Cognitive learning theory focuses on how people think and process information. Key aspects include that learning is an active process where learners construct their own understanding, and that mental processes like observing and categorizing are important. Theorists discussed include Piaget, who identified stages of cognitive development, Bruner, who described modes of thinking, and Ausubel, who emphasized meaningful learning by relating new concepts to prior knowledge. The theory emphasizes giving learners opportunities to actively engage with and make sense of new information.
Insights into Cognitive Web AccessibilityJared Smith
Little is known about cognitive web accessibility. This presentation gives insight into a cognitive web accessibility research study and gives recommendations and ideas in approaching web accessibility for users with cognitive and learning disabilities.
Cognitive learning and the non-traditional studentdjcarlin
This document discusses cognitive learning theory and its application to non-traditional students. It outlines the challenges non-traditional students face in returning to education after time away from learning. A turning point occurs when students have their first successful learning experience, aided by an educator's guidance and belief in the student. Applying cognitive learning theory, which connects new knowledge to real-world experience, can lead to success for non-traditional students by helping them learn how to learn.
Cognitivism replaced behaviorism in the 1960s and focuses on understanding mental processes. Jean Piaget developed the central thesis that children are active learners who develop self-centric theories about their environment based on personal interactions and schemes. Piaget proposed four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. During development, children adapt, assimilate, and accommodate new knowledge to make sense of their environment. Classrooms can influence development by integrating technology, promoting student-teacher and student-student interaction, and using varied teaching methods.
Chapter 17 facilitating pre-academic and cognitive learningblantoncd
This chapter discusses strategies for facilitating pre-academic and cognitive learning for all children, including those with exceptionalities. It emphasizes using developmentally appropriate practices to integrate learning through play, teacher-directed activities, and embedded learning opportunities. Direct teaching can be combined with indirect facilitation to build on children's interests. Careful observation and assessment are used to plan activities that meet each child's developmental level. The environment should be supportive and challenging without inappropriate worksheets or memorization. Both experiences and natural maturation contribute to developing readiness skills, so teachers must provide intentional learning experiences for all children.
Cognitive learning theory focuses on how people think and process information. Key aspects include that learning is an active process where learners construct their own understanding, and that mental processes like observing and categorizing are important. Theorists discussed include Piaget, who identified stages of cognitive development, Bruner, who described modes of thinking, and Ausubel, who emphasized meaningful learning by relating new concepts to prior knowledge. The theory emphasizes giving learners opportunities to actively engage with and make sense of new information.
Insights into Cognitive Web AccessibilityJared Smith
Little is known about cognitive web accessibility. This presentation gives insight into a cognitive web accessibility research study and gives recommendations and ideas in approaching web accessibility for users with cognitive and learning disabilities.
Cognitive learning and the non-traditional studentdjcarlin
This document discusses cognitive learning theory and its application to non-traditional students. It outlines the challenges non-traditional students face in returning to education after time away from learning. A turning point occurs when students have their first successful learning experience, aided by an educator's guidance and belief in the student. Applying cognitive learning theory, which connects new knowledge to real-world experience, can lead to success for non-traditional students by helping them learn how to learn.
Cognitivism replaced behaviorism in the 1960s and focuses on understanding mental processes. Jean Piaget developed the central thesis that children are active learners who develop self-centric theories about their environment based on personal interactions and schemes. Piaget proposed four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. During development, children adapt, assimilate, and accommodate new knowledge to make sense of their environment. Classrooms can influence development by integrating technology, promoting student-teacher and student-student interaction, and using varied teaching methods.
Chapter 17 facilitating pre-academic and cognitive learningblantoncd
This chapter discusses strategies for facilitating pre-academic and cognitive learning for all children, including those with exceptionalities. It emphasizes using developmentally appropriate practices to integrate learning through play, teacher-directed activities, and embedded learning opportunities. Direct teaching can be combined with indirect facilitation to build on children's interests. Careful observation and assessment are used to plan activities that meet each child's developmental level. The environment should be supportive and challenging without inappropriate worksheets or memorization. Both experiences and natural maturation contribute to developing readiness skills, so teachers must provide intentional learning experiences for all children.
Mr. Sam was having trouble teaching his students to match animal sounds to the correct animals. He first tried showing all the animals and sounds at once via PowerPoint, but the students became confused. To avoid cognitive overload, Mr. Sam decided to introduce each animal and its sound separately. He showed a picture of one animal at a time and played its sound, asking the students to identify the sound. This individual approach allowed the students to learn the pairings without confusion.
