Showing papers on "Concept map published in 1994"
TL;DR: In this article, the authors examined the extent to which differences exist in the concept maps of advanced college biology majors and beginning non-majors in the domain of mammals and explored whether these differences are reflected in the way subjects assign class membership as revealed in a card sorting task.
Abstract: This study sought further evidence of the concurrent validity of concept mapping as a research and evaluation tool in science education Specifically, the study examined the extent to which differences exist in the concept maps of advanced college biology majors (N = 25) and beginning nonmajors (N = 25) in the domain of mammals Furthermore, it explored whether these differences are reflected in the way subjects assign class membership as revealed in a card sorting task The results indicate that concept maps of biology majors are structurally more complex than those of nonmajors and that differences in the structural complexity and organizational patterns depicted in concept maps are reflected in the underlying dimensions used to assign class membership Together, these findings suggest that the concept map provides a theoretically powerful and psychometrically sound tool for assessing conceptual change in experimental and classroom settings
417 citations
TL;DR: In this paper, the authors followed the conceptual changes shown in 25 students' writing over a 12-week science unit and compared the maps across time to assess changes in the schema of core concepts, complexity and organization as a result of instruction.
Abstract: This study, conducted in an inner-city middle school, followed the conceptual changes shown in 25 students' writing over a 12-week science unit. Conceptual changes for 6 target students are reported. Student understanding was assessed regarding the nature of matter and physical change by paper-and-pencil pretest and posttest. The 6 target students were interviewed about the goal concepts before and after instruction. Students' writing during lesson activities provided qualitative data about their understandings of the goal concepts across the science unit. The researcher constructed concept maps from students' written statements and compared the maps across time to assess changes in the schema of core concepts, complexity, and organization as a result of instruction. Target students' changes were studied in detail to determine patterns of conceptual change. After patterns were located in target students' maps, the remaining 19 students' maps were analyzed for similar patterns. The ideas that students identified in their writing showed changes in central concepts, complexity, and organization as the lessons progressed. When instructional events were analyzed in relation to students' demonstrated ideas, understanding of the goal conceptions appeared in students' writing more often when students had opportunities to explain their new ideas orally and in writing.
150 citations
TL;DR: In this paper, the authors describe the use of concept mapping to develop a pictorial multivariate conceptual framework of staff views of a program of supported employment (SE) for individuals with severe mental illness.
Abstract: This article describes the use of concept mapping to develop a pictorial multivariate conceptual framework of staff views of a program of supported employment (SE) for individuals with severe mental illness. The SE program involves extended individualized supported employment for clients through a mobile job support worker (MJSW) who maintains contact with the client after job placement and supports the client in various ways. All 14 staff members of a psychiatric rehabilitation agency with assignments associated with the SE program. They brainstormed a large number of specific program activity statements (N = 96), sorted and rated the statements, and interpreted the map that was produced through multidimensional scaling and hierarchical cluster analysis. The resulting map enabled identification of 4 issues that should be included in any theory of SE programs--the specific activity sequences that characterize the program itself; the pattern of local program evolution; the definition of program staff roles; and the influence of key contextual factors such as the client's family or the program's administrative structure. The implications of concept mapping methodology for theory development and program evaluation are considered.
146 citations
TL;DR: It was found that use of the concept mapping tool enhanced the scores on a post-test when compared to standard note taking, and there may be a case for offering learners more support in the networks that they construct, and more encouragement to revise networks so to enhance their use in communication.
Abstract: Although hypertext can be a useful way of delivering learning materials it is problematic in that there is no requirement to actively manipulate knowledge as part of the interaction. The mindtools, or concept mapping, approach requires learners to construct graphical representations of the information that they cover forcing them to engage more actively in the information as a consequence. Advocates of concept mapping argue that by encouraging learners to represent their knowledge using a node-link formalism, learners are forced into activities that aid the organization and integration of knowledge, and that the map itself can serve to communicate the learner's knowledge more effectively than text. This paper reports the results of a study designed to test the effectiveness of a concept mapping tool in aiding student learning from a hypertext system. It was found that use of the concept mapping tool enhanced the scores on a post-test when compared to standard note taking. Qualitative analyses of the process of network construction, and of the maps produced argue that there may be a case for offering learners more support in the networks that they construct, to explicitly encourage structuring activities and it is hoped integration, and more encouragement to revise networks so to enhance their use in communication.
