Vol 9, No 3 (2017)

Table of Contents

Articles

Special Issue on "Concept mapping and pedagogic frailty"
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Editorial: Pedagogic frailty and concept mapping
Ian M. Kinchin, Paulo R. M. Correia
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254-260
Do no harm: Risk aversion versus risk management in the context of pedagogic frailty
Julie A. Hulme, Naomi E. Winstone
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261-274
Mapping the emotional journey of teaching
Emma Jones
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275-294
Pedagogic frailty: A concept analysis
Ian M. Kinchin
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295-310
Russian university teachers' ideas about pedagogic frailty
Svetlana Nikolaevna Kostromina, Daria Sergeevna Gnedykh, Ekaterina Aleksandrovna Ruschack
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311-328
Using concept mapping for faculty development in the context of pedagogic frailty
Barbara de Benito, Alexandra Lizana, Jesus Salinas
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329-347
Developing higher-order thinking skills with concept mapping: A case of pedagogic frailty
Alberto J. Canas, Priit Reiska, Aet Mollits
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348-365
From representing to modelling knowledge: Proposing a two-step training for excellence in concept mapping
Joana G. Aguiar, Paulo R. M. Correia
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366-379
Challenges and weaknesses in the use of concept maps as a learning strategy in undergraduate health programs
Enios Carlos Duarte, Ana Claudia Loureiro, Cristina Zukowsky-Tavares
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380-391
An exploration into pedagogic frailty: Transitioning from face-to-face to online
Irina Niculescu, Roger Rees, Darren Gash
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392-403
Making connections and building resilience: Developing workshops with undergraduates
Julia Anthoney, Rachel Stead, Katie Turney
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404-418