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

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

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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