Showing papers on "Concept map published in 1993"

An investigation of the effectiveness of concept mapping as an instructional tool

Abstract: The study of concept mapping as a research topic evolved from work conducted at Cornell University under the auspices of Novak (Novak and Gowin, 1984). Most recently reported is a 12-year longitudinal study of science concept learning in which Novak and his colleagues developed concept maps as a tool to represent knowledge structures (Novak and Musonda, 1991). Predicated on Ausubel’s assimilation theory of cognitive learning, these maps depicted the hierarchy and relationships among concepts. Data gathered from clinical interviews given before and after instruction were transformed from their raw, propositional form to concept maps. These “before and after” maps, which represented specific pre- and postinstruction concept meanings held by students, were then analyzed for changes in students’ cognitive structure. In summarizing the results of this study, Novak and Musonda reported that experimental students showed “many more valid conceptions and many fewer invalid conceptions” (p. 148) when compared to a similar sample of students who received no formal instruction in basic science concepts. In the research done since Novak developed this tool, concept mapping has become a viable educational medium. For example, there is evidence that concept maps can help teachers become more effective (Beyerbach and Smith, 1990; Hoz et al., 1990), and can serve as a heuristic for curriculum development (Starr and Krajcik, 1990). Perhaps most importantly, concept maps have been reported to be a potent instructional tool for promoting what Ausubel has described as meaningful learning. Meaningful learning refers to anchoring new ideas or concepts with previously acquired knowledge in a nonarbitrary way (Novak, 1977). It is this latter role of concept maps that is the focus of this study.

The concept map as a tool for the collaborative construction of knowledge: A microanalysis of high school physics students

Abstract: Although concept mapping has been shown to help students in meaningful learning, particularly when done as a collaborative activity, little has been done to understand the microprocesses during the activity itself. However, in order to be able to improve the activity as a teaching and learning heuristic, we have to know more about the microprocesses that constitute concept mapping as process and as product. This study was designed to investigate concept mapping as a means of assessing the quality of student understanding from two perspectives: the analysis of the process of constructing meaning and the analysis of the products of this cognitive activity. An interpretive research methodology was adopted for the construction of meaning from the data. Twenty-nine students from two sections of a senior level high school physics course participated in the study. The data sources included videotapes, their transcripts, and all concept maps produced. Students worked in collaborative groups during all of the concept mapping sessions. Individual concept mapping was assessed twice, once delayed by a week, another time delayed by 6 weeks. To assess what happened to the cognitive achievement as the context of concept mapping changed from collaborative to individual activity, we used a tracer. A tracer is some bit of knowledge, procedure, or action that allows the researcher to follow a task through various settings. The concept maps as products differed in their hierarchical organization, the number of links, and the benefit to the individual students. Three major processes emerged, which students used to arrive at suitable propositions. Students mediated propositions verbally and nonverbally, they took adversarial positions and appealed to authority, and they formed temporary alliances based on presumed expertise. Both product and process hold promise but also show some limitations. On the positive side, concept mapping led to sustained discourse on the topic and improved the declarative knowledge of several students both in terms of the hierarchical organization and “local” configuration of the concepts. In contrast, concept mapping also let unintended and scientifically incorrect notions become ingrained and go unchallenged. On the basis of the outcomes of our study we formulated specific recommendations for the use of concept maps in the classroom. These include continued instruction in establishing proper hierarchies and cross-links to increase the quality of the concept maps' structure and the number of high quality links. Then, instruction should facilitate students' attempts to reflect on the nature of the relationships expressed in their maps. And finally, specific roles could be assigned to individual students to improve the overall quality of the process of constructing the map and, thus, of the final product.