Scaffolding collaborative learning with cognitive tools based on mobile compu...Jari Laru
1) The document summarizes three case studies that examine the use of mobile and web-based tools to support collaborative learning in different contexts.
2) The first case study analyzed collaboration patterns among members of a professional online community and found sparse collaboration both online and offline.
3) The second case study compared high- and low-performing student groups during a biology field trip supported by mobile messaging tools and found differences in argumentation and participation.
4) The third case study examined higher education student groups completing a wiki project using multiple web tools and activities, finding that wiki and peer monitoring activities best predicted learning outcomes.
Mindful designs: practical tips for designing for cognitive & learning diffic...Stamford
Presented at the UX Australia 2012 conference in Brisbane, Australia.
Did you know that about 16% of Australians have dyslexia? That’s about 3.6 million people…and that’s just dyslexia!
As UX designers, do we really know our audiences, and do we fully appreciate how some might experience things differently to others? What are we doing to design for the broad range of experiences and abilities of our users?
Designing for people with cognitive and learning disabilities is one of the most overlooked areas within the design and accessibility fields. Part of the reason is that there is a huge range of abilities and conditions, and they are often difficult to understand.
While there is some information out there, the furiously changing pace of technology and our hectic schedules as UX designers often do not give us the time to delve into the research, or we may not be aware of how general inclusive design principles can be applied in this context.
Many of the design principles will be well known and common sense, but reframing it in context of cognitive and learning disabilities will hopefully help you to realise that inclusive design is achievable, in many cases quite simple, and not too scary.
Cognitive learning theory focuses on mental processes and structures that occur as people make sense of the world. It explains learning as a change in mental structures that allows for different behaviors, rather than just a change in observable behavior. Learners are active constructors of knowledge who relate new information to what they already know in order to understand it. Learning involves changes in domain-specific and general knowledge stored in long-term memory through cognitive processes that operate on information held in working memory.
Machine learning and cognitive neuroimaging: new tools can answer new questionsGael Varoquaux
Machine learning is geared towards prediction. However, aside diagnosis or prognosis in the clinics, cognitive neuroimaging strives for uncovering insights from the data, rather than minimizing prediction error. I review various inferences on brain function that have been drawn using pattern recognition techniques, focusing on decoding. In particular, I discuss using generalization as a test for information, multivariate analysis to interpret overlapping activation patterns, and decoding for principled reverse inference. I give each time a statistical view and a cognitive imaging view.
The document discusses cognitive theory and the stages of learning a second language. It describes how learning involves automatization of skills through practice, which allows tasks to be performed automatically without conscious effort over time. It also discusses restructuring, where one's internal cognitive organization of a language changes through tuning of knowledge or accretion of new knowledge. The process of second language learning similarly involves automatization of subskills and restructuring one's mental representation to gradually integrate the new language.
Information Processing and Cognitive LearningSreedeep Ramesh
Information Processing and Memory Stores
Definition and measure of Involvement
Measuring Involvement with an Advertisement
Marketing Applications of Involvement
Central and Peripheral Routes to Persuasion
Hemispherical Lateralization and Passive Learning
For more Information- sreedeep2007@gmail.com
The document discusses cognitive load theory and how it relates to effective learning design. It explains that working memory has limited capacity and is used for intrinsic cognitive load, extraneous load from delivery methods, and germane load from building on prior knowledge. Two experiments showed that using sparser slides with less text in lectures and videos led to better recall of themes compared to traditional bulleted slides packed with information. Reducing extraneous cognitive load may help promote germane load and more effective learning.
Cognitive learning theory views learning as an active internal process involving how information is processed, stored, and retrieved. It focuses on how students think, process information, and apply knowledge. Key aspects include starting lessons with prior knowledge, relating new ideas to existing understanding, using visual aids, and giving students opportunities to actively problem solve. Strengths are improving problem solving and motivation, while weaknesses include difficulty measuring cognitive awareness in individual students. Cognitive classrooms emphasize comprehension, group work, vocabulary over pronunciation, and using the native language to facilitate fluency.
