The content of this thesis is targeted at technology teachers who wish to have a qualitative approach to teaching. The latter can be achieved by using graphical tools like concept maps. Concept maps stimulate meaningful learning by upgrading the gained knowledge with new notions called concepts. Only such knowledge will stay in the long-term memory and can be also accessed later in life. Conceptual plans are highly recommended in primary schools, namely for the subject design and technology, since it is possible to link theory and practice. The thesis includes cases of use of hierarchical conceptual plan, which presents the theory, and process conceptual plan, which presents the making of a product step by step. Conceptual plans can be used before the teacher passes the knowledge on to the students, as an activity during class, and also for knowledge assessment. As described in the thesis, the teacher has to introduce conceptual plans gradually. The tasks and scoring in the exams that use conceptual plans are a little bit more specific, since in addition to the knowledge of terminology also the meaningful notion setting is evaluated. Linking phrases have an important role in conceptual plans, since they explain relations between notions. The thesis also includes the examples of exams with answers, scoring and grading scale.
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