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Evaluation of the disorientation caused by concept maps used as organizers of instructional materials

Grant number: 12/22693-5
Support Opportunities:Regular Research Grants
Duration: June 01, 2013 - August 31, 2015
Field of knowledge:Humanities - Education - Educational Teaching and Learning
Principal Investigator:Paulo Rogerio Miranda Correia
Grantee:Paulo Rogerio Miranda Correia
Host Institution: Escola de Artes, Ciências e Humanidades (EACH). Universidade de São Paulo (USP). São Paulo , SP, Brazil


Concept maps (Cmaps) are graphic organizers with great potential to be applied to the hypertext-assisted learning (HAL). The possibility of reading a hypertext in several different ways and the need to establish the reading sequence generates an additional cognitive demand to the students, possibly compromising the learning outcomes. The map shock, defined as the disorientation caused by Cmap-structured hypertexts, is the research problem to be studied. The aim of this project is to evaluate strategies to minimize the disorientation caused by Cmaps used to prepare instructional materials. Students' eye tracking will be used during their interaction with the instructional materials (digital Cmaps) as an innovative way of collecting empirical data to check the map shock generated by Cmaps. There is no paper in the literature exploring eye tracking to study the disorientation due to the use of concept mapping. The map shock understanding and the development of instructional strategies to minimize it will contribute to advancement of research on the use of graphic organizers for developing hypertexts to prepare instructional materials. The expectation is to improve the learning outcomes through the map shock reduction, increasing teachers' interest on using Cmaps in classrooms and distance education. (AU)

Articles published in Pesquisa FAPESP Magazine about the research grant:
The various directions of knowledge 
The various directions of knowledge 
Las diversas direcciones del conocimiento 
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Scientific publications (6)
(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)
AGUIAR, JOANA G.; CORREIA, PAULO R. M.. From representing to modelling knowledge: Proposing a two-step training for excellence in concept mapping. KNOWLEDGE MANAGEMENT & E-LEARNING-AN INTERNATIONAL JOURNAL, v. 9, n. 3, p. 366-379, . (12/22693-5)
PAULO ROGÉRIO MIRANDA CORREIA; CAMILA APARECIDA TOLENTINO CICUTO; BIANCA DAZZANI. Análise de vizinhança de mapas conceituais a partir do uso de múltiplos conceitos obrigatórios. Ciência e Educação, v. 20, n. 1, p. 133-146, . (13/25868-3, 12/22693-5)
DANIEL MENEZES SILVESTRE; JULIANA NAOZUKA; PAULO ROGÉRIO MIRANDA CORREIA; CASSIANA SEIMI NOMURA. Experimento utilizando grãos para explorar a calibração em análises químicas. Química Nova, v. 37, n. 9, p. 1545-1549, . (12/11998-0, 12/22693-5, 11/09941-7, 08/04709-6)
PAULO ROGÉRIO MIRANDA CORREIA; JOANA GUILARES DE AGUIAR. Avaliação da proficiência em mapeamento conceitual a partir da análise estrutural da rede proposicional. Ciência e Educação, v. 23, n. 1, p. 71-90, . (12/22693-5)
AGUIAR, JOANA G.; CORREIA, PAULO R. M.. Using concept maps as instructional materials to foster the understanding of the atomic model and matter-energy interaction. Chemistry Education Research and Practice, v. 17, n. 4, p. 756-765, . (12/22693-5)
CAMILA APARECIDA TOLENTINO CICUTO; BÁRBARA CHAGAS MENDES; PAULO ROGÉRIO MIRANDA CORREIA. Nova abordagem para verificar como os alunos articulam diferentes materiais instrucionais utilizando mapas conceituais. Revista Brasileira de Ensino de Física, v. 35, n. 3, p. 1-8, . (12/22693-5)

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