Showing papers on "Concept map published in 1991"

Concept mapping and misconceptions: a study of high-school students' understandings of acids and bases

Abstract: This paper reports a study of senior high‐school students’ understandings of concepts related to acids and bases. The methodology was grounded on a concept mapconstructed from the curriculum. This map was used in the design of a multiple‐choice test and of clinical interviews. It was also used in the analysis of the data, and inconstructing concept maps for each participant. The methodology and the resulting analyses are illustrated with two abbreviated cases selected from the study. It is shown that these participants hold idiosyncratic concepts not consistently coincident with those of the prescribed curriculum, and that everyday concepts are retained more than are scientificconcepts. Discussion of concept mapping points to how it starkly represents gaps in the understanding of concepts that are interrelated. This feature of the methodological approach is shown to be significant to the study of students’ conceptions when the subject‐matter concepts are theoretically linked.

The Concept Map as an Advance Organizer.

Abstract: The objective of this study was to determine if a concept map used as an advance organizer can improve the science achievement of eighth-grade students. Eighty-two eighth-grade students in four science classes participated in this study. The experimental group completed the concept map at the beginning of the science unit under the teacher's supervision. At the end of the two-week unit a science test was administered to the experimental and the control group. The results of a one-tailed t test indicated that there was a significant difference between the two groups. The effect size is 0.40. It appears that the concept map can provide the classroom teachers with a meaningful and practical structured approach for using advance organizers in their classes.

Instructional Design: Implications from Cognitive Science

Abstract: Introduction to cognitive science and instructional design chunking - organizing strategies frames, type one frames, type two concept mapping advance organizer metaphor, analogys and simile rehearsal imagery mnemonics the instructional design template (IDT) - part 1 the instructional design template (IDT) - part 2.

Relationship between students’ conceptual knowledge and study strategies‐part 1: student learning in physics

Abstract: Recent reviews of research into students’ conceptual scientific knowledge have suggested that future studies should go beyond identifying and describing students’ conceptual knowledge, and focus more on student learning characteristics related to the development of better conceptual knowledge. In parts 1 and 2 of this paper we describe studies of the relationship between students’ propositional knowledge (as measured by concept‐mapping tasks) and their study strategies (as measured by a self‐report questionnaire) for ‘electricity’ (part 1) and ‘photosynthesis’ (part 2) in first‐year university courses. The results show that deeper and more meaningful study strategies are associated with better propositional knowledge. They also show that, depending on context, prior knowledge has both a direct and an indirect impact on post knowledge. The indirect impact occurs as a result of the effect of prior knowledge on the adoption of study strategies.

Didactic use of concept mapping in higher education: applications in medical education

Abstract: This paper describes the use of concept mapping for didactic purposes in higher education at the university level, namely, in medical schools The first study involved the use of concept mapping to evaluate students' self learned knowledge of subject matter during their clerkship in a department of surgery The individually constructed cognitive maps facilitated learning by being used in group discussions with the tutor, to identify correct ideas as well as misconceptions, and to convey the tutor's view, and thereby facilitated learning The second, unrelated study employed concept mapping to evaluate an inservice Orientation Workshop for medicine school faculty The cognitive structure characteristics of the participants and their congruence with those of the workshop teachers were assessed These provided evidence regarding the attainment of the workshop's objectives for different kinds of participant For example, by using concept mapping in planning instruction or preparing materials for teaching, teachers become learners Potential didactic uses in higher education are discussed in light of these studies

Scoring Student-Generated Concept Maps in Introductory College Chemistry.

