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Showing papers on "Concept map published in 1998"


Journal ArticleDOI
TL;DR: In this paper, a method of scoring concept maps was developed to assess knowledge and comprehension levels of science achievement in seventh-grade life science classes with the regular teacher serving as teacher/researcher.
Abstract: This yearlong study was implemented in seventh-grade life science classes with the stu- dents' regular teacher serving as teacher/researcher. In the study, a method of scoring concept maps was developed to assess knowledge and comprehension levels of science achievement. By linking scoring of concept maps to instructional objectives, scores were based upon the correctness of propositions. High cor- relations between the concept map scores and unit multiple choice tests provided strong evidence of the content validity of the map scores. Similarly, correlations between map scores and state criterion-refer- enced and national norm-referenced standardized tests were indicators of high concurrent validity. The ap- proach to concept map scoring in the study represents a distinct departure from traditional methods that focus on characteristics such as hierarchy and branching. A large body of research has demonstrated the utility of such methods in the assessment of higher-level learning outcomes. The results of the study sug- gest that a concept map might be used in assessing declarative and procedural knowledge, both of which have a place in the science classroom. One important implication of these results is that science curricu- lum and its corresponding assessment need not be dichotomized into knowledge/comprehension versus higher-order outcomes. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 1103-1127, 1998.

190 citations


Journal ArticleDOI
TL;DR: In this article, the authors examined the value of concept maps as instruments for assessment of conceptual understanding, using the maps to compare the knowledge of function that students enrolled in university calculus classes hold.
Abstract: In this study I examine the value of concept maps as instruments for assessment of conceptual understanding, using the maps to compare the knowledge of function that students enrolled in university calculus classes hold. Twenty-eight students, half from nontraditional sections and half from traditional sections, participated in the study. Eight professors with PhDs in mathematics also completed concept maps. These expert maps are compared with the student maps. Qualitative analysis of the maps reveals differences between the student and expert groups as well as between the 2 student groups. Concept maps proved to be a useful device for assessing conceptual understanding.

124 citations


Journal ArticleDOI
TL;DR: The concept map is becoming a ubiquitous tool in education as discussed by the authors and has been used by many researchers and practitioners to diagnose misunderstanding, improve study methods and glimpse how learners come to know.
Abstract: The concept map is becoming a ubiquitous tool in education. In recent years there has been a growing interest in “diagramming” or “mapping” ideas to be learned (e.g., Jonassen et al., 1998). The approach has been championed by study skills proponents such as Buzan (1993). Maps of concepts and relationships have been used by many researchers and practitioners to help diagnose misunderstanding, improve study methods and glimpse how learners come to know. In other areas, the representation of knowledge in formalisms such as the Net greatly assisted the development of intelligent tutoring systems (e.g., Sowa, 1983). In order to better understand the claims made for its efficacy, reference to how concept maps have been used and defined will lead to a plausible explanation of the process of “off–loading” of concepts during learning or study (McAleese, 1994, 1998). In order to demonstrate the widespread application of supporting learn ers with external “learning spaces” (c.f. ISLEs/ and REALs—Grabinger et al., 1...

86 citations


Journal ArticleDOI
TL;DR: Museums give visitors firsthand experiences with objects that can involve looking, handling, interacting, or actually experimenting, in many ways, museums provide some of the most real learning experiences people ever encounter.
Abstract: The role of museums has changed from merely exhibiting objects to interpreting them and finally to encouraging visitor interpretation. Museums give visitors firsthand experiences with objects that can involve looking, handling, interacting, or actually experimenting. Constructivist theory holds that prior knowledge is of primary importance. Learners come to us with a wealth of knowledge already organized. Many people repeatedly reject new information because they cannot find a way to mesh it comfortably with their pre-existing knowledge. One tool that has developed out of constructivist theory and that may also help explain it is concept mapping. Concept maps are arranged hierarchically, with the most important or superordinate concept at the top of the map. Semantic networks do not require that representations be words; they may also be such things as images, text, and sound. Museums may be the perfect environments in which to use constructivist theory and observe meaningful learning.