135 citations
TL;DR: In this paper, the focus is the teacher who engages students through the emerging concept maps in reflections about their knowledge of scientific concepts and how they are integrated in a larger framework, based on data collected over a two-year span with about 150 students in ten sections of junior and senior physics.
Abstract: The study reported here is part of a larger project designed to understand the construction of meaning during collaborative concept mapping. The focus of this report is the teacher who engages students through the emerging concept maps in reflections about their knowledge of scientific concepts and how they are integrated in a larger framework. It is based on data collected over a two‐year span with about 150 students in ten sections of junior and senior physics. The data include video‐taped concept‐mapping sessions, concept maps produced during these sessions and those produced individually at home, reflective essays by the students, and the teacher's reflective notes. Based on the data sources, three major dimensions were constructed. First, concept maps served as conscription devices which enlisted the participation of students and their teacher who constructed and used them for a variety of purposes. Second, the teacher engaged students in reflections about their knowledge through the conscription dev...
113 citations
TL;DR: In this paper, the use of concept maps drawn from clinical interviews as tools to assess learning in two groups of chemistry students was studied, and the results showed that concept maps can be used to assess the learning in chemistry students.
Abstract: Study of the use of concept maps drawn from clinical interviews as tools to assess learning in two groups of chemistry students.
93 citations
75 citations
TL;DR: For example, this paper found that students in general and science-oriented curriculum courses used concept mapping as the basis for developing lesson plans, having first learned the technique through a fast-track approach developed by the author.
Abstract: Students in general and science-oriented curriculum courses used concept mapping as the basis for developing lesson plans, having first learned the technique through a “fast-track” approach developed by the author. Resulting lesson plans were high in quality with few, if any sequencing errors. Student attitude data showed general enthusiasm for using concept mapping as a lesson planning base, and mixed indications of likelihood of using concept mapping for lesson plan development in actual teaching situations.
73 citations
Journal Article•
73 citations
TL;DR: An alternative theoretical perspective on concept mapping (a formalism for representing structural knowledge) is provided by Ray McAleese in this issue of ALT-J (auto-monitoring), and some limitations of concept mapping are described as a formalism and as a cognitive learning strategy.
Abstract: We seek to provide an alternative theoretical perspective on concept mapping (a formalism for representing structural knowledge) to that provided by Ray McAleese in this issue of ALT-J (auto-monitoring). We begin with an overview of concept maps as a means of describing a learner's knowledge constructs, and then discuss a broader class of tools, Mindtools, of which concept maps are a member. We proceed by defining Mindtools as formalisms for representing knowledge, and further elaborate on concept maps as a formalism for representing a particular kind of knowledge: structural knowledge. We then address McAleese's use of the term auto-monitoring and some of the steps in his model of concept maps. Finally, we describe some limitations of concept mapping as a formalism and as a cognitive learning strategy. DOI: 10.1080/0968776940020107
54 citations
TL;DR: In this article, the authors compare the pedagogical knowledge structures about effective teaching of preservice teachers and teacher educators in the professional preparation programs of two different institutions and find that the difference in knowledge structures between the two groups of teachers is significant.
Abstract: Understanding how the knowledge structures of preservice teachers develop as expertise is acquired would seem to be an important aspect of teacher preparation. The purpose of this study was to compare the pedagogical knowledge structures about effective teaching of preservice teachers and teacher educators in the professional preparation programs of two different institutions. Two groups of preservice teachers at two different points in their preparation program at each of the two institutions were asked to complete a concept map (Roehler et al., 1987) about effective teaching. One group completed the concept map just after the first teaching methods course, and the other group completed the map just prior to student teaching. These data were compared with concept maps of teacher educators at each institution. Quantitative and qualitative data revealed differences between the groups of preservice teachers and between the preservice teachers and the teacher educators.