Abstract: This study presents a quantitative method for scoring concept maps generated by students learning introductory college chemistry. Concept naps measure the amount of cLemical information the student possesses, reasoning ability in chemistry, and specific misconceptions about introductory and physical chemistry concepts. They provide a visualization of cognitive structure. When a student draws a concept map for chemical raactions, the result is a model of the student's conceptual framework for understanding the concepts and 'propositions of chemical change. Developing a valid method for scoring student concept maps will enable educators to evaluate student knowledge free of the bias and arbitrariness often associated with qualitative reviews. Concept maps may be evaluated quantitatively by categories. The category score for propositional validity reflects student reasoning ability in chemistry. The score significantly correlates with formal reasoning ability in chemistry. The category score for hierarchical structure reflects the amount of chemical information possessed by a student. Students who pvzsess large amounts of information about chemistry, position more vocabulary words within each hierarchical level than the student who demonstrates limited chemical knowledge. It is swggested that ...he greater a student's understanding of introductory chemistry concepts the more strands are employed in mapping concepts and propositions related to chemical reactions. Low strand count reflected specific misconceptions about Avogadro's Number, the mole concept, and the Law of Conservation of Matter. (Author/MM) ******************************0 *************************t************* Reproductions supplied by EDRS are the best that car be made from the original document. *x********************************************************************11 Scoring Student-Generated Concept Maps In Introductory College Chemistry IIEST COPY AVA1 LE u a DspournileitiT Of X rotICAT10,41 Mc, col Educettone lieseatcft end ontgoatunere EDUCATIONAL RESOURCES INFORMATIOT CENTE R !ERIC, ViTn9s document hes beer, lywodus ed at fte,ved from ;hp gem/so p oniaanqat.or ontionoling Mator frillnae5 tmve been made to 'ffiP,Owle reproCur hOn QUahtli Pomis C VIIBM13,0;PnMSVA/Pd ,r1 I Ns docu merit do ,101 neCPISSA74 tepresPflt oc O£Ri posIbon of pobcp "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY tIec.f.za. C.-49,2-ALb L AREC.Eck, TO THE EDUCATIONAL RESOURCES INFORMATION CENTER tERIC"."

Computer‐based tutoring of visual concepts: from novice to expert

Abstract: Computer-based tutoring of visual concepts is a largely unexplored area. The ability to classify images, to identify features and to describe abnormalities is a necessary part of training in many professions, such as radiology, anatomy, botany and geology. To a lesser level it is important for developing everyday skills such as identifying birds, trees, rocks, and flowers. The aim of this paper is to show how computers might be used in visual concept teaching, to store and display large stocks of exemplar images, to carry out a tutorial dialogue with the learner, and to provide learning aids such as concept maps, feature spaces, and structural models. The paper describes well-established methods for teaching visual concepts and indicates how computers can supplement the human teacher in tutoring students with differing levels of expertise.

A Comparison of Two Tools for Cognitive Task Analysis: Concept Mapping and the Critical Decision Method:

Abstract: Two knowledge elicitation tools for cognitive task analysis are described and compared: Concept Mapping and the Critical Decision method (CDM). Concept Mapping is a procedure that can be used to represent the interviewee's conception of a task by developing a graphical schematic of these perception of the task's components. It is appropriate when one needs to capture the interviewee's cognitive organization of the task's routine elements and how these elements fit together. CDM is highly effective at eliciting tacit knowledge about perceptions, expertise, and aspects of a domain that are often difficult for experts to articulate. It has proven to be an effective tool for capturing the deeper, difficult-to-articulate knowledge that separates experts from novices. Used together, these techniques can be very complementary and effective. Concept Mapping provides an overview of the user's image of the task including information about the clustering of and flow between concepts. CDM is an effective tool for ide...

Knowledge as Design: A Methodology for Overcoming Knowledge Acquisition Bottlenecks in Intelligent Interface Design

Abstract: This paper documents the historical perspective of ‘knowledge as design’ as a natural human philosophy which necessarily resulted in user centered design praxis. A revival of this philosophy is called for in the presentation of the advanced knowledge and design acquisition methodology. The application of this methodology for overcoming bottleneck problems and alleviating brittleness in the Pilot's Associate is described and evaluated. The paper discusses three specific techniques designed to capture these perspectives: IDEF modeling, concept mapping, and design storyboarding. An integrative structure combining these techniques is proposed as an interactive way to let users, as well as other design team members, assimilate, progressively deepen, and combine knowledge for the purpose of developing intelligent systems and human-machine interface designs. Results indicate that pilots were able to successfully reveal their own comprehension of an air-to-ground mission and transform conceptual knowledge into ac...

