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Showing papers on "Concept map published in 2005"


Journal ArticleDOI
TL;DR: In this article, the authors describe a specific form of concept mapping that is a mixed methods participatory approach that combines group processes (brainstorming, sorting, group interpretation) with a sequence of multivariate statistical analyses (multidimensional scaling, hierarchical cluster analysis).
Abstract: Structured conceptualization is a specific form of concept mapping that is a mixed methods participatory approach that combines group processes (brainstorming, sorting, group interpretation) with a sequence of multivariate statistical analyses (multidimensional scaling, hierarchical cluster analysis). Concept mapping’s relevance to health care quality and services is described. The basic steps and analysis sequence in the concept mapping method are outlined and a brief example of the results for a health planning project are presented. Several examples of the use of concept mapping in health are provided.

378 citations


Journal ArticleDOI
TL;DR: In this paper, the authors introduce concept mapping as a useful participatory research method for public health researchers interested in generating hypotheses and developing theory, and present an illustrative research application of the method to the exploration of women's perceptions of the relationship between residential neighborhood factors and intimate partner violence experiences.
Abstract: In this article, the authors introduce concept mapping as a useful participatory research method for public health researchers interested in generating hypotheses and developing theory. The authors first provide an overview of concept mapping, which combines qualitative approaches with quantitative analytical tools to produce visual displays of the relationship between ideas. Then, they present an illustrative research application of the method to the exploration of women’s perceptions of the relationship between residential neighborhood factors and intimate partner violence experiences. They give attention to the data collection and analysis procedures and to demonstrating the intricacies of using concept mapping for public health research purposes. Finally, the article concludes with a discussion of the unique contributions and challenges associated with concept mapping.

330 citations


Book
01 Jan 2005
TL;DR: J.M. Mintzes, J.H. Wandersee, and J.D. Novak as discussed by the authors have discussed the relevance of multiple-choice testing in assessing science understanding.
Abstract: J. Mintzes and J.H. Wandersee, Learning, Teaching, and Assessment: A Human Constructivist Perspective. K.M. Edmondson, Assessing Science Understanding Through Concept Maps. J.J. Mintzes and J.D. Novak, Assessing Science Understanding: The Epistemological V Diagram. S.A. Southerland, M.U. Smith, and C.L. Cummins, "What Do You Mean by That?": Using Structured Interviews to Assess Science Understanding. K. Hogan and J. Fisherkeller, Dialogue as Data: Assessing Students' Scientific Reasoning with Interactive Protocols. J.H. Wandersee, Designing an Image-Based Biology Test. E. Trowbridge and J.H. Wandersee, Observation Rubrics in Science Assessment. M.R. Vitale and N.R. Romance, Portfolios in Science Assessment: A Knowledge-Based Model for Classroom Practice. K.M. Fisher, SemNetR Software as an Assessment Tool. A.B. Champagne and V.L. Kouba, Writing to Inquire: Written Products as Performance Measures. P.M. Sadler, The Relevance of Multiple-Choice Testing in Assessing Science Understanding. P. Tamir, National and International Assessment. R.J. Shavelson and M.A. Ruiz-Primo, On the Psychometrics of Assessing Science Understanding. R.G. Good, Cautionary Notes on Assessment of Understanding Science Concepts and Nature of Science. J.J. Mintzes, J.H. Wandersee, and J.D. Novak, Epilogue: On Ways of Assessing Science Understanding. Subject Index.

275 citations


Book ChapterDOI
TL;DR: It is shown how concept map-based knowledge models can be used to organize repositories of information in a way that makes them easily browsable, and how concept maps can improve searching algorithms for the Web.
Abstract: Information visualization has been a research topic for many years, leading to a mature field where guidelines and practices are well established. Knowledge visualization, in contrast, is a relatively new area of research that has received more attention recently due to the interest from the business community in Knowledge Management. In this paper we present the CmapTools software as an example of how concept maps, a knowledge visualization tool, can be combined with recent technology to provide integration between knowledge and information visualizations. We show how concept map-based knowledge models can be used to organize repositories of information in a way that makes them easily browsable, and how concept maps can improve searching algorithms for the Web. We also report on how information can be used to complement knowledge models and, based on the searching algorithms, improve the process of constructing concept maps.