Concept mapbased multimedia computer system for facilitating user understanding of a domain of knowledge

Abstract: A computer system having an explanation facility for facilitating user understanding of concepts underlying a domain of knowledge which enables a user to interact with and explore the domain of knowledge. The explanation facility utilizes a concept-map based representation of a domain of knowledge and several icons to control the mode of output of information from the computer system. Each concept map has concept nodes which represent concepts in the domain of knowledge, links between the concept nodes, and icons. The icons are positioned at the concept nodes and represent alternative modes of output of information from the computer system. A user desiring more information about a concept node can select one of the icons corresponding to the mode of output of information desired. Modes of output of information include audio, video (images and movies), text, concept maps, and combinations of the foregoing. Through the use of concept maps and icons that control modes of output of information, a user may navigate the domain of knowledge and retrieve information specific to the user's particular needs.

A study of changes in middle school teachers' understanding of selected ideas in science as a function of an in‐service program focusing on student preconceptions

Abstract: This article examines the impact of a specially designed in-service model on teacher understanding of selected science concepts. The underlying idea of the model is to get teachers to restructure their own understanding of a selected science topic by having them study the structure and evolution of their students' ideas on the same topic. Concepts on topics from the life, earth, and physical sciences served as the content focus and middle school Grades 4–9 served as the context for this study. The in-service experience constituting the main treatment in the study occurred in three distinct phases. In the initial phase, participating teachers interviewed several of their own students to find out what kinds of preconceptions students had about a particular topic. The teachers used concept mapping strategies learned in the in-service to facilitate the interviews. Next the teachers teamed with other teachers with similar topic interests and a science expert to evaluate and explore the scientific merit of the student conceptual frameworks and to develop instructional units, including a summative assessment during a summer workshop. Finally, the student ideas were further evaluated and explored as the teachers taught the topics in their classrooms during the fall term. Concept maps were used to study changes in teacher understanding across the phases of the in-service in a repeated-measures design. Analysis of the maps showed significant growth in the number of valid propositions expressed by teachers between the initial and final mappings in all topic groups. But in half of the groups, this long-term growth was interrupted by a noticeable decline in the number of valid propositions expressed. In addition, analysis of individual teacher maps showed distinctive patterns of initial invalid conceptions being replaced by new invalid conceptions in later mappings. The combination of net growth of valid propositions and the patterns of evolving invalid conceptions is discussed in constructivist terms.

Concept mapping: A viable alternative to objective and essay exams

Abstract: America 2000, yet another attempt to reform education, calls for a voluntary set of national achievement tests. If we agree with Ernest Boyer's philosophy that the goal of education is to turn out people who can think, then we need tests that will help us reach that goal. This article examines and defines concept maps, describes how concept maps are constructed, and explains why concept mapping is a viable tool for meaningful learning and understanding. In addition, it also compares concept maps with objective and essay exams and offers evaluation/scoring suggestions.

The Effects of Embedding an Instructional Map in Hypermedia Courseware

Abstract: This study investigated the impact of embedding an instructional map into computer courseware. An instructional map, as used in this study, is an externally supplied graphic organizer that functions as a meta-learning tool by allowing the learner to interact with the computer to control the sequence of instruction, by giving the learner feedback about his/her progress in mastering the content of the instructional courseware, and by promoting reflectivity by allowing the student to view the total task and the on-disk resources available to master the task. In this study, 143 high school students were randomly assigned to treatments using a pretest-posttest control group design. Students in both groups received one week of treatment using a HyperCard stack on volcanoes. The results of an analysis of variance on the mean scores of a 35-item assessment instrument indicated that students who used software with an instructional map embedded in the courseware performed significantly better (p < .01) than...

Supporting the creatmty cycle through visual languages

Abstract: The application of visual language tools for knowledge acquisition and modeling to the support of student's creative processes has been investigated. Such tools have potential application to both phases of the creativity cycle, the transition from loose divergent thinking to focused convergent thinking, and the converse transition whereby received knowledge is deconstructed through detecting anomalies and making overt the underlying tacit presuppositions. This paper outlines this model of creative dynamics, gives an overview of past applications of visual languages, such as concept maps, in a range of disciplines, and illustrates their use by graduate research students developing their research frameworks.

Concept mapping of high and average achieving students and experts

Abstract: Concept mapping has been used effectively to represent understanding of afield of knowledge. The maps are highly individualistic and idiosyncratic. Three high‐performing junior college students, th...

