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Analytical and Bioanalytical Chemistry

, Volume 402, Issue 6, pp 1979–1986 | Cite as

The use of concept maps for knowledge management: from classrooms to research labs

  • Paulo Rogério Miranda Correia
ABCs of Teaching Analytical Science

The knowledge explosion, information technology development and globalization have dramatically affected our society [1]. Knowledge societies, which have been emerging since the end of the last century, have shaped our contemporary way of life [1, 2]. New challenges and global problems with long-term impact must be addressed, implying a need for changing the way we transmit knowledge (education) and produce knowledge (research) [3, 4]. Both classrooms and research labs must be transformed into learning organizations, i.e. groups of people who are continually enhancing their creative capabilities [5, 6]. According to Peter Senge, there are five disciplines critical to building effective collaborative teams: systems thinking, personal mastery, mental models, building a shared vision and team learning [5]. Despite all the theoretical frameworks available, there is a lack of strategies and tools to change old-fashioned practices still prevalent in education and research labs. In this...

Keywords

Mental Model Information Asymmetry Concept Mapping Collaborative Process Consensus Building 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgements

The author thank the Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq-553710/2006-0, 486194/2011-6), Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES-3555-09-7), and Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP-2006/03083-0, 2008/04709-6, 2011/09941-7) for funding his research group.

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Copyright information

© Springer-Verlag 2012

Authors and Affiliations

  1. 1.Escola de Artes, Ciências e HumanidadesUniversidade de São PauloSão PauloBrazil

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