72 citations



Journal ArticleDOI
TL;DR: The author explores concept mapping from the perspective of cognitive theory, analyzes its strengths and drawbacks, presents examples of various concept maps and graphic organizers, and suggests pragmatic applications to nursing clinical, classroom, curriculum, and research situations.
Abstract: Critical thinking, meaningful learning, and concept synthesis are key phrases pervading nursing literature as educators strive to promote optimal learning and improve clinical instruction and problem solving across levels of nursing education. Concept mapping offers a state-of-the-art metacognitive approach to achievement of these important goals. The author explores concept mapping from the perspective of cognitive theory, analyzes its strengths and drawbacks, presents examples of various concept maps and graphic organizers, and suggests pragmatic applications to nursing clinical, classroom, curriculum, and research situations.

61 citations



Journal ArticleDOI
TL;DR: In this article, a learning technique called concept mapping, widely accepted in science education, is described in this paper, which allows students to understand how they learn and how new knowledge is constructed.

52 citations


Journal ArticleDOI
TL;DR: In this paper, the authors compare the use of concept sorting and concept mapping in business and public administration, and in education, by stress on the nature of relationships between concepts and the variety of uses to which concept mapping is applied.
Abstract: Summary On the basis of a wide‐ranging literature search, this paper reviews and compares the use of concept sorting and concept mapping in business and public administration, and in education. Usage in education is distinguished by stress on the nature of relationships between concepts and the variety of uses to which concept mapping is applied. In contrast, usage in business and public administration is concentrated on group decision‐making and planning. In education concept sorting and mapping are used for assessment and evaluation, for enhancing of learning, as well as for decision‐making and planning. Use of concept maps in education is further distinguished by stress on the processes involved, on the nature of the relationships between concepts, and is subject to more critical evaluation and, in some measure, is grounded in learning theory.

51 citations


Journal ArticleDOI
TL;DR: In this paper, a naturalistic study was carried out to investigate the effects of two methods of introducing concept mapping to students taking introductory subjects in genetics in an Australian university, and the results indicated that the method of introduction can influence students' perception of concept mapping, and its potential benefit.
Abstract: A naturalistic study, with two cycles of intervention, was carried out to investigate the effects of two methods of introducing concept mapping to students taking introductory subjects in genetics in an Australian university. Some of these students' views relating to concept mapping were also investigated in the years following its introduction. The results of this study suggest that the method of introduction can influence students' perception of concept mapping, and its potential benefit. Although most students taking introductory subjects had taken part in the project, and many had realised the benefits of concept mapping, retrospective views of students indicated that almost none had adopted it as a regular part of study strategies. This outcome raises several questions in regard to introducing learning tools to students and, in particular, the reasons for doing so.

46 citations


Journal ArticleDOI
TL;DR: In this paper, a classification of instructional learning episodes is presented as an instrument to facilitate reflective theory and strategy change in professionals, and the potential use of the instrument as a tool in teacher training and further research is discussed.

Journal ArticleDOI
TL;DR: The need to help students integrate their learning is argued and the value of concept maps in helping to make conceptual relations explicit, in identifying errors and omissions, and in revealing misconceptions in...
Abstract: Background: Metacognitive tools such as concept maps have been effective in facilitating meaningful learning and elaborated understanding. Purpose: Our purpose was to facilitate students' understanding of a difficult topic--fluid and electrolyte disorders--through the use of concept maps. Method: Concept maps were integral to the design and delivery of a course on fluid and electrolyte disorders, situated in an interdisciplinary veterinary curriculum. Results: The majority of students claimed that concept maps greatly facilitated their understanding of the relevant pathophysiologic mechanisms contributing to an acid-base disturbance or fluid disorder. Responses from the faculty involved with the course were positive; some evidence for enhanced long-term retention is presented. Conclusions: We argue for the need to help students integrate their learning and for the value of concept maps in helping to make conceptual relations explicit, in identifying errors and omissions, and in revealing misconceptions in...