220 citations


Journal ArticleDOI
TL;DR: In this paper, the authors present a theoretical framework from which the use of mental model mapping techniques to analyse unstructured problems emerges as a promising technique, which can reveal experiences, perceptions, assumptions, knowledge and subjective beliefs of stakeholders, experts and other actors, and stimulate communication and learning.
Abstract: The solution of complex, unstructured problems is faced with policy controversy and dispute, unused and misused knowledge, project delay and failure, and decline of public trust in governmental decisions. Mental model mapping (also called concept mapping) is a technique to analyse these difficulties on a fundamental cognitive level, which can reveal experiences, perceptions, assumptions, knowledge and subjective beliefs of stakeholders, experts and other actors, and can stimulate communication and learning. This article presents the theoretical framework from which the use of mental model mapping techniques to analyse this type of problems emerges as a promising technique. The framework consists of the problem solving or policy design cycle, the knowledge production or modelling cycle, and the (computer) model as interface between the cycles. Literature attributes difficulties in the decision-making process to communication gaps between decision makers, stakeholders and scientists, and to the construction of knowledge within different paradigm groups that leads to different interpretation of the problem situation. Analysis of the decision-making process literature indicates that choices, which are made in all steps of the problem solving cycle, are based on an individual decision maker’s frame of perception. This frame, in turn, depends on the mental model residing in the mind of the individual. Thus we identify three levels of awareness on which the decision process can be analysed. This research focuses on the third level. Mental models can be elicited using mapping techniques. In this way, analysing an individual’s mental model can shed light on decision-making problems. The steps of the knowledge production cycle are, in the same manner, ultimately driven by the mental models of the scientist in a specific discipline. Remnants of this mental model can be found in the resulting computer model. The characteristics of unstructured problems (complexity, uncertainty and disagreement) can be positioned in the framework, as can the communities of knowledge construction and valuation involved in the solution of these problems (core science, applied science, and professional consultancy, and “post-normal” science). Mental model maps, this research hypothesises, are suitable to analyse the above aspects of the problem. This hypothesis is tested for the case of the Zwolle storm surch barrier. Analysis can aid integration between disciplines, participation of public stakeholders, and can stimulate learning processes. Mental model mapping is recommended to visualise the use of knowledge, to analyse difficulties in problem solving process, and to aid information transfer and communication. Mental model mapping help scientists to shape their new, post-normal responsibilities in a manner that complies with integrity when dealing with unstructured problems in complex, multifunctional systems.

162 citations


Book ChapterDOI
06 Nov 2005
TL;DR: In this paper, the source and target ontologies are first translated into Bayesian networks (BN) and the concept mapping between the two ontologies is treated as evidential reasoning between the translated BNs.
Abstract: This paper presents our ongoing effort on developing a principled methodology for automatic ontology mapping based on BayesOWL, a probabilistic framework we developed for modeling uncertainty in semantic web. In this approach, the source and target ontologies are first translated into Bayesian networks (BN); the concept mapping between the two ontologies are treated as evidential reasoning between the two translated BNs. Probabilities needed for constructing conditional probability tables (CPT) during translation and for measuring semantic similarity during mapping are learned using text classification techniques where each concept in an ontology is associated with a set of semantically relevant text documents, which are obtained by ontology guided web mining. The basic ideas of this approach are validated by positive results from computer experiments on two small real-world ontologies.

153 citations


Book ChapterDOI
01 Jan 2005
TL;DR: Not only are concept maps useful for determining whether, or to what extent, shared meaning has occurred, but they also portray the areas where it has not been achieved.
Abstract: Publisher Summary This chapter focuses on the importance of concept maps for effectively teaching science students. Students who learn meaningfully relate information from different sources in an attempt to integrate what they learn with the intention of imposing meaning. They form connections between new information and material that has been previously studied, and they think about the underlying structure of what is learned. Concept maps have been particularly helpful in representing qualitative aspects of students' learning. They may also be used by students as a study tool or by teachers to evaluate learning, enhance teaching, or facilitate curriculum planning. Concept mapping is a tool for representing the interrelationships among concepts in an integrated, hierarchical manner. Concept maps depict the structure of knowledge in propositional statements that dictate the relationships among the concepts in a map. Concept maps provide a useful approach for promoting and assessing meaningful learning by providing a tangible record of conceptual understanding. Not only are concept maps useful for determining whether, or to what extent, shared meaning has occurred, but they also portray the areas where it has not been achieved.

