the accomplishment of an activity of independentlearning is to be in capacity to generate evidences of knowledge chords to the typeof realised activity.Now often they solicit to us to make a commentary or a test and until a conceptualmap, but when the best form has presented/displayed us to present/display thistype of evidences?Solving this last question, I want to publish here a fragment of some readings abouthow presenting/displaying a commentary, a test or a conceptual map, that arestrategies to generate evidences within a process of independent learning. Andclear I present/display these three strategies here since during these weeks it willask for evidences to them generated from that type of strategies. y   THE CONC EPTU AL MA P   y   THE COMM E N T ARY y   THE   TE S T   C ON C EPTUAL MAP T he conceptual map is a mental technique created by Joseph D. Novak stops tocontribute to that the learning is significant. T he conceptual maps must like object represent significant relations betweenconcepts in the form of proposals. A proposal consists of two or more conceptualterms united by a word to form a semantic unit. (Novak and Gowin). FUNDAMENTAL ELEMENTS OF THE C ON C EPTUAL MAP According to the previous definition the following aspects like fundamental can beconsidered of a conceptual map: A.   Representation of significant relations It is important to understand that the notion of conceptual map picks up theidea of map understood like a graphical or visual representation. T he map of the highways of the Department of the Valley of the Cauca could be related to ain which the cities are united by a series of lines that symbolize the  communication channels. In the conceptual maps the cities would be theconcepts that are locked in an ellipse or rectangle.It is recommended to manage major visual impact to emphasize the conceptswith letter capital letter and to lock up them in ellipses. T he ellipse is preferableto the rectangle by perceptual smoothness. B .   C oncept, object and Event T he concept is a regularity in the events or the objects, that they designate bymeans of a term. (Novak)What is understood by object and event?When we spoke of objects we referred any thing that exists and can beobserved: dogs, the wool, the stars, a chair etc. By event it understands likethat it happens or it can be caused: the lightning, a party of soccer, theconceptual education, maps, the fission of the atom, the soldiers, etc, areevents. T he concepts from the perspective that we are presenting/displaying, aremental images that they bring about in us the words or signs with which weexpressed regularities. T he mental images own characteristics common in allthe people but also they have his particular shades, the concepts are not equalalthough we use the same words. T he term car does not mean the same stops afarmer who stops a runner of formula 1, although uses the same word. C .   Proposal A proposal consists of two or more conceptual terms (concepts) united bywords to form a semantic unit. (Novak)In the conceptual map as it were indicated previously, they are tried torepresent significant relations between concepts in the form of proposals. Amap conceptual simple, simplest, it would be conformed by two conceptsunited by a word that connects concepts in the form of proposal both. Anexample could be: T he house is great, can be represented by a simpleconceptual map that it forms a valid proposal referred great house.  D.   Words - It connects T he words - connection serves to unite concepts and to indicate the type of existing relation between both. (Novak)It is important, in the construction of a conceptual map, to differentiatebetween conceptual terms, words that bring about mental images and expressregularities, and the words, I connect which serve to unite the concepts, theydo not bring about mental images.We examine the previous example, the proposal the house is great theconceptual terms marries and great they would be connected by the word is.When the situation problem is not so simple, the conceptual map is complex,that is to say, appear a greater number of concepts and relations. H ow the own names in the construction of a map are due to understandconceptual? U nlike the conceptual terms, related to mental images andregularities, the own names do not express regularities and are more specificconcepts. E.   Hierarchial structuring A great part of the significant learning is obtained by means of the assimilationof new information to the mental structure of nonarbitrary way.  It is recommended that it is come from the most general and inclusive conceptstowards the specific subordinates and, in the process to differentiateprogressively concepts in the conceptual map. L E V E L 1 more generalL E V E L 2 conceptsL E V E L 3 intermediateconceptsmore specificconcepts   RELATIONS B ETWEEN THE C ON C EPTS In a conceptual map it only appears once the same concept. T he relations between concepts can change in different contexts from learning.For such reason sometimes the analogy of the rubber membrane is used inorder to explain that in a conceptual map, any concept can rise of positionand to continue maintaining significant a propositional relation with othersconcepts of the map.
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