Showing papers on "Concept map published in 2001"

Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process.

Abstract: The authors propose that conceptual and procedural knowledge develop in an iterative fashion and that improved problem representation is 1 mechanism underlying the relations between them. Two experiments were conducted with 5th- and 6th-grade students learning about decimal fractions. In Experiment 1, children's initial conceptual knowledge predicted gains in procedural knowledge, and gains in procedural knowledge predicted improvements in conceptual knowledge. Correct problem representations mediated the relation between initial conceptual knowledge and improved procedural knowledge. In Experiment 2, amount of support for correct problem representation was experimentally manipulated, and the manipulations led to gains in procedural knowledge. Thus, conceptual and procedural knowledge develop iteratively, and improved problem representation is 1 mechanism in this process.

Comparison of the reliability and validity of scores from two concept-mapping techniques*

Abstract: This paper reports the results of a study that compared two concept-mapping techniques, one high-directed, ''fill-in-the-map,'' and one low-directed, ''construct-a-map-from-scratch.'' We examined whether: (1) skeleton map scores were sensitive to the sample of nodes or linking lines to be filled in; (2) the two types of skeleton maps were equivalent; and (3) the two mapping techniques provided similar infor- mation about students' connected understanding. Results indicated that fill-in-the-map scores were not sensitive to the sample of concepts or linking lines to be filled in. Nevertheless, the fill-in-the-nodes and fill- in-the-lines techniques were not equivalent forms of fill-in-the-map. Finally, high-directed and low-directed maps led to different interpretations about students' knowledge structure. Whereas scores obtained under the high-directed technique indicated that students' performance was close to the maximum possible, the scores obtained with the low-directed technique revealed that students' knowledge was incomplete com- pared to a criterion map. We concluded that the construct-a-map technique better reflected differences among students' knowledge structure. fl 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 260 - 278, 2001 Concept maps have been used to assess students' knowledge structure, especially in science education (Novak, 1990). The justification for assessing students' knowledge structures is based on the idea that relating concepts that belong to the same domain is an important characteristic of scientific literacy (e.g., Bybee, 1996; Moore, 1995). Theory and research have shown that understanding a subject domain such as science is associated with a rich set of relations among important concepts in the domain (Novak, 1998; Novak & Gowin, 1984; Novak, Gowin, & Johansen, 1983; Novak & Ridley, 1988). We know, for example, that successful learners develop elaborate and highly integrated frameworks of related concepts (Mintzes, Wandersee, & Novak, 1997), just as experts do (Chi, Glaser, & Farr, 1988; Glaser, 1991). Research has shown that highly organized structures facilitate problem solving and other cognitive activities (e.g., generating explanations or rapidly recognizing meaningful patterns; Baxter, Elder, & Glaser,

Learning through computer‐based concept mapping with scaffolding aid

Abstract: Concept mapping has been applied in a variety of fields, including instruction, learning, curriculum development, and assessment. Because many empirical studies have proven the validity of concept mapping, a computer-based concept mapping system has been developed. The system provides two learning environments. In the 'construct-by-self' environment, the system provides students with the evaluation results and corresponding hints for feedback. The students construct concept maps by themselves with only the assistance of the feedback. In the 'construct-on- scaffold' environment, in addition to the feedback, the students receive an incomplete concept map, within which some nodes and links were set as blanks for the scaffold. A study comparing the effectiveness of the 'construct-by-self', 'construct-on-scaffold', and 'construct by paper-and- pencil' concept mapping showed that the 'construct-on-scaffold' had better effect for learning on biology. Both of the two computer-based procedures are helpful for students in completing their concept maps.