122 citations


Journal ArticleDOI
TL;DR: The results showed that conceptual change text accompanied with concept mapping instruction caused a significantly better acquisition of scientific conceptions related to solution concept and produced significantly higher positive attitudes toward science as a school subject than the TI.
Abstract: The purpose of this study was to investigate the effect of conceptual change texts accompanied with concept mapping instruction, compared to traditional instruction (TI), on 8th grade students’ understanding of solution concepts and their attitudes toward science as a school subject. Solution Concept Test was developed as a result of examination of related literature and interviews with teachers regarding their observations of students’ difficulties. The test was administered to a total of 64 eighth grade students from two classes of a general science course, taught by the same teacher. The experimental group received the conceptual change texts accompanied with concept mapping in a lecture by the teacher. This instruction explicitly dealt with students’ misconceptions. It was designed to suggest conditions in which misconceptions could be replaced by scientific conceptions and new conceptions could be integrated with existing conceptions. The control group received TI in which the teacher provided instruction through lecture and discussion methods. The results showed that conceptual change text accompanied with concept mapping instruction caused a significantly better acquisition of scientific conceptions related to solution concept and produced significantly higher positive attitudes toward science as a school subject than the TI. In addition, logical thinking ability and prior learning were strong predictors for the concept learning related to solution.

104 citations


Proceedings ArticleDOI
02 Oct 2005
TL;DR: Pragati's ExpozT tool suite complements COE's ontology construction, browsing and navigation features by providing cluster-based search capabilities that expose existing reusable concepts relevant to the user's focus of attention.
Abstract: This paper describes a new environment, COE, for capturing and formally representing expert knowledge for use in the Semantic Web. COE exploits the ease of use and rapid knowledge construction capabilities of the CmapTools concept mapping system and extends them to support the import and export of formal, machine-interpretable knowledge representations, such as OWL, across multiple ontologies. Pragati's ExpozT tool suite complements COE's ontology construction, browsing and navigation features by providing cluster-based search capabilities that expose existing reusable concepts relevant to the user's focus of attention.

102 citations


Journal ArticleDOI
TL;DR: The Class Banking System (CBS) as discussed by the authors is an innovative mathematics program, which enables teachers to use constructivist ideas and approaches to encourage conceptual development in fifth grade students in the US.
Abstract: Dull classroom environments, poor students’ attitudes and inhibited conceptual development led to the creation of an innovative mathematics program, the Class Banking System (CBS), which enables teachers to use constructivist ideas and approaches. To assess the effectiveness of the CBS, the Individualised Classroom Environment Questionnaire (ICEQ), Constructivist Learning Environment Survey (CLES), Test of Mathematics-Related Attitudes (TOMRA), and concept map tests were administered to two groups of fifth-grade students as pretests and posttests over an academic year. To enrich the data collected from those questionnaires, three case studies (one for the experimental group and two for the control group) were undertaken based on observations and interviews of selected students. Relative to non-CBS students, CBS students experienced more favorable changes in terms of mathematics concept development, attitudes to mathematics, and perceived classroom environments on several dimensions of the CLES (e.g., Personal Relevance, Shared Control) and the ICEQ (e.g., Participation and Differentiation). Qualitative information based on classroom observations and student interviews reinforced and enriched the patterns of results obtained from the concept test and questionnaires.

