1st Edition
Cognitive Mapping for Problem-based and Inquiry Learning Theory, Research, and Assessment
This book studies how to improve problem-based and inquiry-based learning by incorporating cognitive maps.
Problem-based learning and cognitive mapping are reviewed from the perspective of both learning sciences and cognitive sciences, including the underpinning theories of experiential learning, situated learning, collaborative learning, meaningful learning, externalized representations, and visual representations. The result is a comprehensive review and analysis of cognitive mapping-supported problem-based learning, with the topic discussed from cognitive, metacognitive, social, and motivational and emotional perspectives. Furthermore, the author presents a theory-driven design, implementation, and analysis of design-based research to improve problem-based learning using cognitive mapping.
The book will provide implications for researchers and practitioners of learning sciences, psychology, instructional systems, and cognitive tools.
1: Introduction, Part I: Overview of Problem-based and Inquiry Learning, 2: Problem-based Learning and Inquiry Learning: Are They the Same?, 3: Theoretical Foundations of Problem-based Learning, 4: Technology-enhanced Problem-based Learning, 5: Higher Order Thinking in Problem-based Learning, Part II: Cognitive Mapping for Problem-based and Inquiry Learning, 6: Challenges in Problem-based Learning and Scaffolding Strategies, 7: Cognitive Maps or Mind Maps in Educational Contexts, 8: Theoretical Fundamental of Cognitive Mapping, 9: Cognitive Mapping for External Representation of Higher-order Thinking, 10: Building a Theoretical Framework for Cognitive Mapping-enhanced Problem-based Learning Based on a Systematic Review, Part III Empirical Studies Investigating Cognitive Mapping-enhanced Problem-based Learning, 11: Using Concept Mapping to Facilitate Problem Solving: An Exploratory Study, 12: Using a Three-dimensional Cognitive Mapping Approach to Support Inquiry Learning: An Empirical Study, 13: Understanding Cognitive Map-enhanced Problem Solving from Cognitive, Meta-cognitive, Social, and Emotional Perspectives, 14: Assessment of Problem-based Learning and Cognitive Mapping, 15: Conclusions and Summary
Biography
Juanjuan Chen has got her PhD degree in Educational Technology from the University of Hong Kong. She is one of the “ZJU 100 Young Professors” at Zhejiang University, China. Her research interests include science, technology, engineering, and mathematics (STEM) education, higher-order thinking skills, problem-based learning, visualizing thinking, computer-supported collaborative learning, and designs of learning tools and learning systems.
