Promoting Students' Higher Order Thinking with Concept Map Recomposition-Reference-Cited by-同舟云学术

Promoting Students' Higher Order Thinking with Concept Map Recomposition

Published:2023-08-01 Issue:8 Volume:E106.D Page:1262-1274
ISSN:0916-8532
Container-title:IEICE Transactions on Information and Systems
language:en
Short-container-title:IEICE Trans. Inf. & Syst.

Author:

Nurmaya ¹,PINANDITO Aryo²,HAYASHI Yusuke³,HIRASHIMA Tsukasa³

Affiliation:

1. Informatics Department, Faculty of Information and Technology, Universitas YARSI

2. Information System Department, Faculty of Computer Science, Universitas Brawijaya

3. Informatics and Data Science, Graduate School of Advanced Science and Engineering, Hiroshima University

Publisher

Institute of Electronics, Information and Communications Engineers (IEICE)

Subject

Artificial Intelligence,Electrical and Electronic Engineering,Computer Vision and Pattern Recognition,Hardware and Architecture,Software

Link

https://www.jstage.jst.go.jp/article/transinf/E106.D/8/E106.D_2022EDP7203/_pdf

Reference50 articles.

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2. [2] B.S. Bloom and D.R. Kartwohl, Taxonomy of educational objectives, The classification of educational goals. Handbook 1: Cognitive domain, Longmans Green, New York, 1956.

3. [3] L.W. Anderson, D.R. Karthwohl, P.W. Cruikshank, R.E. Mayer, P.R. Pintrich, and M.C. Wittrock, A taxonomy of learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives, NY: Longman, New York, 2001.

4. [4] D.P. Ausubel, “A subsumption theory of meaningful verbal learning and retention,” J. Gen. Psychol., vol.66, pp.213-244, 1962. 10.1080/00221309.1962.9711837

5. [5] R.E. Mayer, “Rote versus meaningful learning,” Theory Into Practice, vol.41, no.4, pp.226-232, 2002. 10.1207/s15430421tip4104_4

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