TL;DR: In this paper, students commencing an A-level revision course in physics were asked to draw a concept map for energy and their subsequent comments on the task were generally very positive, and related to both their feelings about the work and their thoughts about their own learning.
Abstract: Students commencing an A-level revision course in physics were asked to draw a concept map for `energy'. Their subsequent comments on the task were generally very positive, and related to both their feelings about the work and their thoughts about their own learning. These important aspects of the student learning experience should not be ignored.
TL;DR: In this paper, the authors argue that maps are part of the process of learning rather than a manifestation of learning itself, and suggest that auto-monitoring is an appropriate term to describe the learning arena.
Abstract: Auto-monitoring is the pivotal concept in understanding the operation of concept maps, which have been used to help learners make sense of their study and plan learning activities. Central to auto-monitoring is the idea of a 'learning arena' where individuals can manipulate concept representations and engage in the processes of checking, resolving and confirming understandings. The learner is assisted by familiar metaphors (for example, networks) and the possibility of thinking 'on action' while 'in action'. This paper discusses these concepts, and concludes by arguing that maps are part of the process of learning rather than a manifestation of learning itself. Auto-monitoring is suggested as an appropriate term to describe the process of engaging in the learning arena. DOI: 10.1080/0968776940020105
TL;DR: The authors examined the notion that testing conceptual knowledge of chemistry involves questions with answers in words (rather than numbers) and found that the majority of such questions were answered in words, rather than numbers.
Abstract: Examining the notion that testing conceptual knowledge of chemistry involves questions with answers in words (rather than numbers).
02 Oct 1994
TL;DR: The design and application of a groupware concept mapping tool designed to support the knowledge processes of geographically dispersed communities is described.
Abstract: Concept maps have been used in education, policy studies and the philosophy of science to provide a visual representation of knowledge structures and argument forms. They provide a complementary alternative to natural language as a means of communicating knowledge. In many disciplines various forms of concept map are already used as formal knowledge representation systems, for example: semantic networks in artificial intelligence, bond graphs in mechanical and electrical engineering, Petri nets in communications, and category graphs in mathematics. This paper describes the design and application of a groupware concept mapping tool designed to support the knowledge processes of geographically dispersed communities.
01 Apr 1994
TL;DR: Liu et al. as mentioned in this paper used item response theory (IRT) models for scoring of concept maps and found that IRT scoring is generally valid and reliable, demonstrating that it is valid to score concept maps on the basis of structural characteristics defined by links, hierarchies, cross-links, and examples.
