The use of concept mapping and propositions to promote deep learning
Abstract
Studies have shown that the use of concept making and suitable schemata have helped in promoting deep learning. The current schemata adopted in class room at undergraduate and postgraduate level has helped in promoting students’ approach towards deep learning to digest the knowledge, which has been transformed for better outcome. Experiential sharing is communicated here that the uses of suitable metaphorical references have helped them making strategic and deep learning taking verbal feedback from students.
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