Journal Article
TL;DR: A concept map is a graphical representation of concepts and their interrelationships as discussed by the authors, which can be used to organize new information and integrate it with existing knowledge, and it can also be an effective tool for revealing misconceptions.
Abstract: A concept map is a graphical representation of concepts and their interrelationships. In the words of Novak and Gowin (1984), a concept map is a "schematic device for representing a set of concept meanings embedded in a framework of propositions." Concept maps are comprised of nodes (concepts) and links (lines), arranged hierarchically or in some other order to reflect the information domain being represented. A concept map can be an effective tool for organizing new information and integrating it with existing knowledge. The act of constructing concept maps helps learners to recognize new relationships among concepts and refine their understanding of existing relationships (Anderson-Inman & Zeitz, 1993). Because concept maps are externalized representations of the learner's knowledge they can also be effective tools for revealing misconceptions. The process of building a concept map is comprised of four major activities: (a) identifying the main topic or key concept of the map by enclosing it in a graphic element (usually called a node or symbol); (b) entering subordinate concepts in similar nodes that radiate from the key concept; (c) identifying the relationship between each subordinate concept and the key concept by creating and labeling a link (line) between the two; and (d) repeating this process as information is added to the map and more conceptual relationships between and among concepts are portrayed. Relationships included on a concept map are usually of two kinds: propositions (or sentence-like statements about the relationship of one concept to another) and examples (a specific type of relationship in which one of the linked concepts is an example of the other). Because learning is often best achieved when details are organized under broader, more general categories, concept maps are usually hierarchical in form, with the most general concept (the main topic or key concept) at the top. Figure 1 shows a simple concept map on whales that has two propositions and seven examples. The proposition "whales are not fish" consists of two concepts, "whales" and "fish," linked by a valid statement of the relationship between them. Specific examples of fish are linked to the concept "fish" with the preposition "like." For example: "fish like sharks," "fish like sting rays," and "fish like other fish." It is possible, however unlikely, that the linking word "like" was intended to be a verb, in which case the three "fish" examples would become propositions requiring further clarification concerning the fondness that fish might have for sharks, sting rays and other fish. Concept maps consistently provide excellent opportunities for teachers to discover how and what students are thinking, and to help students clarify their thinking and communication skills. [FIGURE 1 OMITTED] CONCEPT MAPPING IN SCIENCE EDUCATION In science education, concept mapping has been widely recommended and used in a variety of ways. It has been used to help teachers and students build an organized knowledge base in a given discipline (Pankratius, 1990) or on a given topic (Kopec, Wood & Brody, 1990). It has been used to observe change in students' understanding of concepts over time (Caswell & Wendell, 1992; Novak & Musunda, 1991), to assess what the learner knows (Wandersee, 1987), and to reveal unique thought processes (Cohen, 1987). It has been used in the development of science curriculum (Starr & Krajcik, 1990) and the evaluation of instructional activities for promoting conceptual understanding (Kinnear, Gleeson & Comerford, 1985). It has been used to promote positive self- concepts, positive attitudes toward science (Novak & Gowin, 1984) and increased responsibility for learning (Gurley, 1982). Concept mapping has also been used to enhance the reading comprehension of elementary students (Prater & Terry, 1988) and as a study tool for synthesizing information from multiple sources (Anderson-Inman & Zeitz, 1993). …

