Concept Mapping: as a Tool for Problem Based Learning (ConceptMapp)

A

Alexandria University

Status

Completed

Conditions

Problem;Learning
Educational Problems

Treatments

Other: Concept Mapping: as a Tool for Problem Based Learning

Study type

Interventional

Funder types

Other

Identifiers

NCT06227741
IRB0001260

Details and patient eligibility

About

This study delves into the utilization of concept mapping as a strategic tool within problem-based learning (PBL) to enhance students' problem-solving skills, metacognitive awareness, and self-directed learning abilities. Concept mapping, a visual representation of knowledge structures, is explored as a means to cultivate and refine students' problem-solving capabilities, preparing them for challenges in various domains.

Full description

This study delves into the utilization of concept mapping as a strategic tool within problem-based learning (PBL) to enhance students' problem-solving skills, metacognitive awareness, and self-directed learning abilities. Concept mapping, a visual representation of knowledge structures, is explored as a means to cultivate and refine students' problem-solving capabilities, preparing them for challenges in various domains. Additionally, the research investigates how concept mapping within a PBL context promotes metacognitive awareness, helping students become more conscious of their learning strategies and enabling them to identify gaps in understanding. Moreover, the study explores the role of concept mapping in empowering self-directed learning, fostering autonomy and a deeper sense of ownership over students' educational journeys. The insights gained from this research not only inform instructional design practices, providing evidence-based strategies for enhancing problem-based learning through concept mapping but also contribute to the broader educational research discourse, offering valuable perspectives on effective teaching and learning strategies.

Enrollment

140 patients

Sex

All

Ages

18 to 30 years old

Volunteers

Accepts Healthy Volunteers

Inclusion criteria

  • from 2 -4th academic year
  • accept to participate in this study

Exclusion criteria

  • first academic year
  • psychological or mental disorder

Trial design

Primary purpose

Other

Allocation

Randomized

Interventional model

Parallel Assignment

Masking

Single Blind

140 participants in 2 patient groups

concept mapping
Experimental group
Description:
utility of concept mapping as a learning tool for problem solving. As well, examine the effect of using concept mapping as a tool for problem based learning on students' Metacognitive Awareness, problem solving skills, , and self -directed learning at Zagazig Faculty of Nursing
Treatment:
Other: Concept Mapping: as a Tool for Problem Based Learning
traditional learning experience
No Intervention group
Description:
utility of traditional learning experience as a learning tool

Trial documents
1

Trial contacts and locations

1

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Data sourced from clinicaltrials.gov

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