99 citations


Journal ArticleDOI
TL;DR: Concept mapping activities were trialed over a 2-year period as part of an undergraduate microbiology course as mentioned in this paper, and it was found that the emphasis placed on concepts at the beginning of the course had a profound influence on the trajectory of conceptual development exhibited by students.
Abstract: Concept mapping activities were trialed over a 2 year period as part of an undergraduate microbiology course. This paper describes this developmental process and offers insight into the most beneficial ways of employing this tool in a higher education setting. The aim was to investigate the use of mapping activities to improve students' integration of the material presented and as a method of course evaluation. It was found that the emphasis placed on concepts at the beginning of the course had a profound influence on the trajectory of conceptual development exhibited by students. Once established, initial conceptual structures seemed resistant to change and restricted the subsequent choice of superordinate concepts. The approach was modified in the second year. Students were encouraged to restructure their understanding by producing a concept map as part of a collaborative group. The concept labels were prescribed and excluded the terminology that had appeared to constrain conceptual development in the p...

Journal ArticleDOI
TL;DR: In this article, the authors describe the development and implementation of a Grade 1-2 audio tutorial science instructional sequence, and the subsequent tracing over 12 years, of the children's conceptual understandings in science compared to a matched control group.
Abstract: This paper describes the methods and outcomes of a 12-year longitudinal study into the effects of an early intervention program, while reflecting back on changes that have occurred in approaches to research, learning and instruction since the preliminary inception stages of the study in the mid 1960s. We began the study to challenge the prevailing consensus at the time that primary school children were either preoperational or concrete operational in their cognitive development and they could not learn abstract concepts. Our early research, based on Ausubelian theory, suggested otherwise. The paper describes the development and implementation of a Grade 1–2 audio tutorial science instructional sequence, and the subsequent tracing over 12 years, of the children’s conceptual understandings in science compared to a matched control group. During the study the concept map was developed as a new tool to trace children’s conceptual development. We found that students in the instruction group far outperformed their non-instructed counterparts, and this difference increased as they progressed through middle and high school. The data clearly support the earlier introduction of science instruction on basic science concepts, such as the particulate nature of matter, energy and energy transformations. The data suggest that national curriculum standards for science grossly underestimate the learning capabilities of primary-grade children. The study has helped to lay a foundation for guided instruction using computers and concept mapping that may help both teachers and students become more proficient in understanding science.

Book ChapterDOI
TL;DR: This paper analysis of the potential of digital concept maps for supporting processes of individual knowledge management finds that they have the potential to represent and make accessible the conceptual and content knowledge of a domain, as well as information associated to it.
Abstract: Due to the increasing amount and complexity of knowledge and information in many domains, students who self-regulate their study in e-learning scenarios often suffer from cognitive overload, as well as conceptual and navigational disorientation. Particularly, when studying in resource-based learning scenarios with complex and ill-structured subject-matter content, there is a need for both effective learning strategies and the management of knowledge and information. Advanced computer-based concept maps have the potential to foster spatial learning strategies by visualizing the knowledge and support processes of individual knowledge management, such as the acquisition, organization, representation, (self-)evaluation, communication, localization, and utilization of knowledge. In addition, they have the potential to represent and make accessible the conceptual and content knowledge of a domain, as well as information associated to it. The aim of this paper is the analysis of the potential of digital concept maps for supporting processes of individual knowledge management. Perspectives for research on the use of concept maps for individual knowledge management are outlined.

Journal ArticleDOI
TL;DR: In this study, despite complaints about the heavy workload and time consumption, the students acquired problem-solving and critical-thinking skills by organizing complex patient data, analyzing concept relationships, and identifying interventions.

Journal ArticleDOI
TL;DR: The findings support the idea that collaborative groups work most effectively when individuals within the group bring different perspectives to a problem, and that this perspective can be usefully identified within the classroom environment as variations in concept map morphology.
Abstract: Aim. The aim of this paper is to stimulate interest in the practical classroom application of concept mapping strategies as an approach that teachers can easily use to enhance collaborative learning. Background. Concept mapping has been developed as a tool to support meaningful learning. However, much of the research literature fails to explain how concept maps might be most gainfully employed within the classroom. As a result, concept mapping is a tool that is under-used. Methods. Students on a postgraduate teacher preparation programme for nurses were arranged in triads on the basis of the morphology of individually-produced concept maps for the topics of ‘genetics’ and ‘pathogenic microbes’. They were arranged in heterogeneous triads to produce a consensus map for ‘pathogenic microbes’, and then in homogeneous triads to produce a consensus map for ‘genetics’. The number of acceptable propositions found in their individual maps was compared with the number found in the consensus group maps, and gain scores were calculated for each participant. Findings. Participants arranged in triads of individuals having very different knowledge structures were found to make a greater improvement than those arranged in triads composed of individuals with qualitatively similar knowledge structures. Conclusions. The study was undertaken with a very small sample and only looked at two topic areas. However, the findings support the idea that collaborative groups work most effectively when individuals within the group bring different perspectives to a problem, and that this perspective can be usefully identified within the classroom environment as variations in concept map morphology.

