This paper presents three tools developed within the framework of project EDINSOST2-SDG, aimed at embedding and assessing Education for Sustainable Development (ESD) in Engineering curricula. ESD is promoted through introduction into engineering curricula learning outcomes related to sustainability and, specifically, Goals (SDG). The first tool, “Engineering Sustainability Map”, contains ESD-re...

Concept maps are graphical representations of cognitive knowledge structures. Although they were originally developed as a way to follow and understand changes in student knowledge, they have proven to be effective instructional tools. Concept maps consist of labeled nodes that represent concepts, or perceived regularities or patterns, and links that are labeled to indicate the relationships be...

Considering the fact that academic curricula asks of students to perform better in an ever increasing information world and to be able to solve problems efficiently, this study was aimed at verifying if students will develop metacognition, the ability to reflect on one’s own cognitive processes to a significant degree, after receiving a short term training in concept-mapping, an information org...

Curriculum-based measurement in reading (CBM-R) and the Measures of Academic Progress (MAP) are assessment tools widely employed for universal screening in schools. Although a large body of research supports the validity of CBM-R, limited empirical evidence exists supporting the technical adequacy of MAP or the acceptability of either measure for universal screening. Purposes of the current stu...

The bulk of research to date relating to intelligent tutoring systems (ITS) is focused on the student, and on methods for representing the knowledge itself. From student models to learning schemas to presentation methods, comparatively little attention has been paid to the problem of educators attempting to build viable curriculum plans for use in an ITS environment---yet when this problem is a...

To determine the content of integrated curricula, clinical concepts and the underlying basic science concepts need to be made explicit. Preconstructed concept maps are recommended for this purpose. They are mainly constructed by experts. However, concept maps constructed by residents are hypothesized to be less complex, to reveal more tacit basic science concepts and these basic science concept...

Objectives. To demonstrate a curriculum mapping technique and its use in program evaluation and assessment, as well as to provide specific recommendations for potential uses in pharmacy education. Methods. This study employed a descriptive cross-sectional study design based on a learning outcomes document and several existing student and curricular data sets. Results. The population consisted o...

BACKGROUND The explication of relations between clinical and basic sciences can help vertical integration in medical curricula. Concept mapping might be a useful technique for this explication. Little is known about teachers' ability regarding the articulation of integration. We examined therefore which factors affect the learning of groups of clinicians and basic scientists on different expert...

Concept maps are effective interventions in providing students with a holistic understanding of a domain while also allowing understanding of relationships among parts and across the engineering curricula. Yet when the domain of application is large, concept maps become overburdened with too much information and complexity. A function of the individual learners’ cognitive load abilities, this p...

Concept maps are effective interventions in providing students with a holistic understanding of a domain while also allowing understanding of relationships among parts and across the engineering curricula. Yet when the domain of application is large, concept maps become overburdened with too much information and complexity. A function of the individual learners’ cognitive load abilities, this p...