Cognitive Tools for Learning

Abstract: 1. What are Cognitive Tools?.- 2. Cognitive Tools: A Suitable Case for Learning.- I Semantic Networking as Cognitive Tools.- 3. Constructing Knowledge with Learning Tool.- 4. TextVision and the Visualisation of Knowledge: School-based Evaluation of its Acceptance at two Levels of Schooling.- 5. SemNet: A Tool for Personal Knowledge Construction.- 6. Cognitive Tools: The Experience of CASP, NoteCards, SemNet.- 7. Flexibility of Expressiveness: A Critical Factor in the Design of Concept Mapping Tools for Learning.- II Expert Systems as Cognitive Tools.- 8. Building Knowledge Bases: An Environment for Making Cognitive Connections.- 9. Levels of Processing in Building Expert Systems.- 10. Computers and Exploratory Learning in the Real World.- III Hypertext as Cognitive Tools.- 11. Tailoring Hypertext for the Learner.- 12. Heuristics for Cognitive Tools.- 13. Gloves for the Mind.- IV Collaborative Communication Tools.- 14. Using Timbuktu(TM) and Guide(TM) for Computer Supported Group Learning.- 15. Gossip as a Collaborative Communication Tool.- V Microworlds: Content Dependent Cognitive Tools.- 16. Learning Elementary Mathematics: A Discussion of Microworlds.- 17. How to Put Language in a Child's Mind: The Development of "Scriptor" as a Computer Tool for Writing.- 18. Structure of Learning Environments and Individual Differences as Predictors of Learning.- 19. Learning Environments for Cognitive Apprenticeship: From Experience to Expertise.- VI Implementing Cognitive Tools.- 20. Consequences of Moving from a Traditional Cybernetic Approach to a Open Exploratory Learning Environment.- Addresses and Biographies of Lecturers.

Learning through computer-based concept mapping with scaffolding aid: Learning through computer-based concept mapping

Abstract: Concept mapping has been applied in a variety of fields, including instruction, learning, curriculum development, and assessment. Because many empirical studies have proven the validity of concept mapping, a computer-based concept mapping system has been developed. The system provides two learning environments. In the ‘construct-by-self’ environment, the system provides students with the evaluation results and corresponding hints for feedback. The students construct concept maps by themselves with only the assistance of the feedback. In the ‘construct-onscaffold’ environment, in addition to the feedback, the students receive an incomplete concept map, within which some nodes and links were set as blanks for the scaffold. A study comparing the effectiveness of the ‘construct-by-self’, ‘construct-on-scaffold’, and ‘construct by paper-andpencil’ concept mapping showed that the ‘construct-on-scaffold’ had better effect for learning on biology. Both of the two computer-based procedures are helpful for students in completing their concept maps.

On the Validity of Cognitive Interpretations of Scores from Alternative Concept-Mapping Techniques.

Abstract: The emergence of alternative forms of achievement assessment and the corresponding claims that they measure "higher order thinking" rouse the need to examine their cognitive validity. In this article, we provide a framework for examining cognitive validity claims that includes conceptual and empirical analyses and use it to evaluate the validity of a "connected understanding" interpretation of 3 concept-mapping techniques: (a) construct-a-map from scratch, in which students constructed a map using concepts provided; (b) fill-in-the-nodes, in which students filled in a 12-blank-node skeleton map with concepts provided; and (c) fill-in-the-lines, in which students filled in a 12-blank-line skeleton map with a description of the relation provided for each pair of connected concepts. The first technique imposes little structure on the students (low-directedness), whereas the other 2 techniques are much more structured (high-directedness). The framework focuses on the analysis of the mapping tasks' intended de...

If concept mapping is so helpful to learning biology, why aren't we all doing it?

Abstract: Concept mapping is described repeatedly in the literature as a tool that can support and enhance students' learning in science classrooms. Despite such endorsements, the use of concept mapping as a basis for classroom activities in UK secondary schools does not seem to be widespread. Some of the flaws in the supporting literature are highlighted. The two main barriers to the extensive adoption of concept mapping as an integral component of typical classroom strategies are seen as the epistemological beliefs of classroom teachers and the underlying philosophy of the curriculum that they are asked to deliver. In conclusion, concept mapping is seen as a tool that may support learning within an appropriate teaching ecology. Such an ecological perspective may require, for some, a re-conceptualization of the teacher's role in which teaching, learning and change are seen as integrated components of effective teaching.

Integrating concept mapping and the learning cycle to teach diffusion and osmosis concepts to high school biology students

Abstract: This study explores the effectiveness of concept mapping, the learning cycle, expository instruction, and a combination of conceptmapping/learning cycle in promoting conceptual understanding of diffusion and osmosis. Four high school biology classes were taught diffusion and osmosis concepts with the aforementioned treatments. Conceptual understanding was assessed immediately and seven weeks after instruction with the Diffusion and Osmosis Diagnostic Test (DODT). The results indicated the concept mapping/learning cycle and concept mapping treatment groups significantly outperformed the expository treatment group in conceptual understanding of diffusion and osmosis. There was no significant difference among the learning cycle group and other treatments. © 2001 John Wiley & Sons, Inc. Sci Ed85:615–635, 2001.