Book ChapterDOI
01 Jan 2005
TL;DR: Roundhouse diagrams are named after the circular buildings with central turntables that are used by railroads for housing and switching locomotives.
Abstract: Publisher Summary The development of semantic networking and concept mapping has interesting parallels and important distinctions. They both have a substantial research base demonstrating their effectiveness as research and metacognitive tools. While grid systems for drawing structures may be familiar to the engineer and the artist, they have also been demonstrated to be useful in biology education. Roundhouse diagrams are named after the circular buildings with central turntables that are used by railroads for housing and switching locomotives. Another graphic metacognitive tool is Gowin's epistemological vee. Otherwise known as a vee diagram, this graphic allows one to view the actual activities of science as it moves from events to data collection to data transformations to knowledge claims to values claims as a research project is being planned or completed. Concept mapping requires an understanding of what a concept entails and promotes the ability to use concepts as the basis of scientific language. Concept mapping requires the map designer to prioritize and make judicious use of selected concepts when mapping. This may well serve proponents of science education reform who advocate.

Journal ArticleDOI
TL;DR: It is posited that key stakeholders, when taken together, represent the organization as a bounded unit and set the stage for the interaction between evaluation practice and organizational learning.

Journal ArticleDOI
TL;DR: In this article, an overview of the research approach called concept mapping at conceptual, methodological, and practical levels is provided, and the relevance of the approach to counseling psychology research is discussed.
Abstract: This article provides an overview of the research approach called concept mapping at conceptual, methodological, and practical levels. The relevance of the approach to counseling psychology research is discussed, and the approach is located conceptually in the realm of qualitative methods available to counseling psychology researchers. To illustrate ideographic concept mapping, the authors collect, present, and discuss data from 2 psychologists regarding their conception of the scientist-practitioner construct.

DOI
01 Jan 2005
TL;DR: In this paper, the authors investigated the relation between goal orientations, information processing strategies and the development of knowledge of students in competence-based Pre-Vocational Secondary Education (PVSE; in Dutch vmbo).
Abstract: In this study, learning processes of students in competence-based Pre-Vocational Secondary Education (PVSE; in Dutch vmbo) were investigated. The study aimed at describing the relation between goal orientations, information processing strategies and the development of knowledge of these students. Students in PVSE are increasingly confronted with competence-based learning environments, in which they are supposed to develop and integrate knowledge, skills and attitudes. Learning skills and attitudes have a more central position in competence-based education than in traditional education. However, the development of knowledge remains of great importance in order for students to become qualified professionals. Knowledge is an essential component of competence and necessary to make adequate decisions under different circumstances. In competence-based education, learning is considered to be a subjective process of knowledge construction that is strongly influenced by the context the students are in. Information the students are confronted with is interpreted from a personal framework, in which their goal orientations play an important role. Little is known about the actual learning of PVSE students in competence-based learning environments and how this can be measured. As a consequence, the following research questions were formulated: (a) Which instruments can be used to investigate the goal orientations, information processing strategies and development of knowledge of students in competence-based PVSE? (b) What relations exist between goal orientations, information processing strategies and development of knowledge of students in competence-based PVSE? (c) What is the relation between the development of PVSE students’ knowledge and characteristics of competence-based learning environments? First, a study was carried out in order to assess the psychometric properties of different instruments for measuring students’ goal orientations and information processing strategies. Goal orientations were investigated using both qualitative and quantitative techniques: a semi-structured interview, a questionnaire and a sorting task. Similarly, information processing strategies were examined using a semi-structured interview, a questionnaire, and the think-aloud method. The results gathered by means of these instruments were compared and instruments that would be used in the second study were chosen. Next, the second partial study was carried out (n=812; 14 schools). This study aimed at describing the relations between, on the one hand, goal orientations, information processing strategies and knowledge development and, on the other hand, the degree to which the investigated learning environments could be described as competence-based. In this study, student questionnaires were used to examine their preferences for certain type of goal orientations (mastery, performance and work avoidance) and for deep or surface processing strategies. Conceptual knowledge was investigated by having students create concept maps before and after a learning project. The extent to which characteristics of competence-based education were implemented in the schools was examined using a teacher questionnaire. The third study was an in-depth study in a ‘good practice’ of competence-based education, investigating the teacher behavior that influences student learning in such environments. Semi-structured interviews and observations were carried out to investigate teachers’ conceptions about competence-based learning environments and student guidance, their actual behavior regarding these aspects, and their explanations for this behavior. Causal and hierarchical analyses showed that student preferences for mastery and performance goals positively affected their preferences for the use of deep information processing strategies. Use of surface information processing strategies negatively affects the development of conceptual knowledge. Students appeared to develop slightly more knowledge in learning situations with fewer characteristics of competence-based education. The organizational characteristics of the learning situations, such as the integration of theory and practice and the use of authentic contexts as a basis for the formulation of learning tasks, were further found to be distinctive for the development of knowledge. The manner in which teacher guidance was shaped in different schools (by means of activities such as coaching, providing help on demand and providing feedback) did not have a significant influence on the degree to which students developed knowledge. The teachers in the in-depth study created a well structured learning environment in which a whole-to-part learning model consisting of authentic, practice-oriented themes and tasks was used, that possibly elicits meaningful learning. The teachers played a large role by coaching during the learning process and in providing active support.