Cognitive theory focuses on how people think and process information. It replaced behaviorism and looks at how the mind works through thinking, knowledge, memory, and problem solving. Key people who developed aspects of cognitive theory include Paivio, Gagne, Gardner, and Bloom. Classroom implications for teachers include using hands-on activities, scaffolding lessons, addressing multiple learning styles, and challenging students' thinking. Technology can also support cognitive theory through educational games, information mapping, research tools, and interactive software.
This document discusses cognitive learning theory and several theorists who contributed to its development. It explains that cognitive learning involves processing information through senses like seeing, hearing, and touch. Theorists mentioned include Allan Paivio, who discovered dual coding theory of verbal and visual information processing, and Robert Gagne, who identified five types of learning outcomes and nine instructional events. Charles Reigeluth proposed elaboration theory, which advises teaching basic information before more complex details. The document also provides examples of how teachers and students can apply cognitive learning principles.
Assessment of learning in the cognitive domainJay-R Diacamos
This document discusses assessment of learning in the cognitive domain. It describes the cognitive domain as dealing with thought processes and the development of intellectual abilities and skills like knowledge, comprehension, application, analysis, synthesis, and evaluation. These six levels form a hierarchy of cognitive skills. The document also provides guidance on preparing for cognitive assessment, such as identifying what skills and information should be tested, determining the test format, considering test length based on student age and attention, and preparing students by reviewing material, familiarizing them with question formats, and providing test scheduling and information.
Cognitive code learning refers to a theory of second language teaching developed in the 1960s based on two models: cognitivist psychology focusing on mental processes involved in knowledge acquisition, and generative grammar which looks at structural applied linguistics. It was advocated by B. Carroll and Kenneth Chastain as an alternative to audiolingual methods. The teacher's role is to build on existing knowledge, help students relate new concepts to their own experiences, avoid rote learning, and clarify relationships, while the student takes greater responsibility for their own learning by learning from errors and connecting new knowledge to prior understanding.
The document discusses Edward Chace Tolman's research on cognitive learning and cognitive styles. It defines cognitive learning as learning that involves mental processes that cannot be directly observed. It then outlines different cognitive styles including field independence versus field dependence and various dimensions of cognitive styles like scanning, leveling versus sharpening, and reflection versus impulsivity. The document also discusses different learning style theories proposed by Kolb, Pask, Cronbach and Snow, and Dunn and Dunn, focusing on identifying individual differences in how people learn. It defines latent learning as learning that does not immediately result in behavioral changes and insight learning as rapid learning from understanding a problem.
The document discusses the cognitive code approach to teaching English as a second language. It states that this approach arose in reaction to behaviorism, combining new thinking from psychology, anthropology, and linguistics. Under this approach, language is conceived as a mental process rather than a behavior, and is considered an abstract and conventional system. The cognitive code approach emphasizes developing vocabulary and grammar through reading and writing, and views errors as a natural part of learning. Teachers provide tools for students to work independently to solve problems.
The document discusses several cognitive concepts related to how students learn, including information processing, encoding, storage and retrieval of information, perception, attention, working memory, long-term memory, declarative, procedural and conditional knowledge, episodic memory, and flashbulb memories. It emphasizes the importance of these concepts and provides examples of how a social studies teacher could incorporate them, such as using images, audio, debates and field trips to help students effectively process, store and retrieve information.
Behavioral vs. cognitive views of learningTarun Gehlot
Behavioral and cognitive views of learning have existed for decades. Behaviorists say that learning involves forming associations between actions and stimuli, while cognitivists say learning involves forming mental representations of task elements and their relationships. An experiment on rats in mazes found that when landmarks were visible, rats learning to navigate to a single place learned faster, supporting cognitive views, but when landmarks were hidden, rats learning a response pattern learned faster, supporting behavioral views.
Mr. Sam was having trouble teaching his students to match animal sounds to the correct animals. He first tried showing all the animals and sounds at once via PowerPoint, but the students became confused. To avoid cognitive overload, Mr. Sam decided to introduce each animal and its sound separately. He showed a picture of one animal at a time and played its sound, asking the students to identify the sound. This individual approach allowed the students to learn the pairings without confusion.
Scaffolding collaborative learning with cognitive tools based on mobile compu...Jari Laru
1) The document summarizes three case studies that examine the use of mobile and web-based tools to support collaborative learning in different contexts.
2) The first case study analyzed collaboration patterns among members of a professional online community and found sparse collaboration both online and offline.