Concept Mapping: An Effective Instructional Strategy for Diet Therapy

Abstract: Concept mapping is an instructional strategy that requires learners to identify, graphically display, and link key concepts in instructional reading material. Although proven effective in numerous disciplines as a means to promote critical thinking and self-directed learning, concept mapping has not been tested in diet therapy. The objective of this study was to implement concept mapping as a small-group, cooperative learning strategy in an upper-division diet therapy course and to evaluate student attitudes about the effect of concept mapping on knowledge, self-directed learning, problem-solving, and collaborative skills. Students in the first semester (n = 27) initially learned course material by lecture (4 weeks) followed by an integrated mapping/lecture format (12 weeks); the second semester (n = 25) used an integrated mapping lecture format for the full 16 weeks. At the end of both semesters, students completed a 10-item original survey questionnaire. Responses for first (n = 25) and second (n = 21) semesters were analyzed independently. Results indicated that a majority of students thought participation in concept mapping enhanced knowledge of diet therapy principles (n = 19 of 25; 18 of 21), self-directed learning (n = 14 of 25; 18 of 21), critical thinking (n = 21 of 25; 14 of 21), problem-solving (n = 22 of 25; 16 of 21), and collaboration (n = 24 of 25; 20 of 21) skills. When noncooperation of teammates was a factor, concept mapping was viewed as more frustrating and time consuming than lecture. This study demonstrated concept mapping as an effective learning strategy for diet therapy; it improves students' ability to engage in self-directed learning, critical thinking, collaboration, and creative problem solving. Results suggest that concept mapping is most effective when accompanied with comprehensive training, coordinated lectures, instructor guidance, and long-term practice.

Mapping Conceptual Change in Matter and Molecules.

Abstract: To analyze a student's conceptual changes, analyzing tranicrintions of writing and verbal statements may not provide enough information. In a study of 25 sixth graders learning about matter and molecules, concept mapping of students' stated ideas was used to analyze the kinds of organizational changes the students made to use new science information. Mapping student statements across time should provide insight into the ways they restructure knowledge. Methodology used and findings are reported for 2 of the 25 students as they studied matter and molecules. Interviews, student writings, transcripts of their remarks, and observations of classroom instruction were used to make the concept maps. Maps were constructed by placing each concept in a circle and connecting the circles as concepts were mentioned. Comparing the maps over time reflected changes in student thinking. With the aid of instruction, students organized their information more usefully and their maps became more organized, with more hierarchical levels. Implications for teaching and learning are discussed. Eight figures of concept maps are included. (Contains 24 references.) (SLD) *************** *****************n** *** ****** ** *** *** **** * * ********* **** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT Of EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERICI his document hes been reproduced as received from Me person or ocganiretion originating O Minor changes have been mode to improve reproduction Quelity Points of view or opinions stated in INS document do not necessarily (epic/Jen! official OERI poelloon or policy "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY AMA) ey TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." Mapping Conceptual Change in Matter and Molecules

Conceptual Mapping: A Tool for Self-Reflection

Abstract: (1993). Conceptual Mapping: A Tool for Self-Reflection. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 67, No. 2, pp. 83-84.

Diagnosing Macroergonomic Problems: A Case Study in the Use of Concept Mapping for TQM Initiatives:

Abstract: This paper presents the results from a case study involving the use of concept mapping in a Total Quality Management (TQM) program. Concept mapping is a knowledge acquisition technique that has proven successful in a variety of instances when it was necessary to elicit information directly from domain experts and communicate that information to other individuals needing the information. The concept mapping technique produces, during the course of an interview, a graphical representation that becomes a communications medium through which ideas can be easily shared in a group setting. In TQM programs it may be necessary to elicit detailed information from employees about the nature of their work domain and about the various problems they may be encountering. The success of TQM programs often depends on establishing open lines of communications through which employees can articulate their concerns and upon the ability of TQM team members to uncover hard-to-detect problems. Concept mapping proved successful i...

Elementary School Preservice Teachers' Conceptions of Social Studies Teaching and Learning: A Report on Concept Mapping.