01 Jan 2005
TL;DR: It is suggested that using concept mapping especially in combination with other types of human simulation provides a valuable addition to the authors' methodological tools for studying complex human systems.
Abstract: Concept mapping is a participatory mixed methodology that enables diverse participant groups to develop shared conceptual frameworks that can be used in a variety of policy contexts to identify or encourage complexity, and the adaptive emergent properties associated with it. The method is consistent with an evolving paradigm of complex adaptive systems thinking and helps groups address complexity in several ways: it is inductive, allowing shared meaning to emerge; it is based on a simple set of rules (operations) that generate complex patterns and results; it engages diverse agents throughout the process through a range of participation channels (synchronous or asynchronous web, face-to-face, etc.); the visual products the concept maps, pattern matches, action plots provide high-level representations of evolving thinking; the results are generative, encouraging shared meaning and organizational learning while preserving individuality and diversity; the maps themselves provide a framework that enables autonomous agents to align action with broader organizational or systems vision. The concept mapping process involves free listing, unstructured sorting and rating of ideas, and a sequence of statistical analyses (multidimensional scaling, hierarchical cluster analysis) that produce maps and other results that the participants then interpret. An example is provided of a web-based project that mapped the practical challenges that need to be addressed to encourage and support effective systems thinking and modeling in public health work. It is suggested that using concept mapping especially in combination with other types of human simulation provides a valuable addition to our methodological tools for studying complex human systems.

Journal ArticleDOI
TL;DR: Second year baccalaureate students developed and implemented concept maps using the nursing process in the clinical setting to promote critical thinking, improve problem-solving skills and foster understanding of the interrelationships among patient's health concerns.

Journal ArticleDOI
TL;DR: Consideration of a teaching topic as depicted by a variety of map structures may help the ‘subject-expert novice-teacher’ to view the topic through the eyes of the subject-novice (student) and so increase the importance of the multiple perspectives held by students.
Abstract: Consideration of variations in the gross morphology of concept maps can be helpful in the context of lesson planning by promoting the consideration of the multiple perspectives held by students. The three basic concept map structures are described as having particular utility at different stages of the planning process: (a) chain-type maps emphasise a linear sequence of teaching sessions and are useful for organising lesson materials; (b) spoke-type maps can be helpful to the student by highlighting a knowledge structure that provides a fertile foundation for development, i.e. organising novice understanding; (c) net-type maps can demonstrate a deep understanding as held by the subject-specialist teacher and therefore illustrate expert knowledge structures to which students should aspire. Consideration of a teaching topic as depicted by a variety of map structures may help the ‘subject-expert novice-teacher’ to view the topic through the eyes of the subject-novice (student) and so increase the po...