3) The second case study compared high- and low-performing student groups during a biology field trip supported by mobile messaging tools and found differences in argumentation and participation.
4) The third case study examined higher education student groups completing a wiki project using multiple web tools and activities, finding that wiki and peer monitoring activities best predicted learning outcomes.
Mindful designs: practical tips for designing for cognitive & learning diffic...Stamford
Presented at the UX Australia 2012 conference in Brisbane, Australia.
Did you know that about 16% of Australians have dyslexia? That’s about 3.6 million people…and that’s just dyslexia!
As UX designers, do we really know our audiences, and do we fully appreciate how some might experience things differently to others? What are we doing to design for the broad range of experiences and abilities of our users?
Designing for people with cognitive and learning disabilities is one of the most overlooked areas within the design and accessibility fields. Part of the reason is that there is a huge range of abilities and conditions, and they are often difficult to understand.
While there is some information out there, the furiously changing pace of technology and our hectic schedules as UX designers often do not give us the time to delve into the research, or we may not be aware of how general inclusive design principles can be applied in this context.
Many of the design principles will be well known and common sense, but reframing it in context of cognitive and learning disabilities will hopefully help you to realise that inclusive design is achievable, in many cases quite simple, and not too scary.
Cognitive learning theory focuses on mental processes and structures that occur as people make sense of the world. It explains learning as a change in mental structures that allows for different behaviors, rather than just a change in observable behavior. Learners are active constructors of knowledge who relate new information to what they already know in order to understand it. Learning involves changes in domain-specific and general knowledge stored in long-term memory through cognitive processes that operate on information held in working memory.
Machine learning and cognitive neuroimaging: new tools can answer new questionsGael Varoquaux
Machine learning is geared towards prediction. However, aside diagnosis or prognosis in the clinics, cognitive neuroimaging strives for uncovering insights from the data, rather than minimizing prediction error. I review various inferences on brain function that have been drawn using pattern recognition techniques, focusing on decoding. In particular, I discuss using generalization as a test for information, multivariate analysis to interpret overlapping activation patterns, and decoding for principled reverse inference. I give each time a statistical view and a cognitive imaging view.
The document discusses cognitive theory and the stages of learning a second language. It describes how learning involves automatization of skills through practice, which allows tasks to be performed automatically without conscious effort over time. It also discusses restructuring, where one's internal cognitive organization of a language changes through tuning of knowledge or accretion of new knowledge. The process of second language learning similarly involves automatization of subskills and restructuring one's mental representation to gradually integrate the new language.
Information Processing and Cognitive LearningSreedeep Ramesh
Information Processing and Memory Stores
Definition and measure of Involvement
Measuring Involvement with an Advertisement
Marketing Applications of Involvement
Central and Peripheral Routes to Persuasion
Hemispherical Lateralization and Passive Learning
For more Information- sreedeep2007@gmail.com
The document discusses cognitive load theory and how it relates to effective learning design. It explains that working memory has limited capacity and is used for intrinsic cognitive load, extraneous load from delivery methods, and germane load from building on prior knowledge. Two experiments showed that using sparser slides with less text in lectures and videos led to better recall of themes compared to traditional bulleted slides packed with information. Reducing extraneous cognitive load may help promote germane load and more effective learning.
Cognitive learning theory views learning as an active internal process involving how information is processed, stored, and retrieved. It focuses on how students think, process information, and apply knowledge. Key aspects include starting lessons with prior knowledge, relating new ideas to existing understanding, using visual aids, and giving students opportunities to actively problem solve. Strengths are improving problem solving and motivation, while weaknesses include difficulty measuring cognitive awareness in individual students. Cognitive classrooms emphasize comprehension, group work, vocabulary over pronunciation, and using the native language to facilitate fluency.
Cognitive theory focuses on how people think and process information. It replaced behaviorism and looks at how the mind works through thinking, knowledge, memory, and problem solving. Key people who developed aspects of cognitive theory include Paivio, Gagne, Gardner, and Bloom. Classroom implications for teachers include using hands-on activities, scaffolding lessons, addressing multiple learning styles, and challenging students' thinking. Technology can also support cognitive theory through educational games, information mapping, research tools, and interactive software.
