Insightful Learning
The next component of concept mapping is making connections between data to demonstrate meaningful relationships. As the groups constructed their concept map, I circulated the room assisting groups in reflecting upon the interrelatedness of information emerging in the picture of the patient and asking questions to encourage deeper thinking. Students were frequently reminded of previously learned information and encouraged to consider past experiences while making decisions about the concept map. The Law of Closure, a tendency to close in gaps of information to complete an overall picture (Boeree, 2000), was evident in the way groups included relevant concepts even though they were not mentioned in the case study. For example, the case study did not state that the patient had activity intolerance but, almost all groups included this concept on their map.
Following the Law of Continuation, ideas that are connected by a line are seen as grouped together. Students were asked to draw lines connecting ideas and forming meaningful relationships between concepts. Lines that crossed through other information were allowed since by the law of continuation, lines that cross through other objects will still be perceived as continuing (Lal, 2008).
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Following the Law of Continuation, ideas that are connected by a line are seen as grouped together. Students were asked to draw lines connecting ideas and forming meaningful relationships between concepts. Lines that crossed through other information were allowed since by the law of continuation, lines that cross through other objects will still be perceived as continuing (Lal, 2008).
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