Assessing understanding in biology

Abstract: This paper discusses several new assessment strategies that encourage meaningful learning and conceptual understanding in the biological sciences. Our purpose is to introduce a handful of evaluation and measurement techniques that help students assimilate well-integrated, strongly cohesive frameworks of interrelated concepts as a way of facilitating ‘real understanding’ of natural phenomena. Among these methods are concept maps, V diagrams, SemNet software, image-based test items, clinical interviews, portfolios, written products, performance measures, and conceptual diagnostic tests. Evidence suggests that these methods are most useful at highlighting ‘alternative conceptions’ and assisting students who wish to ‘learn how to learn’.

Implementing an in-depth expanded science model in elementary schools: Multi-year findings, research issues, and policy implications

Abstract: Summarized are research findings and policy implications obtained over a 5 year period (51 teachers, 1200 students) from the implementation of an in-depth expanded applications of science (IDEAS) model with average, above average, and at-risk students in grades 2-5 The IDEAS model replaced the time allocated for traditional reading/language arts instruction with a daily 2 hour time-block dedicated solely to in-depth science concept instruction which encompassed reading comprehension and language arts skills (eg concept-focused teaching, hands-on activities, utilization of science process skills, reading of science print materials, concept map construction, journal writing) The multi-year results revealed a consistent pattern of the model's effectiveness in improving both the science understanding (effects on the Metropolitan Achievement Test-Science ranged from 093 to 16 grade equivalents) and reading achievement (effects on the Iowa Test of Basic Skills-Reading and the Stanford Achievement Tests-Re

Supporting the Learning Process with Collaborative Concept Mapping Using Computer-Based Communication Tools and Processes

Abstract: University students are too often challenged by their limited skills in application, investigation, relational thinking, and communication of ideas. In this study, we have combined 3 tools that potentially can support and foster students’ development in the above mentioned areas through student collaboration, concept mapping, and electronic technologies. The participants in this study were 26 students in two intact classes in learning theories. In groups of 3 to 5 students, they were asked to generate 3 concept maps and accompanying prose over the term on 3 major issues in the field of learning. Through the use of interviews, questionnaires, and student generated concept maps, students reportedly enjoyed concept mapping for its organizational and relational properties but preferred sharing their concept maps and dialoguing with one another in a synchronous mode where immediate feedback and flow of thinking could be maintained when involved in constructing maps. Moreover, they did not like the redundancy o...

The impact of concept mapping and visualization on the learning of secondary school chemistry students

Abstract: The aim of this study was to examine whether the construction of integrated knowledge structures by students can be stimulated by concept mapping and by better visualization of concepts and their interrelationships. The investigation was carried out in regular teaching settings: chemistry courses in secondary schools in Flanders, in the domain of electrochemistry. A significant positive effect of extra attention to visualization on the learning achievement of students was found. However, significant effects of concept mapping as an instruction method could not be detected under the given research conditions.

Students' use of web-based concept map testing and strategies for learning

Abstract: The study reported in this paper developed and evaluated a web-based concept map testing system for science students. Thirty-eight Taiwanese high school students were involved and it was found that their performance on the system was not significantly related to their achievement as measured by traditional standard tests. Their views about the use of the system, in general, were positive. An analysis of students' future use of the system and their motivation and learning strategies revealed that those with more critical thinking metacognitive activities and an effort regulation management strategy showed more willingness to use the online testing system. Moreover, students with high test anxiety showed a preference to be tested through the system.

A Three-Tier System for Assessing Concept Map Links: A Methodological Study.

Abstract: A novel method is described for analysing concept maps for research and analysis purposes. The coding system rates the use, the stability, and the complexity of each link, which is a unique way of representing students' knowledge. The analysis scheme affords a look at how students may integrate new knowledge into their existing structures and may be used for assessment purposes or research on how students learn. This coding system was successfully applied to a sample of 56 complex concept maps that had been generated from student interviews on the topic of chemical bonding. The coding system is of particular use when analysing complex concept maps with a large number of concept nodes and links. The system described here was also particularly useful for assessing complex, non-hierarchical concept maps.