This document discusses cognitive learning theory and several theorists who contributed to its development. It explains that cognitive learning involves processing information through senses like seeing, hearing, and touch. Theorists mentioned include Allan Paivio, who discovered dual coding theory of verbal and visual information processing, and Robert Gagne, who identified five types of learning outcomes and nine instructional events. Charles Reigeluth proposed elaboration theory, which advises teaching basic information before more complex details. The document also provides examples of how teachers and students can apply cognitive learning principles.
Assessment of learning in the cognitive domainJay-R Diacamos
This document discusses assessment of learning in the cognitive domain. It describes the cognitive domain as dealing with thought processes and the development of intellectual abilities and skills like knowledge, comprehension, application, analysis, synthesis, and evaluation. These six levels form a hierarchy of cognitive skills. The document also provides guidance on preparing for cognitive assessment, such as identifying what skills and information should be tested, determining the test format, considering test length based on student age and attention, and preparing students by reviewing material, familiarizing them with question formats, and providing test scheduling and information.
Cognitive code learning refers to a theory of second language teaching developed in the 1960s based on two models: cognitivist psychology focusing on mental processes involved in knowledge acquisition, and generative grammar which looks at structural applied linguistics. It was advocated by B. Carroll and Kenneth Chastain as an alternative to audiolingual methods. The teacher's role is to build on existing knowledge, help students relate new concepts to their own experiences, avoid rote learning, and clarify relationships, while the student takes greater responsibility for their own learning by learning from errors and connecting new knowledge to prior understanding.
The document discusses Edward Chace Tolman's research on cognitive learning and cognitive styles. It defines cognitive learning as learning that involves mental processes that cannot be directly observed. It then outlines different cognitive styles including field independence versus field dependence and various dimensions of cognitive styles like scanning, leveling versus sharpening, and reflection versus impulsivity. The document also discusses different learning style theories proposed by Kolb, Pask, Cronbach and Snow, and Dunn and Dunn, focusing on identifying individual differences in how people learn. It defines latent learning as learning that does not immediately result in behavioral changes and insight learning as rapid learning from understanding a problem.
The document discusses the cognitive code approach to teaching English as a second language. It states that this approach arose in reaction to behaviorism, combining new thinking from psychology, anthropology, and linguistics. Under this approach, language is conceived as a mental process rather than a behavior, and is considered an abstract and conventional system. The cognitive code approach emphasizes developing vocabulary and grammar through reading and writing, and views errors as a natural part of learning. Teachers provide tools for students to work independently to solve problems.
The document discusses several cognitive concepts related to how students learn, including information processing, encoding, storage and retrieval of information, perception, attention, working memory, long-term memory, declarative, procedural and conditional knowledge, episodic memory, and flashbulb memories. It emphasizes the importance of these concepts and provides examples of how a social studies teacher could incorporate them, such as using images, audio, debates and field trips to help students effectively process, store and retrieve information.
Behavioral vs. cognitive views of learningTarun Gehlot
Behavioral and cognitive views of learning have existed for decades. Behaviorists say that learning involves forming associations between actions and stimuli, while cognitivists say learning involves forming mental representations of task elements and their relationships. An experiment on rats in mazes found that when landmarks were visible, rats learning to navigate to a single place learned faster, supporting cognitive views, but when landmarks were hidden, rats learning a response pattern learned faster, supporting behavioral views.
Cognitive tols for open ended learning environments2Jiraporn Talabpet
This document discusses different classifications of functional cognitive tools and their roles and design principles. It identifies five main tool classifications: information seeking tools, information presentation tools, knowledge organization tools, knowledge integration tools, and knowledge generation tools. Each classification is defined in terms of the cognitive processes they support, such as retrieving, organizing, and generating knowledge. Examples of specific tools that fit within each classification are provided. Principles of cognitive theory that should guide the design and use of these tools are also discussed, such as cognitive flexibility theory and cognitive load theory.
Cognitive tols for open ended learning environments2Jiraporn Talabpet
This document discusses different classifications of functional cognitive tools and their roles and design principles. It identifies five main tool classifications: information seeking tools, information presentation tools, knowledge organization tools, knowledge integration tools, and knowledge generation tools. For each classification, it provides examples of tools that support that category and describes the roles of tools within that category as well as principles of design and use. The tools are intended to support learners in activities like finding, presenting, organizing, connecting, and generating knowledge using cognitive learning theories.
Cognitive tols for open ended learning environments
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2.
3.
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5.
6.
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8.