Abstract: This paper reports a study on how prospective elementary school teachers make sense of teaching social studies through conceptual mapping, and therefore provide an opportunity for teacher educators to assess the value of conceptual mapping as a pedagogical tool Preand post-course concept mapping was incorporated into three sections of an elementary school social studies methods course The general research questions included: (1) How do preservice teachers make sense of teaching elementary school social studies? (2) How do preservice teachers experience the sense making process of constructing a concept map to organize and represent their thinking about teaching elementary school social studies? (3) In what ways are concept maps a viable tool for teacher educators to use to assess student thinking about elementary school social studies? The data obtained was used to generate two assertions The first assertion is that concept mapping is a viable tool to help prospective teachers reflect on their memories and conceptions of elementary school social studies Concept maps constructed by prospective elementary school teachers as they enter methods courses indicate that they view social studies as a body of facts that exists independent of the individual The second assertion is that final course concept mapping engages prospective teachers in the process of constructing personal knowledge regarding the teaching of elementary school social studies, as they reflect on their experiences in light of what they have learned throughout the semester During map construction, prospective teachers reflect on their beliefs regarding knowledge as they pass through four stages: (1) comfort; (2) trepidation and frustration; (3) resolution; and (4) elation and pride (DK) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document *********************************************************************** Elementary School Preservice Teachers' Conceptions of Social Studies Teaching and Learning: A Report on Concept Mapping

Integrating user needs by computer-supported interpretation of concept maps

Abstract: Tools for Automated Knowledge Engineering (TAKE) was created to support the design and development of human-system interfaces. TAKE consists of concept mapping and computer supported data analysis tools. Concept mapping is used to elicit information from experts. A computer then converts the maps into a database that can be manipulated and refined to enhance the analysis process. The true beauty of utilizing this process is that it provides an easy method to document multiple perspectives of a problem domain and produces a single document that captures all input. TAKE can be used by industrial engineers to perform more efficient requirements documentation and job/task analysis, to design more effective workstation layouts, and to determine optimal process flow. TAKE provides the industrial engineer with a tool that creates a database of that information to allow traceability in the system design process.

The Effectiveness of Concept Mapping as a Teaching Tool: Evidence from Courses in Applied Economics

Abstract: The authors are solely responsible for the views expressed here and for any remaining errors. Applied economics courses are taught using a variety of teaching methodologies. For example, some instructors use the traditional lecture approach to present material, while others prefer to use student discussions as a vehicle for covering course material. Still other instructors encourage their students to learn economics using computer based teaching devices. The purpose of the research reponed here is to compare two different teaching methodologies to determine if one form of presentation is superior to the other when used in two different undergraduate applied economics course. A secondary objective is to identify the significant factors that affect student performance on problem­ solving examination questions. Instructors experimenting with various methods of presentation may find themselves at a loss about how to measure the effectiveness of a new strategy. Usually the only viable alternative is an ad hoc analysis, in which the teacher solicits reactions from students. This paper presents a practical example of how a strategy can be tested in a systematic manner rather than relying on anecdotal evidence. A valuable aspect of this research is that the evaluation of the teaching method is placed in the context of many other factors which affect student performance. Thus, beyond the specific results penaining to the particular teaching method, the general design and implementation of this research should be of interest to any instructor evaluating changes in teaching techniques. The fIrst form of instruction we used is the traditional lecture in which information is presented in a sequential manner, using overheads which contain an outline of the main points. The second form of instruction is lecturing with the use of-instructor designed concept maps, a technique designed to spatially link concepts. Concept maps are a tool designed to help the student "learn how to learn" (Novak: and 1 Gowin, 1984). Maps are constructed by linking concepts (main ideas) with connecting words (propositions) which identify the relationships between two concepts. For example, a concept such as "interest rate" would be linked to another concept such as "inflation" by the connecting phrase "is influenced by." Since concept maps explicitly convey the relationships between main ideas in a content area, we hypothesized that students taught economic principles using concept maps would be better able to solve applied economics problems than students who were taught the same principles in a sequential manner. The …