Attributed concept maps: fuzzy integration and fuzzy matching

Abstract: A concept map, typically depicted as a connected graph, is composed of a collection of propositions. Each proposition forming a semantic unit consists of a small set of concept nodes interconnected to one another with relation links. Concept maps possess a number of appealing features which make them a promising tool for teaching, learning, evaluation, and curriculum planning. We extend concept maps by associating their concept nodes and relation links with attribute values which indicate the relative significance of concepts and relationships in knowledge representation. The resulting maps are called attributed concept maps (ACM). Assessing students will be conducted by matching their ACMs with those prebuilt by experts. The associated techniques are referred to as map matching techniques. The building of an expert ACM has in the past been done by only one specialist. We integrate a number of maps developed by separate experts into a single map, called the master map (MM), which will serve as a prototypical map in map matching. Both map integration and map matching are conceptualized in terms of fuzzy set discipline. Experimental results have shown that the proposed ideas of ACM, MM, fuzzy map integration, and fuzzy map matching are well suited for students with high performances and difficult subject materials.

Students' use of web-based concept map testing and strategies for learning: A web-based concept map testing system

Abstract: The study reported in this paper developed and evaluated a web-based concept map testing system for science students. Thirty-eight Taiwanese high school students were involved and it was found that their performance on the system was not significantly related to their achievement as measured by traditional standard tests. Their views about the use of the system, in general, were positive. An analysis of students’ future use of the system and their motivation and learning strategies revealed that those with more critical thinking metacognitive activities and an effort regulation management strategy showed more willingness to use the online testing system. Moreover, students with high test anxiety showed a preference to be tested through the system.

AIMS: learning and teaching support for WWW-based education

Abstract: This paper addresses an innovative approach to learning and teaching support in respect of information handling and knowledge management within web-based learning environments, where learners perform open learning tasks. The approach involves integrated domain-oriented informational support for both learners and instructors. It has three significant aspects: 1, building a domain ontology (represented as a concept map) and using it for defining course structures; 2, powerful visualisation and graphical navigation of the subject domain and the information search results; and 3, adaptation to the individual information needs and preferences of the learners. A system prototype called AIMS exemplifies the main ideas of this approach. It represents a task-based information and performance support system with an underlying agent-oriented architecture. Several pilot experiments are being performed within web-based courses in Dutch and Belgian universities to evaluate the system.

Concept mapping based knowledge acquisition system and methods

Abstract: An artificial intelligent system for building and processing a knowledge base comprising a presentation layer for providing desired contexts, a mapping engine for linking the contexts to databases that store numerous documents from various sources (Figure 2). The intelligent system also provides a framework for using the knowledge base build competency in diverse specialities (Figure 7).

Combining Concept Mapping with CBR: Towards Experience-Based Support for Knowledge Modeling

Abstract: Knowledge management depends on effective methods for capturing knowledge in useful forms and making it available when needed. Electronic concept maps provide a promising representation for knowledge models that can be developed directly by the experts themselves, but the flexibility of concept mapping raises questions of how to support the knowledge modeling process and to standardize its results, in order to facilitate future examination and reuse. We describe ongoing research on the use of case-based reasoning methods to support the knowledge modeling process through proactive retrieval of relevant prior concept maps, in order to provide suggestions to aid the concept map generation process. The selection of relevant concept maps relies on an algorithm that combines textual and topological analysis. We describe the algorithm and present an example that illustrates concept suggestion procedures in the Mars exploration domain.

Use of concept mapping to integrate the different perspectives of designers and other stakeholders in the development of e‐learning materials

Abstract: Multi-disciplinary teams and stakeholders are involved in the production of e-learning materials and all have differing and valuable perspectives. A range of factors such as availability of new learning technologies, pedagogy or the learning market, may direct the design process. This article argues that a constructivist methodology for course design enables a project manager to build on all contributors' perspectives in a “bottom up” rather than a “top down” approach and be aware of any weaknesses and undesirable dominating influences. Concept mapping provided the basis for an e-learning development project at the University of Surrey to develop such a constructivist methodology. The design team and wider stakeholders each produced individual concept maps and were analysed to identify both commonalties and unique contributions that might influence design. The project manager then integrated the individual maps to produce an overall map of the project and found the process valuable for a more critical and holistic approach to directing the project.