Measurement of Cognitive Structure in the Domain of Art History

Abstract: This research represents the first known application of protocol analysis to a liberal arts knowledge domain. The purpose of this study was to capture differences in cognitive structure between experts and novices in the area of art history. A sorting task consisting of twenty-five reproductions of paintings and prints covering the 14th through the 20th centuries was used to elicit verbal protocol data from a sample of four experts and four novices. The protocols were then transcribed and scored using concept mapping and content analysis procedures. Three knowledge breadth measures, concept map propositions, concept map examples, and implicit propositions, were strongly correlated with membership in the expert or novice group. In addition, the knowledge depth measure, concept map hierarchy levels, was also strongly correlated with the group membership variable suggesting that, as predicted, experts produced a significantly greater number of concept map propositions, examples, hierarchy levels, and implici...

Concept Maps: A Tool for Teachers and Learners

Abstract: Concept maps are a tool developed at Cornell University designed for use as a metacognitive strategy or a general strategy that helps the student "learn how to learn" The goal of this paper is to illustrate how concept mapping can be used to integrate multidisciplinary subject maUer assist the teacher in understanding the knowledge base of the student reveal misconceptions or missing conceptual links help resolve communications problems between the student and the professor and encourage reflective thinking by all participants in the learning process Three specific teaching situations are presented: 1) preparation of class materials 2) communication with students in the classroom or the office and 3) training of a teaching assistant Examples of actual concept maps drawn by the author and her students are included

Concept Maps: A Tool for Teachers and Learners

Abstract: Concept maps are a tool developed at Cornell University. designed for use as a metacognitive strategy. or a general strategy. that helps the student "learn how to learn." The goal of this paper is to illustrate how concept mapping can be used to integrate multidisciplinary subject maUer. assist the teacher in understanding the knowledge base of the student. reveal misconceptions or missing conceptual links. help resolve communications problems between the student and the professor. and encourage reflective thinking by all participants in the learning process. Three specific teaching situations are presented: 1) preparation of class materials. 2) communication with students in the classroom or the office. and 3) training of a teaching assistant. Examples of actual concept maps drawn by the author and her students are included.

The concept mapping heuristic as viewed by some Australian and Indonesian science teachers

Abstract: This paper reports a study on concept mapping involving 14 Australian and 9 Indonesian science teachers. After a training and practice session in concept mapping, the teachers were surveyed on four scales: “Learning it”, “Teaching it”, “Useability by students”, and “Perceived benefits”. While the teachers' attitudes were generally favourable interesting differences were discerned among scales, among teachers of Biology, Chemistry, Physics and Mathematics, and between countries.

An integrated methodology for knowledge and design acquisition

Abstract: The authors document the creation, development, application, and evaluation of an advanced knowledge and design acquisition methodology. The methodology acts to acquire and represent user requirements along three separate yet integrated perspectives: (1) structural/functional, (2) experiential/conceptual, and (3) intuitive/perceptual. The authors discuss three specific tools designed to capture these perceptives: IDEF-O (integrated computer-aided manufacturing definition) modeling, concept mapping, and design storyboarding. >

The Use of Concept Mapping To Evaluate the Effects of Both Bibliographic and Discipline-Based Art Education Instruction on the Library Skills of Elementary Art Teachers.

