Different applications of concept maps in Higher Education

• Bes Piá, Amparo ^[1] ; Blasco-Tamarit, Encarna ^[1] ; Muñoz-Portero, María José ^[1]
  1. [1] Universidad Politécnica de Valencia

     Universidad Politécnica de Valencia

     Valencia, España

     
• Localización: Journal of Industrial Engineering and Management, ISSN-e 2013-0953, Vol. 4, Nº. Extra 1, 2011 (Ejemplar dedicado a: Special Issue – Rethinking Industrial Engineering Higher Education in the European Area (EHEA)), págs. 81-102
• Idioma: inglés
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• Resumen

  • Purpose: The aim of this work is to show different applications of concept maps in higher education, concretely in qualifications of the Polytechnic University of Valencia. Design/methodology/approach: Different methodologies have been used depending on the application of concept maps: as evaluation tool, as knowledge organizing tool, and as meaningful learning tool.Findings: Students consider the concept maps useful principally to select key ideas, to achieve a comprehensive view of the lesson, and to bring up the subject. Moreover, concept maps promote the meaningful and active learning, help students to understand, follow-up, and learn subjects with a high load of contents.Research limitations/implications: The most important limitation is the use of the concept maps in subjects with a high number of students.Practical implications: The realization of concept maps allows the student to develop generic competences.Originality/value: The originality of this work is to show how a same tool can be used in different subjects of different qualifications.