About: Concept map is a(n) research topic. Over the lifetime, 3614 publication(s) have been published within this topic receiving 67941 citation(s). The topic is also known as: concept mapping.
Papers published on a yearly basis
TL;DR: Each step in the process is described, major methodological issues and problems are considered, and computer programs which can be used to accomplish the process are discussed.
Abstract: Concept mapping is a type of structured conceptualization which can be used by groups to develop a conceptual framework which can guide evaluation or planning. In the typical case, six steps are involved: (1) Preparation (including selection of participants and development of focus for the conceptualization); (2) the Generation of statements; (3) the Structuring of statements; (4) the Representation of Statements in the form of a concept map (using multidimensional scaling and cluster analysis); (5) the Interpretation of maps; and, (6) the Utilization of maps. Concept mapping: encourages the group to stay on task; results relatively quickly in an interpretable conceptual framework; expresses this framework entirely in the language of the participants; yields a graphic or pictorial product which simultaneously shows all major ideas and their interrelationships; and often improves group or organizational cohesiveness and morale. This paper describes each step in the process, considers major methodological issues and problems, and discusses computer programs which can be used to accomplish the process.
01 Jan 2004
TL;DR: C oncept maps are tools for organizing and representing knowledge that include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts or propositions, indicated by a connecting line.
Abstract: C oncept maps are tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts or propositions, indicated by a connecting line between two concepts. Words on the line specify the relationship between the two concepts. We define concept as a perceived regularity in events or objects, or records of events or objects, designated by a label. The label for most concepts is a word, although sometimes we use symbols such as + or %. Propositions are statements about some object or event in the universe, either naturally occurring or constructed. Propositions contain two or more concepts connected with other words to form a meaningful statement. Sometimes these are called semantic units,or units of meaning. Figure 1 shows an example of a concept map that describes the structure of concept maps and illustrates the above characteristics.
Abstract: The authors propose that conceptual and procedural knowledge develop in an iterative fashion and that improved problem representation is 1 mechanism underlying the relations between them. Two experiments were conducted with 5th- and 6th-grade students learning about decimal fractions. In Experiment 1, children's initial conceptual knowledge predicted gains in procedural knowledge, and gains in procedural knowledge predicted improvements in conceptual knowledge. Correct problem representations mediated the relation between initial conceptual knowledge and improved procedural knowledge. In Experiment 2, amount of support for correct problem representation was experimentally manipulated, and the manipulations led to gains in procedural knowledge. Thus, conceptual and procedural knowledge develop iteratively, and improved problem representation is 1 mechanism in this process.
Abstract: This article describes the genesis and development of concept mapping as a useful tool for science education. It also offers an overview of the contents of this special issue and comments on the current state of knowledge representation. Suggestions for further research are made throughout the article.
Abstract: This meta-analysis reviews experimental and quasi-experimental studies in which students learned by constructing, modifying, or viewing node-link diagrams. Following an exhaustive search for studies meeting specified design criteria, 67 standardized mean difference effect sizes were extracted from 55 studies involving 5,818 participants. Students at levels ranging from Grade 4 to postsecondary used concept maps to learn in domains such as science, psychology, statistics, and nursing. Posttests measured recall and transfer. Across several instructional conditions, settings, and methodological features, the use of concept maps was associated with increased knowledge retention. Mean effect sizes varied from small to large depending on how concept maps were used and on the type of comparison treatment. Significant heterogeneity was found in most subsets.