Mapas Conceituais. Artefatos Cognitivos. Meta-Aprendizagem. Modelagem Conceitual. Abordagens Pedagógicas. Desenvolvimento Metacognitivo. Modelagem de Conhecimento. Metamodelagem.
Name: WAGNER DE ANDRADE PERIN
Publication date: 25/09/2024
Examining board:
Name |
Role |
|---|---|
| ALBERTO NOGUEIRA DE CASTRO JUNIOR | Examinador Externo |
| CAMILA ZACCHE DE AGUIAR | Coorientador |
| DAVIDSON CURY | Presidente |
| MARCOS ALEXANDRE CASTILHO | Examinador Externo |
| MONALESSA PERINI BARCELLOS | Examinador Interno |
Pages
Summary: This thesis explores the enhancement of Concept Maps (CMs) as cognitive tools by
proposing structural and semantic changes to overcome their limitations in precision and
clarity. The investigation suggests a redesign of CMs, drawing lessons from the fields of
Conceptual Modeling and Ontologies to confer greater formalism through the integration
of levels of abstraction. This approach allows for the creation of self-contained knowledge
models and facilitates their application in various contexts. The study was conducted
within the framework of the CMPaaS (Concept Map as a Service) project, aiming to
explore the limitations of CMs in both human and automated interpretation. The research
is based on the hypothesis that structural improvements can accelerate the creation of
knowledge models, expand their practical applications, reveal new pedagogical approaches,
and positively impact the process of meaningful learning.
The methodology employed was hybrid, combining a systematic literature review, structural
analysis of CMs, case studies, and practical classroom experiments. The educational
experiment involved three groups of students (n = 84). The results revealed a significant
improvement in the academic performance of an experimental group (n = 25) compared
to the control group (n = 32), demonstrating that the restructured CMs contribute to the
development of conceptual and metacognitive skills, as well as promoting deeper and more
connected learning.
Among the main findings of the research, the effectiveness of using structured CMs to
stimulate critical thinking, facilitate knowledge organization, and enhance metacognition
stands out. Controlled experiments suggest that the formalism introduced in CMs enhances
their use in automated reasoning processes and expands the possibilities for application in
non-educational domains.
The research also proposes future directions for investigation. It recommends implementing
the proposed structural changes in CM editing tools and validating their effectiveness
across a wider range of educational contexts. Additionally, new studies are suggested to
explore variables such as student engagement and cognitive load in pedagogical approaches,
as well as to investigate the use of CMs in multi-diagrammatic scenarios and in the
integration of metamodels to represent complex knowledge.