Journal ArticleDOI
TL;DR: The steps for conducting a simple evaluation of the ICONS Computer-Assisted Simulation, designed to teach both international concepts and content and negotiation strategies and skills to university students, are described.
Abstract: The first purpose of this article is to describe the steps for conducting a simple evaluation (usable in a variety of different types of courses and programs). The second purpose is to report results from an evaluation of the ICONS Computer-Assisted Simulation, designed to teach both international concepts and content (declarative knowledge) and negotiation strategies and skills (procedural knowledge) to university students. Several techniques are described, including rating scales, open-ended questions scored for elaboration, concept maps, and computer-assisted data collection. Two groups of students differing in type of participation were identified in the evaluation of the ICONS simulation. The first (and largest group) became highly involved in the program and valued learning from the innovative technology used; the second (and much smaller group) was less involved and preferred learning from traditional methods such as lectures and reading. Notes about tactics and decisions involved in planning and implementing the evaluation are included.

Journal ArticleDOI
TL;DR: Examining concept mapping as a heuristic tool for curriculum development in the context of creating a joint collaborative nursing curriculum in two languages among a university and two community colleges finds it to be one of their most valuable means of developing consensus.
Abstract: A picture is worth a thousand words, and in the development of collaborative curricula among colleges and universities, a concept map or visual representation may save thousands of hours of semantic wrangling. Using pictures in curriculum development allows participants with varying backgrounds to share their visions and values, and promotes work at the conceptual level before detailed planning proceeds. A curriculum development team found the use of concept mapping and visual representations to be one of their most valuable means of developing consensus among three faculty groups and practicing nurses. The authors examine concept mapping as a heuristic tool for curriculum development in the context of creating a joint collaborative nursing curriculum in two languages among a university and two community colleges. The use of other visual representations to compensate for some of the limitations of concept mapping are also described. Recommendations are made based on the authors' experience with these tools.

Dissertation
01 Apr 1998
TL;DR: This study investigated whether this phenomenon of divergence and fragmentation of strategies would occur among undergraduate students enrolled in a remedial algebra course, and whether students who are more successful construct, organize, and restructure knowledge in ways that are qualitatively different from the processes utilized by those who are least successful.
Abstract: The fragmentation of strategies that distinguishes the more successful elementary grade students from those least successful has been documented previously. This study investigated whether this phenomenon of divergence and fragmentation of strategies would occur among undergraduate students enrolled in a remedial algebra course. Twenty-six undergraduate students enrolled in a remedial algebra course used a reform curriculum, with the concept of function as an organizing lens and graphing calculators during the 1997 fall semester. These students could be characterized as "victims of the proceptual divide," constrained by inflexible strategies and by prior procedural learning and/or teaching. In addition to investigating whether divergence and fragmentation of strategies would occur among a population assumed to be relatively homogeneous, the other major focus of this study was to investigate whether students who are more successful construct, organize, and restructure knowledge in ways that are qualitatively different from the processes utilized by those who are least successful. It was assumed that, though these cognitive structures are not directly knowable, it would be possible to document the ways in which students construct knowledge and reorganize their existing cognitive structures. Data reported in this study were interpreted within a multi-dimensional framework based on cognitive, sociocultural, and biological theories of conceptual development, using selected insights representative of the overall results of the broad data collection. In an effort to minimize the extent of researcher inferences concerning cognitive processes and to support the validity of the findings, several types of triangulation were used, including data, method, and theoretical triangulation. Profiles of the students characterized as most successful and least successful were developed.Analyses of the triangulated data revealed a divergence in performance and qualitatively different strategies used by students who were most successful compared with students who were least successful. The most successful students demonstrated significant improvement and growth in their ability to think flexibly to interpret ambiguous notation, switch their train of thought from a direct process to the reverse process, and to translate among various representations. They also curtailed their reasoning in a relatively short Period of time. Students who were least successful showed little, if any, improvement during the semester. They demonstrated less flexible strategies, few changes in attitudes, and almost no difference in their choice of tools. Despite many opportunities for additional practice, the least successful were unable to reconstruct previously learned inappropriate schemas. Students' concept maps and schematic diagrams of those maps revealed that most successful students organized the bits and pieces of new knowledge into a basic cognitive structure that remained relatively stable over time. New knowledge was assimilated into or added onto this basic structure, which gradually increased in complexity and richness. Students who are least successful constructed cognitive structures which were subsequently replaced by new, differently organized structures which lacked complexity and essential linkages to other related concepts and procedures. The bits and pieces of knowledge previously assembled were generally discarded and replaced with new bits and pieces in a new, differently organized structure.