Journal Article
TL;DR: A new style of concept map is proposed, called the weighted concept map, which assigns a weight to each proposition in a concept map to represent its importance.
Abstract: Concept maps are widely used in education, and have been acclaimed for their excellent results. For efficiently using concept maps in education, computer-based concept mapping systems have been developed. However these computer-based concept mapping systems are limited in their assessment algorithms. The assessment takes only concept nodes as the primary basis, with relation links playing only a minor role. To address this problem, this study proposes a new style of concept map, called the weighted concept map, which assigns a weight to each proposition in a concept map to represent its importance. This study proposes a new assessment based on a weighted concept map and diagnosis analysis. Two studies are conducted to evaluate the methods of assessment.

DOI
01 Jan 2005
TL;DR: The importance of concept learning in engineering is underlined by the special panel that discussed the problem at the 2002 Frontiers in Education Conference and the inclusion of key concepts among the aims and objectives in the models of the curriculum process.
Abstract: For the purpose of this discussion a concept is defined as a class of stimuli which have common characteristics. It is not a stimulus but the classification of certain stimuli (de Cecco and Crawford, 1974; Gunter, Estes, and Schwab, 1999; Heywood, 1997; McDonald, 1968). Concepts are of varying degrees of abstraction, and some are more open to misinterpretation than others, as for example, ?>democracy. ?> Such concepts are sometimes called ?>fuzzy ?> (Dunleavy, 1986; Howard, 1987). Concepts are the building blocks of knowledge. In engineering, concepts such as acceleration and velocity are often misperceived, as the research by Clement (1981, 1982) and many others shows. The development of conceptual knowledge and procedural knowledge go hand in hand; that is abstract knowledge of concepts informs doing and knowledge obtained from doing informs conceptual understanding. The two function together in intricate ways (McCormick, 1997). Understanding concepts is the basis of metacognition. The transfer of knowledge is not possible without an understanding of the concepts involved. The way that schema are constructed by individuals distinguishes the ?>expert ?> from the ?>novice ?>. This has consequences for teaching and learning. Principles or rules derive from relationships between concepts. A model of learning applied to teaching is used to illustrate this point (Gagn?, 1967, 1984). The usual way of teaching concepts is through examples. Even this is fraught with difficulty, and the way in which examples and non-examples are sequenced can influence learning (Heywood, 1997). Other methods of teaching concepts include analogies and metaphors (Gunter, Estes, and Schwab, 1999; Howard, 1987). The knowledge required for a particular field of study may be described as an integrated framework of ?>key concepts. ?> Such maps as these frameworks are sometimes called express and contain the essential knowledge required for the curriculum in that field. Their attainment is, therefore, an objective, hence the inclusion of key concepts among the aims and objectives in the models of the curriculum process (see Figures 1.4 and 1.5). But they may also help teachers understand how students learn, in addition, tests can indicate the misperceptions that students have of particular concepts. Teachers may discover students' misperceptions by using concept inventories and protocols. Concept mapping may also be used for this purpose. Such maps are not only helpful in the design of the curriculum (using key concepts), but also can help the teacher understand (a) how students learn, and (b) the different stages they move through from being a novice to becoming an expert. The importance of concept learning in engineering is underlined by the special panel that discussed the problem at the 2002 Frontiers in Education Conference. ?>

Journal ArticleDOI
TL;DR: A collaborative assessment task in which groups of second-year dentistry students developed a complex concept map was described, in which perceptions of students in relation to the learning goals associated with the task were compared with faculty member perceptions.
Abstract: Constructing quality assessment rubrics can be challenging, especially when they are used for integrated, group-centered, applied learning. We describe a collaborative assessment task in which groups of second-year dentistry students developed a complex concept map. In groups of four, the students were given a written, simulated, medical history of a patient and required to construct a concept map illustrating relevant pathophysiological concepts and pharmacological interventions. This report describes a research project aimed at making educational goals of the task more explicit through investigating student and faculty member understandings of the criteria that might be used to assess the concept map. Information was gathered about the perceptions of students in relation to the learning goals associated with the task. These were compared with faculty member perceptions. The findings were used to develop an assessment rubric intended to be more accessible to learners. The new rubric used the language of both faculty members and students to more clearly represent expectations of each criterion and standard. This assessment rubric will be used in 2005 for the next phase of the project.