9. Functional cognitive tool classifications, roles,
and principles of design and use
Functional Tool
Classifications
Roles of Tools Principles of Design and
Use
Example
1. Information Seeking Tools - Support learners as they attempt to
attempt to identify and locate relevant
locate relevant information
- Support learners to retrieve new and
retrieve new and existing know ledge
- Provide multiple perspectives via varied
perspectives via varied information seeking
information seeking strategies (Cognitive
strategies (Cognitive Flexibility Theory)
1. Wikipedia
2.Google
3. Yahoo
2. Information Presentation Tools - Support learners as they attempt to
attempt to present the information they
information they encounter
- Assist in clarifying the relationship
relationship among the information
- Provide multi-modal
representations(Cognitive Flexibility
Flexibility Theory)
- Reduce demands on working
working memory(Cognitive Load Theory)
1. Microsoft PowerPoint
3. Knowledge Organization Tools - Support learners as they attempt to
attempt to establish conceptual
conceptual relationships in to-be-learned
to-be-learned information
- Help learners to interpret, connect, and
- Avoid oversimplifications of complex
of complex conceptual schemata
schemata (Cognitive Flexibility Theory)
1. Edraw Mind Map
2. Microsoft Visio
3.Xmind
10. Functional Tool
Classifications
Roles of Tools Principles of Design and
Use
Example
4. Knowledge Integration Tools - Support learners in connecting new
connecting new with existing knowledge
- Facilitate the sophistication of conceptual
sophistication of conceptual
understanding(Mental model theory)
1. OneNote
2. ThaiLis Database
3. Thai Journals Online (ThaiJO)
5. Knowledge Generation Tools - Support the manipulation and
and generation of knowledge
- Encourage multiple perspective and
perspective and multi-modal knowledge
modal knowledge generation (Cognitive
generation (Cognitive Flexibility Theory)
1. Google Keep
2. Wikipedia
3. โปรแกรม3d
4.โปรแกรม LOGO
5. โปรแกรมAdobe
Functional cognitive tool classifications, roles,
and principles of design and use (ต่อ)
11. Functional cognitive tool classifications, roles,
and principles of design and use.
1. Information
Seeking Tools
-สนับสนุนการเรียนรู้
และค้นหาข้อมูลที่
เกี่ยวข้อง
- อานวยความ
สะดวกในการ
ประมวลผลเนื้อหาที่
ลึกระดับเพื่อสร้าง
ความรู้เองอย่าง
ความหมาย
- ให้มุมมองที่หลายผ่าน
ทางข้อมูลที่หลากหลาย
การกาหนดกลยุทธ์
แสวงหา ( cognitive )
ทฤษฎี
- ผู้เรียน สนับสนุนใน
การตรวจสอบตนเอง
แสวงหาข้อมูลต่างๆ (
Meta การคิดทฤษฎี
1.Wikipedia
2.Google
3.Yahoo
12. Functional cognitive tool classifications, roles,
and principles of design and use.
2. การนาเสนอ
สารสนเทศ
- สนับสนุนผู้เรียนได้
นาเสนอข้อมูลที่พวก
เขาค้นพบ
- ช่วยในการยืนยัน
ความสัมพันธ์
ระหว่างข้อมูล
- ไม่ควรจากัดการ
นาเสนอ นาเสนอผ่าน
อะไรก็ได้ที่นาเสนอ
แนวคิดของเรา
- ข้อมูลที่จะนาเสนอต้อง
มีการสรุปมาแล้ว
1. Microsoft
PowerPoint
2.Google Docs
3.Google
Presentation
13. Functional cognitive tool classifications, roles,
and principles of design and use.
3. เครื่องมือองค์
ความรู้
เป็นเครื่องมือที่ช่วย
ให้นักเรียนได้สร้าง
คอนเสป สร้างองค์
ความรู้
ช่วยให้นักเรียนได้
สร้างความรู้ใหม่
สามารถตีความ
เชื่อมโยง วิเคราะห์
อย่าง มีความหมาย
-ให้หลายมุมมองผ่าน
ข้อมูลที่แตกต่างกันมอง
หากลยุทธ์ (องค์ความ
ยืดหยุ่นทฤษฎี)
-เรียนการสนับสนุนใน
การตรวจสอบของพวก
เขา กิจกรรมการแสวงหา
ข้อมูล (อภิปัญญา
ทฤษฎี)
1. Edraw Mind
Map
2. Microsoft Visio
3.Xmind