Qualitative Reasoning techniques to support Learning by Teaching: The Teachable Agents Project

Abstract: This paper describes the use of qualitative reasoning mechanisms in designing computer-based teachable agents that users explicitly teach to solve problems using concept maps. Users can construct the required problem-solving knowledge structures without becoming involved in so phisticated programming activities. Once taught, the agent attempts to answer questions using qualitative reasoning schemes that are intuitive and easy to apply. Students can reflect on the agent’s responses, and then revise and refine this knowledge through visual interfaces. Preliminary studies have demonstrated the effectiveness of this approach.

Do we face a fourth paradigm shift in medicine--algorithms in education?

Abstract: Medicine has evolved toward rationalization since the Enlightenment, favouring quantitative measures Now, a paradigm shift toward control through formalization can be observed in health care whose structures and processes are subjected to increasing standardization However, educational reforms and curricula do not yet adequately respond to this shift The aim of this article is to describe innovative approaches in medical education for adapting to these changes The study design is a descriptive case report relying on a literature review and on a reform project’s evaluation Concept mapping is used to graphically represent relationships among concepts, ie defined terms from educational literature Definitions of ‘concept map’, ‘guideline’ and ‘algorithm’ are presented A prototypical algorithm for organizational decision making in the project’s instructional design is shown Evaluation results of intrinsic learning motivation are demonstrated: intrinsic learning motivation depends upon students’ perception of their competence exhibiting path coefficients varying from 042 to 051 Perception of competence varies with the type of learning environment An innovative educational format, called ‘evidence-based learning (EBL)’ is deduced from these findings and described here Effects of formalization consist of structuring decision making about implementation of different learning environments or about minimizing variance in teaching or learning Unintended effects of formalization such as implementation problems and bureaucracy are discussed Formalized tools for designing medical education are available Specific instructional designs influence students’ learning motivation Concept maps are suitable for controlling educational quality, thus enabling the paradigm shift in medical education

Improving Statistical Education through the Experience of Reflective Practice

Abstract: This thesis is the recount of a study that began with the aim of unpacking the statistical expertise of the teacher and author, with the intent of improving statistics teaching and learning. In the process of doing this, the researcher examined the expertise of other experts through a case study of a statistics professor, concept mapping of ideas of statistics professionals and through an examination of statistical literature. As the researcher and teacher moved to a position of accepting that statistics is a study of variation, she discovered a failure by authors of many introductory textbooks to appropriately acknowledge variation as a (the?) fundamental statistical concept. In the second phase of the research, the teacher constructed a pre-tertiary statistics curriculum and taught it to a cohort of 64 students. Drawing upon constructivist ideas, teaching was based on using activities to elicit statistical thinking in students. Exercises on measurement, sampling, probability, and questions about relationships were all used to illustrate the nature of variation. Within-session student assessment involved providing a written reflection upon the statistical ideas generated in class. The ideas needed to be exemplified in an everyday context. End of session examinations included a concept mapping exercise to explore students' understanding of major statistics concepts. The continued process of unpacking expertise and reflective practice led to the teacher modifying the curriculum for the second implementation. The theme adopted was statistics is the study of variation as it occurs throughout the research process (ethics, questions asked, design, measurement, sampling, description, analysis and drawing conclusions). For this cohort of 79 students, their understanding of statistical concepts improved, but their satisfaction with the subject declined. For the third implementation, the subject was again modified to include an explicit focus on learning how to learn statistics. In this third variation of the subject, the 61 students continued to have a good understanding of the statistical concepts but higher levels satisfaction with the subject.

Simulations in the Learning Cycle: A Case Study Involving "Exploring the Nardoo.".