Journal ArticleDOI
Kate Caelli1
TL;DR: The results of using concept mapping within the context of an abstract subject such as health are discussed, difficulties in evaluating the strategy are identified and recommendations about how these might be overcome are made.

Journal ArticleDOI
TL;DR: In this article, the authors argue that training outcomes should be conceptualized in terms of dimensions associated with the success of product development projects (PDPs), a perspective that departs from conventional trainee satisfaction and cognitive growth indicators and, at the organizational level, economic performance and productivity metrics.

Journal ArticleDOI
TL;DR: In this paper, the authors used concept map content analysis and interviews to gain insights into the knowledge organisation and knowledge processing of pre-service teachers in Sarawak, Malaysia, and found that high-achievers were more thorough in cognitive processing of knowledge, taking time to make sense of concepts, sort and group concepts, form relevant links between concepts, and organise concepts hierarchically.
Abstract: This study used concept map content analysis and interviews to gain insights into the knowledge organisation and knowledge processing of pre-service teachers Forty-eight preservice teachers of elementary science from a teachers’ training college in Sarawak, Malaysia, participated in this study Correlations between achievement and five concept map characteristics showed that there were significant positive correlations (p<01) between achievement and: the number of appropriate links; the average number of appropriate concepts per cluster; and, the hierarchy score of subjects’ concept maps, and significant negative correlations (p<01) between achievement and: the number of inappropriate links; and, the average number of inappropriate concepts per cluster Interviews with high-achievers and lowachievers revealed that there were differences in the way they processed knowledge during concept mapping The high-achievers were more thorough than were the low-achievers in cognitive processing of knowledge, taking time to make sense of concepts, sort and group concepts, form relevant links between concepts, and organise concepts hierarchically Active cognitive processing of knowledge seems to be related to more complex, well-integrated cognitive structures for the material learned

Journal ArticleDOI
TL;DR: In this article, the authors provide methods about authentic assessment for use by writers with a learning disability and provide the reader with suggestions on how to interleave data collected from authentic student writing samples into classroom instructional planning and implementations.
Abstract: The articles in this Reading and Writing Quarterly anthology provide methods about authentic assessment for use by writers with a learning disability. This article provides the reader with suggestions on how to interleave data collected from authentic student writing samples into classroom instructional planning and implementations. Practical hands‐on ideas for teachers of students with learning disabilities and/or low achievers are shared. Examples of student performance authentication resources include effective teaching components, concept maps, webs, and mnemonic devices.

Journal ArticleDOI
TL;DR: In this paper, the use made of concept mapping in teaching complex notions in an urban geography course is described, outlining and evaluating three experimental exercises, and the nature and characteristics of the concept mapping, the course context, the three exercises concerned, and student responses through evaluations.
Abstract: In this paper, the use made of concept mapping in teaching complex notions in an urban geography course is described, outlining and evaluating three experimental exercises. The paper discusses the nature and characteristics of concept mapping, the course context, the three exercises concerned, and student responses through evaluations. The conclusion summarises the findings of this paper and emphasises the continuing potential of the technique.




