Abstract
In education, it is in general desirable that the educational process is not to cram in knowledge but to build up the knowledge based on learner’s understanding of the related concept. Concept maps have been presented in pedagogical literature, and it can more easily and rapidly represent a part of learner’s understanding than the written and oral examination. Though the concept map is a powerful and useful tool for teachers to know learner’s understanding, supporting method to create and correct it has never been considered. In addition, it is also difficult to objectively evaluate and compare the concept maps created by multiple learners. In this paper, we present a method to support collaborative learning using the concept map based on structural modelling, FISM (Flexible Interpretive Structural Modelling). By using this method, learners are supported to construct the consistent concept map, and to combine some concept maps into a consensus model among learners. Teachers can know a minimum leading point by comparing his/her concept map with a consensus model of learners.
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Saito, H., Ohuchi, A., Maeda, T. (2002). On the Use of a Structural Modelling for Collaborative Learning Using the Concept Map. In: Kozan, E., Ohuchi, A. (eds) Operations Research/Management Science at Work. International Series in Operations Research & Management Science, vol 43. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-0819-9_14
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DOI: https://doi.org/10.1007/978-1-4615-0819-9_14
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