Abstract: Problems of validity and reliability of concept mapping are addressed by using item-response theory (IRT) models for scoring. In this study, the overall structure of students' concept ,maps are defined by the number of links, the number of hierarchies, the number of cross-links, and the number of examples. The study was conducted with 92 students in four classes at a junior high school in Canada. Results show that IRT scoring of concept maps is generally valid and reliable. The correlation between IRT ability'estimates and the total concept-mapping scores based on a scoring scheme proposed by J. D. Novak is significant, demonstrating that it is valid to score concept maps on the basis of structural characteristics defined by links, hierarchies, cross-links, anil examples. The advantage of IRT scoring is reliability. Some computer packages with concept-mapping facilities and IRT scoring are described. One figure and eight tables present study findings. (Contains 29 references.) (SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** The Validity and Reliability of Concept Mapping as an Alternative Science Assessment when Item Response Theory is Used for Scoring U.S. DEPARTMENT Of EDUCATION ("awe at Educatronat Research and improvement EDUCATIONAL RESOURCES INFORMATION CE NTE R IE RIC) TIes document bas been reproduced as f eCetved Uom the person or oroardzabon onynahng d Minor changes have been made to rmProve reproductron dustily POodSot Ood,Oss Slated trirdsdoco !nerd do not necessanty represent oftiOar OERi posdion or poltcv Xiufeng Liu, Ph. D. Department of Education St. Francis Xavier University P. 0. Box 5000 Antigonish, N. S. B2G 2W5 Tel. (902) 867 -2384 e-mail: liu@essex.stfx.ca "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY AFEA)6, TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (EM).Paper presented at the annual meeting of the American Educational Research Association, New Orleans, April 8, 1994. 2 BEST COPY AVAILABLE The Validity and Reliability of Concept Mapping as an Alternative Sc:ence Assessment when Item Response Theory is Used for Scoring* Introduction Concept mapping as an alternative science assessment has been discussed intensively in the literature. Concept mapping is a technique used to represent the relationships between concepts in a two-dimensional graph. It was originally used by Novak and his colleagues (Novak and Gowin, 1984) as an instructional and assessment tool for science learning during the 1970'T Concept mapping has been primarily used as a diagnostic tool to assess students' conceptions (Moreira, 1985; Ross and Mundy, 1991; Wallace and Mintzes, 1990). More recently, concept mapping has been used as an alternative science classroom achievement assessment. For example, Gaffney (1992) used concept mapping to evaluate students' achievement on botany and natural communities in a fifth grade class. Tippins and Dana (1992) used concept mapping as a culturally relevant assessment. The use of concept mapping for assessing learning processes has also been reported. Fleener and Marek (1992) used concept mapping to assess student's learning in the three phases of a learning cycle (exploration, conceptual invention, and expansion). Roth (1992) also used concept mapping to assess student's learning/inv Istigation process. The comprehensive use of concept mapping in designing instruction and assessment has been reported by Barenholz and Tamir (1992). Although considerable effort in concept mapping as an alternative assessment has been made as reviewed above, the empirical findings on the validity and reliability of using concept mapping as an alternative achievement assessment are very preliminary and far from onclusive. In Liu's (1993) study, students' concept mapping scores correlated significantly with students' scores on the conventional tests. This result is consistent with other studies. For example, Bousquet (1982) found that concept map scores could predict
Journal Article•
TL;DR: The authors propose three new tools for effective definition of integrated information systems for manufacturing systems: the triple diagonal, the user-concept diagram, and the concept map.
Abstract: Current structured analysis tools are plagued by such problems as long completion times, complex notation, high costs, and voluminous documentation. To overcome these difficulties, the authors propose three new tools for effective definition of integrated information systems for manufacturing systems: the triple diagonal, the user-concept diagram, and the concept map. The triple diagonal is used to identify and prioritize major information system modules required of the factory. The user-concept diagram plays a complementary, expansive role to the triple diagonal as it serves to model the details of the process Dow for major information system modules. The concept map is used in parallel with both of the above tools to help structure important entity/object classes making up ihc database. The tools were tested through a case study involving a startup information system design effort. This effort involved the verification of contractor software support of essential information flows within a large...
TL;DR: The study confirmed the usefulness of concept maps as a tool for research and evaluation and their potential for development as qualitative measures of learning.
Abstract: Concept maps have been used to present information and to facilitate learning by students constructing their own maps, but there have been few studies on concept maps as a tool for research into the nature of student learning and the evaluation of the effectiveness of teaching. In setting concept mapping exercises two main issues have been identified, the framework in which students construct their maps (ie the instructions and assistance provided) and procedures for analyzing complete maps. Students taking a history course at a distance, generated concept maps after studying an introductory teaching unit on quantum mechanics. Analysis of the maps and comparison with the unit authors’map showed students’failure to identify‘radiation’as a central concept and to make links between concepts considered essential by the authors. Inspection of the teaching material indicated that‘radiation’as a central concept was implicit rather than directly explained. Analysis of students’descriptions of relationships between concepts identified different levels of description, with a group of students consistently responding at higher level than the rest of the sample. The study confirmed the usefulness of concept maps as a tool for research and evaluation and their potential for development as qualitative measures of learning.
