Literatuur
All, A. C., & Havens, R.
L. (1997). Cognitive/concept mapping: a teaching strategy for nursing. Journal
of Advanced Nursing, 25, 1210–1219.
Biggs, J. B., & Tang, C. S. (2007). Teaching for quality learning at university. Society
for Research into Higher Education.,.
Chabeli,
M. (2010). Concept-mapping as a teaching method to facilitate critical thinking
in nursing education: A review of the literatureeview of the literature. Health
SA Gesondheid, 15(1), 70–77. http://doi.org/10.4102/hsag.v15i1.432
Clayton,
L. H. (2006). An Effective, Active Teaching-Learning Method. Nursing Education
Perspectives, 27(July/August), 197–203.
Higgs,
J., Jones, M., Loftus, S., & Christensen, N. (2008). Clinical reasoning
in the health professions (third edit). Sydney, Australia: Elsevier.
Irvine,
L. M. (1995). Can concept mapping be used to promote meaningful learning in
nurse education? Journal of Advanced Nursing, 21(1978),
1175–1179.
Karppinen,
P. (2005). Meaningful Learning with Digital and Online Videos. AACE Journal
Association for the Advancement of Computing in Education, 13,
233–250. Retrieved from http://editlib.org/p/6021
Kazakoff,
A. (2009). Using concept mapping to scaffold learning for students who
experience lerning difficulties in science classes. Queensland University
of Technology.
Koopman,
M., Teune, P., & Beijaard, D. (2011). Development of student knowledge in
competence-based pre-vocational secondary education. Learning Environments
Research, 14, 205–227. http://doi.org/10.1007/s10984-011-9092-0
Lambregts,
J., Grotendorst, A., & Merwijk, C. (2015). Bachelor Nursing 2020 Een
toekomstbestendig opleidingsprofiel 4.0. Retrieved from
http://www.loov2020.nl/wp-content/uploads/2014/02/Bachelor-Nursing-2020-4.0.pdf
McMillan,
W. J. (2010). Teaching for clinical reasoning - helping students make the
conceptual links. Medical Teacher, 32(10), 436–442.
http://doi.org/10.3109/01421591003695303
Novak,
J. D., & Cañas, A. J. (2008). The Theory Underlying Concept Maps and How to
Construct and Use Them. IHMC CmapTools, 1–36. http://doi.org/Technical
Report IHMC CmapTools 2006-01 Rev 2008-01
Novak,
J. D., & Cañas, A. J. (2008). The Theory Underlying Concept Maps and How
to Construct and Use Them.
Pudelko,
B., Young, M., Vincent-Lamarre, P., & Charlin, B. (2012). Mapping as a
learning strategy in health professions education: A critical analysis. Medical
Education, 46, 1215–1225. http://doi.org/10.1111/medu.12032
Ruiz-Primo,
M., Furtak, E., Ayala, C., Yin, Y., & Shavelson, R. (2010). Formative
assessment, motivation, and science learning. In Handbook of formative
assessment (pp. 139–158).
Schuurmans, M., Lambregts, J., & Grotendorst, A.
(2012). Beroepsprofiel van de verpleegkundige. Retrieved
from
http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Beroepsprofiel+verpleegkundige#0
Shenton,
A. (2004). Strategies for ensuring trustworthiness in qualitative research
projects. Education for Information, 22, 63–75.
http://doi.org/10.1111/j.1744-618X.2000.tb00391.x
Sluijsmans,
D., Maastricht, U., Desir, Z. H., Brinke, J., Universiteit, O.,
Lerarenopleiding, F., … Projectnummer, N. (2013). Toetsen met leerwaarde, 1–85.
Torre,
D. M., Daley, B., Stark-Schweitzer, T., Siddartha, S., Petkova, J., &
Ziebert, M. (2007). A qualitative evaluation of medical student learning with
concept maps. Medical Teacher, 29, 949–955.
http://doi.org/10.1080/01421590701689506
Torre,
D. M., Durning, S. J., & Daley, B. J. (2013). Twelve tips for teaching with
concept maps in medical education. Medical Teacher, 35(3), 201–8.
http://doi.org/10.3109/0142159X.2013.759644
van Boxtel, C., van der Linden, J., Roelofs, E., &
Erkens, G. (2002). Collaborative Concept Mapping:
Provoking and Supporting Meaningful Discourse. Theory Into Practice.
http://doi.org/10.1207/s15430421tip4101_7
van der Linden, W., Bakx, A., Ros, A., Beijaard, D., &
van den Bergh, L. (2015). The development of student
teachers’ research knowledge, beliefs and attitude. Journal of Education for
Teaching, 41(1), 4–18. http://doi.org/10.1080/02607476.2014.992631
van
Merriënboer, J. J. G., & Sweller, J. (2010). Cognitive load theory in
health professional education: design principles and strategies. Medical Education, 44(1), 85–93.
http://doi.org/10.1111/j.1365-2923.2009.03498.x
Geen opmerkingen:
Een reactie posten