Enhancing Teacher Metacognitive Learning to Improve Student Academic Performance
Chapter 7. Creating Conceptual Coherence
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CREATING CONCEPTUAL COHERENCE
The coherence of a concept map refers to the integration of the conceptual structures. This integration can be achieved in two major ways: crosslinks and cycle structures. When teachers increase the coherence of their concept maps in instructional planning, they can strengthen the connections between their planning and their students’ learning. ← 135 | 136 →
When we examined concept structures in chapter 6, we focused on progressive differentiation and examined how spoke, chain, and network structures provide metacognitive feedback about how well the concepts within a map are differentiated. In this chapter, we explain how a complementary process known as integrative reconciliation adds to the power of concept mapping as a learning tool. This process also coincides with the fifth practice in constructing a concept map for instructional planning (refer to Figure II.1). Procedurally this step is an extension of the previous practice in that it often entails the refinement and reorganization of the conceptual structures in the concept map. Conceptually this step is a process of creating coherence among the conceptual structures. It helps contribute to deeper understandings of how the connected sets of ideas interrelate with one another, which is an important aspect of instructional planning (Danielson, 2007).
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