TL;DR: In this paper, a concept map is presented of gifted students' expectations for a summer enrichment program, and the implications for follow-up are discussed as they relate to research and intervention with gifted adolescents.
Abstract: Intervention with the gifted through summer programs is briefly discussed with particular attention to student expectations. An argument is made for theoretically based research on the academic expectations of gifted adolescents. Concept mapping is described as an alternative methodological approach to such research, and a concept map is presented of gifted students' expectations for a summer enrichment program. Findings are discussed as they relate to research and intervention with gifted adolescents, and implications for follow-up are outlined.
01 Apr 1994
TL;DR: How a multimedia program that employs concept maps and hypertext for teaching "Hamlet" facilitated comprehension in an undergraduate course is described and results suggest factors that instructional designers should take into account to improve learning are suggested.
Abstract: How a multimedia program that employs concept maps and hypertext for teaching "Hamlet" facilitated comprehension in an undergraduate course is described. Results suggest factors that instructional designers should take into accountto improve learning. Thirty-six upper-division college students were enrolled in a course on Shakespeare at a regional university. Using HyperCard, a document for teaching and interpreting "Hamlet" was prepared. Characterization, plot, literary analysis, and perspective on revenge that were built into concept maps were the principal interface of the program. Video commentary by the course instructor juxtaposed to an available screen portrayal of "Hamlet" advanced the major interpretations of the play. A 25-question objective test measured student learning. The experimental group outperformed the control group on this measure of learning. Results suggest that the multimedia document was useful in consolidating knowledge from the play. The interface design appeared to aid students in acquiring major concepts. One table and two figures illustrate the findings, and attachments illustrate some of the hypertext screens. (Contains 26 references.) (SLD) *****,. *,.,************A*********** .,******************* Reproductions supplied by EDRS are the best that can be made * from the original document. i-e*i.-***1'.****,A,',1**::***************************************** DEPARTMENT OF EDUCATION Mot of EducAltonte Research and Improvement ECUCA DONAL RESOURCES INFORMATION CENTER tERiC) CI This document has tseen reproduced as teetered 110m the oe,Sca Or 0,(11,,,Z.b0. ongtnalong 11 O Maar changes have been made to trnglove reproduction Quality Potnts tnew 013,..cms slated," milnl 00 hat necessarily ,eoresent offtwat 0E01 casswon 0 policy U.E. O Constructing Knowledge from an Ill-Structured Domain: Testing a Multimedia Hamlet by William G.W. Barnes University of West Florida 1322 E. Gadsden Street
TL;DR: For example, Trapp, Reader and Hammond as mentioned in this paper have suggested that the activities involved in concept mapping could be linked to well-known psychological principles of effort, elaboration and depth of processing; generation and enactment effects; encoding specificity and encoding variability; the distinctions between explicit and implicit representations; metacognitive strategies and reflection, and so forth.
Abstract: Until I read Ray McAleese's paper, I perhaps had a rather simplistic psychologist's view of concept mapping. It was, I felt, a technique - one of several - that helped learners to articulate their burgeoning understanding of some topic, providing a canvas on which to record, expand and manipulate their knowledge. The activities involved in concept mapping could be linked to well-known psychological principles of understanding, memorization and learning: effort, elaboration and depth of processing; generation and enactment effects; encoding specificity and encoding variability; the distinctions between explicit and implicit representations; metacognitive strategies and reflection, and so forth (Hammond 1993). These psychological underpinnings, while not in any sense providing an integrated 'theory' of concept mapping, give a view of when and why the use of concept mapping might be effective in some situations and not in others, and how different concept mapping tools differ in the claims they are making about their educational use (Trapp, Reader and Hammond 1992). DOI: 10.1080/0968776940020106
TL;DR: In this paper, the authors consider the use of concept mapping as a means of evaluating the effectiveness of a current INSET program, designed to develop primary teachers' own understanding of scientific concepts.