Abstract: This study utilized the concept map, a visual representation of a learner's thought processes, as an assessment tool to evaluate the effects of both bibliographic instruction and Discipline-Based Art Education (DBAE) training on the library skills of elementary art teachers in a visual arts resource center. A 2x2 factorial posttest-only control group design was chosen to test for the effects and possible interactions of the two independent variables. Concept maps that the subjects (n=37) constructed as a test of their understanding of library use were scored, and a two-way analysis of variance was performed on these scores. The results showed that there were no significant differences at the p<0,05 level among the mean concept map scores of the four groups under study. The value of concept maps for revealing learner misconceptions and the need for a second form of assessment to establish the concurrent validity of the concept map as an assessment tool was discussed. The appendixes contain a consent form for participants; a concept map worksheet; categories of format in the Arts Resource Center; and 21 task lists. (Contains 48 references.) (Author/ALF) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OP EDUCATION OThce ot Educsuonao RmarCh and Improvement EDUCATIONAL CE RE SOURCES ERIC) INFORMATION C This document has ben reproCluCed as received from the perSeOn Or Organization originating a r Minor Changes have been made to irhprOve reprOduCtrOn Quality Points of view or OprniOnS Stated in this docu. merit 00 riot necessarily represent orfic,a) OEM positron or poliCy THE USE OF CONCEPT MAPPING TO EVALUATE THE EFFECTS OF BOTH BIBLIOGRAPHIC AND DISCIPLINE-BASED ART EDUCATION INSTRUCTION ON THE LIBRARY SKILLS OF ELEMENTARY ART TEACHERS A Master's Research Paper submitted to the Kent State University School of Library Science in partial fulfillment of the requirements for the degree Master of Library Science by Carla J. Schick July, 1991 BEST COPY AVAILABLE "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Carla J. Schick TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." Abstract This study utilized the concept map as an assessment tool to evaluate the effects of both bibliographic instruction and Discipline-Based Art Education (DBAE) training on the library skills of elementary art teachers in a visual arts resource center. A 2 x 2 factorial posttest-only control group design was chosen to test for the effects and possible interaction of the two independent variables. Concept mapping oan be described as a visual representation of a learner's thought process. Concept maps that the subjects (n. = 37) constructed as a test of their understanding of library use were scored, and a two-way analysis of variance was performed on these scores. The results showed that there were no significant differences at the 1;2. < 0.05 level among the mean concept map scores of the foiir groups under study. The value of concept maps for revealing learner misconceptions and the need for a second form of assessment to establish the concurrent validity of the concept map as an assessment tool was discussed.This study utilized the concept map as an assessment tool to evaluate the effects of both bibliographic instruction and Discipline-Based Art Education (DBAE) training on the library skills of elementary art teachers in a visual arts resource center. A 2 x 2 factorial posttest-only control group design was chosen to test for the effects and possible interaction of the two independent variables. Concept mapping oan be described as a visual representation of a learner's thought process. Concept maps that the subjects (n. = 37) constructed as a test of their understanding of library use were scored, and a two-way analysis of variance was performed on these scores. The results showed that there were no significant differences at the 1;2. < 0.05 level among the mean concept map scores of the foiir groups under study. The value of concept maps for revealing learner misconceptions and the need for a second form of assessment to establish the concurrent validity of the concept map as an assessment tool was discussed.

A reusable knowledge acquisition shell: KASH

Abstract: KASH (Knowledge Acquisition SHell) is proposed to assist a knowledge engineer by providing a set of utilities for constructing knowledge acquisition sessions based on interviewing techniques. The information elicited from domain experts during the sessions is guided by a question dependency graph (QDG). The QDG defined by the knowledge engineer, consists of a series of control questions about the domain that are used to organize the knowledge of an expert. The content information supplies by the expert, in response to the questions, is represented in the form of a concept map. These maps can be constructed in a top-down or bottom-up manner by the QDG and used by KASH to generate the rules for a large class of expert system domains. Additionally, the concept maps can support the representation of temporal knowledge. The high degree of reusability encountered in the QDG and concept maps can vastly reduce the development times and costs associated with producing intelligent decision aids, training programs, and process control functions.