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Author ORCID Identifier
https://orcid.org/0000-0002-3474-8821
AccessType
Open Access Dissertation
Document Type
dissertation
Degree Name
Doctor of Philosophy (PhD)
Degree Program
Education
Year Degree Awarded
2019
Month Degree Awarded
May
First Advisor
Ernest Washington
Second Advisor
Craig Wells
Third Advisor
Mzamo Mangoliso
Fourth Advisor
Edmund Gordon
Subject Categories
Education
Abstract
This study reports an exploratory study of the 3CAM model of classroom learning. 3CAM is an acronym for concept maps, critical thinking, collaboration, and mastery. It is a student-centered approach to mastery learning that empowers students to take responsibility for their own learning. The model is a theory and a practice. The theory is the language games of critical thinking and the practice is the activities of visualizing concept maps, applying critical thinking, collaborating, and creating their own assessment. Students play the language games of critical thinking using the WH questions: “what, when, why, where, who and how”. Students apply the model each week to the chapters of a child development text. The study also compared two groups of students: a group working collaboratively and a group working individually using the 3CAM model. The results of the study support the practices of the activities of the model as well as the theory of the language games of critical thinking. The data reveal that students who work collaboratively use significantly more “why, how and when” questions in creating their concept maps. The most used critical thinking question was “what”, and its use declined in the collaborative group as the use of “why, how and when” increased. The use of “what” remained the same for the individual group. Student comments about the model were so supportive of both theory and practice.
DOI
https://doi.org/10.7275/14123158
Recommended Citation
Zandvakili, Elham, "3CAM MODEL CONCEPT MAPS, CRITICAL THINKING, COLLABORATION ASSESSMENT (3CAM) TOWARD THE PATH OF MASTERY LEARNING" (2019). Doctoral Dissertations. 1578.
https://doi.org/10.7275/14123158
https://scholarworks.umass.edu/dissertations_2/1578