DOI
12 Mar 1998
TL;DR: In this article, the authors investigated the implementation of Concept Mapping Technique to improve students' descriptive writing ability and found that the concept mapping technique delivered through collaborative working improved the participation of students in the teaching and learning process.
Abstract: This Classroom Action Research aimed at investigating the implementation of Concept Mapping Technique to improve students’ descriptive writing ability. The research was conducted in two cycles at SMP Negeri 21 Samarinda, with 37 seventh grade students participating. In this research, there was one teacher- researcher who implemented the technique and there were two collaborators who did the observation. The data were collected both quantitatively and qualitatively by using writing assessment, interview guide, observation sheets and field notes. The findings showed that: 1) there was an improvement in the students’ descriptive writing average scores at the end of the second research cycle; 2) the implementation of the concept mapping technique was done properly by the teacher- researcher; 3) the concept mapping technique delivered through collaborative working improved the participation of the students in the teaching and learning process. Since all the criteria of success in this research were fulfilled by the end of the second cycle, it could be concluded that this classroom action research was successfully implemented and the technique proposed could very well improve the skills being targeted. DOI: doi.org/10.24071/llt.2018.210107

01 Jun 1998
TL;DR: This paper reports on a study that observed students creating structured hypertext documents, and how they try to convey structural information, in order to formulate tentative guidelines/principles for the design of concept mapping tools or hypertext systems with an emphasis on the representation of structural knowledge.
Abstract: This paper reports on a study that observed students creating structured hypertext documents, and how they try to convey structural information, in order to formulate tentative guidelines/principles for the design of concept mapping tools or hypertext systems with an emphasis on the representation of structural knowledge, and to formulated guidelines or principles for educational practice. Student use of hypertext and DarkStar, the hypertext authoring system used in the study, are described; concept mapping, structural information, and hypertext, and their effects on education, are discussed. A sample of 143 student-created documents were analyzed according to the structure of the whole document as it appeared on the Overview Map, as well as layout and screen design. Results indicated that: students predominantly used a hierarchical form of structuring information; students predominantly linked the same term occurring on two nodes of their document; students are acquainted with basic principles of screen design and use them to structure their documents; chunking and queuing information are popular with students; and pictures and graphics were rarely used. A figure illustrates the overview editor. Two tables present data on the distribution of hierarchical versus non-hierarchical links and organization of information on the screen. Contains 14 references. (DLS) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Hypermedia as a Cognitive Tool Margit Pohl Dept. for Design and Assessment of Technology, Vienna Univ. of Technology, Austria margit@igw.tuwien.ac.at "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

01 Oct 1998
TL;DR: In this article, the authors investigate to what extent collaborative knowledge construction can be fostered by providing students with additional content-specific structural support, and they show that the provision of domain specific structural affordances (realized with a computer-based concept mapping tool) improved both processes and products of the coope-ration.
Abstract: The main aim of this empirical study was to investigate to what extent collaborative knowledge construction can be fostered by providing students with additional content-specific structural support. 32 university students of education took part in the study in one of two conditions (domain-specific structural affordances vs. domain-unspecific structural affordances). The learners' task was to analyze case problems of their learning domain by using adequate theoretical concepts. Results show that the provision of domain-specific structural affordances (realized with a computer-based concept mapping tool) improved both processes and products of the coope-ration. Dyads provided with the domain-specific structural affordances referred more often to theoretical concepts and risked more task-related conflicts. With regard to the product of the collaboration two criteria were analyzed: On the one hand, learners of both conditions used theoretical concepts provided in the learning environment equally well. On the other hand, learners with domain-specific structural affordances were more successful in integrating their task-relevant prior knowledge in the jointly constructed solution.


Journal ArticleDOI
01 Jan 1998-PRIMUS
TL;DR: In this article, the authors describe how constructing concept maps and writing accompanying interpretive essays can be used in a Calculus I course to improve students' understanding of important concepts and help teachers assess students' knowledge.
Abstract: This paper describes how constructing concept maps and writing accompanying interpretive essays can be used in a Calculus I course to improve students' understanding of important concepts and help teachers assess students' knowledge. This combined approach allows students to explicitly communicate their knowledge and offers them a chance to view mathematics as a creative activity.