Abstract: The emphasis of science in the National Curriculum, on concept acquisition by primary school children, has focused attention on their teachers’ comprehension of science. This study considers the use of concept mapping as a means of evaluating the effectiveness of a current INSET programme, designed to develop primary teachers’ own understanding of scientific concepts.
Proceedings Article•
01 Jan 1994TL;DR: The Designers' Notepad is a tool developed to support the very early stages of software design, which involve brainstorming, refinement of ideas and the consideration and selection between alternative design options.
Abstract: We describe the Designers' Notepad and observations of its use. This is a tool developed to support the very early stages of software design, which involve brainstorming, refinement of ideas and the consideration and selection between alternative design options. In essence, the tool permits the users to construct and structure entities and links between them. By providing the ability to create substructures, to use colour and shape and to add textual annotations of varying type and structure to entities, and to very easily revise and edit structures, it is possible to construct sophisticated designs with remarkable ease. Considerable effort has been put into enhancing both the usability and generality of the tool by focussing on HCI issues. It has been developed using rapid prototyping and incremental change based around continuous studies of the prototypes in use in authentic tasks (real-world tasks that the users have regardless of whether they use the system or not). As a result the tool can be used to support many different kinds of activity involving the structuring, ordering and interlinking of concepts. Thus it can have substantial general educational benefits across a variety of subject domains. A preliminary study of the use of the tool by second year computing undergraduates and students of other disciplines has been undertaken. We report the initial findings of this study and their implications for future development of this and related learning-support tools.
18 Oct 1994
TL;DR: The initial qualitative results indicate that concept mapping can be a useful metalearning technique to ameliorate cognitive load and improve the human-computer interaction in hypermedia systems to foster meaningful learning of science concepts and processes.
Abstract: It has been amply emphasized the increasing use of cognitive science principles and concepts in the design of hypermedia educational software. Cognitive-oriented design tools may help to ameliorate human-computer interface constraints that impede appropriate learning when using hypermedia educational software. The literature suggests that in order to enhance meaningful learning, computer-based learning materials should be designed in such a way that learners can use knowledge to construct meaning autonomously avoiding common problems such as user desorientation, cognitive load, and cognitive overhead. This study examines the use of concept maps as powerful software design tools to help learners to navigate through knowledge and thus constructing meaning by making their learning more meaninfully. Concept mapping is used as a powerful software design technique to help learners to learn how to learn and think when using educational hypermedia systems. It also analyzes the methodology used to apply this metalearning technique in the construction of hypermedia systems to assist learners in the learning of science concepts and processes. The initial qualitative results indicate that concept mapping can be a useful metalearning technique to ameliorate cognitive load and improve the human-computer interaction in hypermedia systems to foster meaningful learning of science concepts and processes.
06 Jul 1994
TL;DR: A computer-based deep learning environment is described which aims to enhance the engineering science understanding of young engineers.
Abstract: A computer-based deep learning environment is described which aims to enhance the engineering science understanding of young engineers. Interactive computer simulations enable students to explore the structural behaviour of a range of generic components in a way which combines elements of play and experimentation. Graphical feedback is used in order to establish connections between abstract concepts and physical reality. Links to underlying science concepts are provided by on-line explanatory notes and "concept maps". >
01 Jan 1994
TL;DR: This effort is intended to be a demonstration that concept mapping is a highly effective means of capturing the understanding of the problem domain associated with the expanding i formation available in today’s clinical environments.
Abstract: This abstract describes theapplication of concept mapping for assembling formation as a methodology for interpreting clinical data. This effort isintended to be a demonstration that concept mapping isa highly effective means of capturing the understanding of the problem domain associated with the expanding i formation available in today’s clinical environments. The use of concept mapping inconjunction with aMacintoshbased software tool called the Interpreter allowed clinical information to be integrated and indexed using multiple classification categories and associated keyword lists.