Abstract: This study of involved students using simulation software in all phases of the learning cycle. Middle school students used a CD-based simulation program, Exploring the Nardoo, which first provided preinstructional and exploratory activities to elicit and challenge students' alternative conceptions. Having set the context for formal instruction, simulations then were used in the invention phase of the learning cycle to help students learn new concepts. The simulations were used again to apply newly learned concepts in different contexts in the expansion phase of the learning cycle. In this study, middle school science students were observed using the simulations as they engaged in learning cycle lessons on environmental systems. The students were tested for their understanding of the concepts before and after completing the learning cycle lessons. Interviews also were made of the students and their instructor. This study involved students using simulation software in all phases of the learning cycle. Research on the use of simulations in science education has shown that the simulations can be used effectively in preinstructional (Hargrave & Kenton, 2000; Gokhale, 1996) and exploratory activities (De Jong & van Joolingen, 1998). Preinstructional and exploratory activities elicit and challenge students' alternative conceptions. Having set the context for formal instruction, simulations then can be used to learn new concepts in the invention phase of the learning cycle. With the specific guidance in simulations such as Exploring the Nardoo (Harper, n. d.; Harper & Hedberg, 1996), students perform better (Lee, 1999). Simulations can be used again to apply newly learned concepts in different contexts in the expansion phase of the learning cycle. In this study, 16 upper elementary and 17 middle school science students were observed using the simulations as they engaged in learning cycle lessons on environmental systems. The students were tested for their understanding of the concepts before and after completing the learning cycle lesson. Interviews also were made of the students and their instructor. Data collected included videotape transcripts, teacher journal, student field logs, student concept maps, student and teacher interviews, and products of student activities. The use of simulations in all phases of learning cycles was shown to be an effective strategy for learning. The teacher was better able to bridge student understanding between print materials and real-world experiences. Results of pre-instructional and post-instructional concept mapping showed a richer variety of concepts and increased linkages among those concepts. This case study thus provides an example of the effective use of simulations in learning cycle lessons for middle school students engaged in environmental studies.

Doing the right thing versus doing the right thing right: Concept mapping in a freshmen physics laboratory

Abstract: This study assessed the effectiveness of concept maps as learning tools in developing students' conceptual understanding in a freshmen college physics laboratory course, and explored students' perceptions regarding the usefulness of concept maps in the laboratory. The intervention group participants who constructed pre- and post-laboratory concept maps scored substantially higher (on the order of 12 percentage points) on a test that assessed their conceptual understanding of the target physics concepts than participants who did not construct such maps. This difference, however, was not statistically significant. Moreover, the intervention group participants noted that concept mapping helped them to organize their knowledge and prepare for the course experiments, and promoted their understanding of the target physics content.

Learning effectiveness of concept mapping in a computer-supported collaborative problems solving design

Abstract: The paper presents an experimental study aimed at investigating the learning effectiveness of concept mapping in a computer supported collaborative problem solving design. The main assumption underlying this research is that shared cognition is a substantial for cognitive construction and reconstruction and that concept mapping is an effective tool for mediating computer supported collaboration. Based on the assumption that the form in which knowledge is shared influence strongly the process of building a shared cognition and hence – the effectiveness of collaborative learning, three scenarios of concept mapping mediated group interaction have been designed – Distributed, Moderated and Shared. These tree scenarios demonstrated differential effect towards different aspects of learning effectiveness both at a group and at an individual level. It is concluded that the mode of sharing and the form of knowledge, which students communicate are more important than the access to the distributed resources itself. The Sharing scenarios showed to be the most appropriate for establishing a supportive learning environment in computer supported collaborative problem solving.

A concept-based approach to support learning in a Web-based support environment

Abstract: Intelligent information handling support is crucial for the efficiency of web-based learning. This paper presents an approach to information handling, which implies conceptual support for both learners and instructors engaged in openlearning and teaching tasks in a web-based course support environment. The proposed approach combines two powerful techniques to support web-based course learning information retrieval and concept mapping. It involves conceptualisation of the subject domain and representation of the domain structure in an ontological way by a concept map, which is used for knowledge classification and indexing and allows for efficient information search. In addition, it includes strong visual presentation and graphical navigation of the subject domain and information search results and supports adaptive matching of the presentation to particular learners. AIMS an intelligent tool for task-based information handling support in web-based learning/training/work environments demonstrates the main ideas of this approach. AIMS can help a learner adaptively in information retrieving and information visualisation by using a learner model. AIMS has been used in several pilot experiments focused on evaluating system’s functionality and user interface. In this paper we discuss the important aspects of the proposed approach as implemented in AIMS from a learner’s perspective – how do they help the learner in performing learning tasks in a web-based course environment.