Journal ArticleDOI
TL;DR: Although the high knowledge-generative group outperformed the other three groups on well-structured problem-solving performance, it did not have an effect on ill-structuring problem-Solving performance.
Abstract: The purpose of this study was to investigate the effects of two types of maps (generative vs. completed) and the amount of prior knowledge (high vs. low) on well-structured and ill-structured problem-solving performance. Forty-four undergraduates who were registered in an introductory instructional technology course participated in the study. Participants were randomly assigned to two treatments that used generative and completed concept maps. Within those treatment groups, participants were differentiated by prior domain knowledge, high or low. Although the high knowledge-generative group outperformed the other three groups on well-structured problem-solving performance, it did not have an effect on ill-structured problem-solving performance.

Journal ArticleDOI
TL;DR: This paper investigates what might be called the "class learning diagnosis problem" by embedding important concepts in a test and analyzing the results with a hierarchical coding scheme, and a clustering algorithm is employed to distinguish student groups who might share similar misconceptions.
Abstract: In a classroom, a teacher attempts to convey his or her knowledge to the students, and thus it is important for the teacher to obtain formative feedback about how well students are understanding the new material. By gaining insight into the students' understanding and possible misconceptions, the teacher will be able to adjust the teaching and to supply more useful learning materials as necessary. Therefore, the diagnosis of formative student evalutions is critical for teachers and learners, as is the diagnosis of patterns in the overall learning by a class in order to inform a teacher about the efficacy of his or her teaching. This paper investigates what might be called the "class learning diagnosis problem" by embedding important concepts in a test and analyzing the results with a hierarchical coding scheme. Based on previous research, the part-of and type-of relationships among concepts are used to construct a concept hierarchy that may then be coded hierarchically. All concepts embedded in the test items then can be formulated into concept matrices, and the answer sheets of the learners in a class are then analyzed to indicate particular types of concept errors. The trajectories of concept errors are studied to identify both individual misconceptions students might have as well as patterns of misunderstanding in the overall class. In particular, a clustering algorithm is employed to distinguish student groups who might share similar misconceptions. These approaches are implemented as an integrated module in a previously developed system and applied to two real classroom data sets, the results of which show the practicability of this proposed method.

Proceedings ArticleDOI
TL;DR: In this article, the authors apply concept mapping as a tool for understanding, collaborating, validating, and integrating curriculum content that is designed to develop specific competencies in a graduate-level academic program.
Abstract: Introduction The authors of this paper are applying concept mapping as a tool for understanding, collaborating, validating, and integrating curriculum content that is designed to develop specific competencies in a graduate-level academic program. At the Information Resources Management (IRM) College, National Defense University (NDU), located at Ft McNair in Washington, DC, curriculum development presents unique challenges. Congress established the IRM College in 1988 to provide graduate-level education to Information Resources Management officials and leaders. In addition, the Secretary of Defense designated the IRM College to be the educational institution to implement the Clinger-Cohen Act (Information Technology Management Reform Act of 1995). Since the IRM College is funded by the DoD, the students are military and DoD civilians as well as senior leaders from other government agencies, foreign military officers and civilians, with a few private sector students from businesses who work with the government. Curriculum that has its foundations in congressional mandate and laws is complicated and must be monitored closely to satisfy high-level stakeholders as well as the needs of IRM students. Therefore, curriculum developers at the IRM College turned to curriculum mapping as a way to ensure we were addressing and validating competencies as well as integrating them across the College's four academic departments and five certificate programs. Concept mapping, a tool originally developed to facilitate student learning by organizing key and supporting concepts into visual frameworks, can also facilitate communication among faculty and administrators about curricular structures, complex cognitive frameworks, and competency-based learning outcomes. To validate the relationships among the competencies articulated by specialized accrediting agencies, certification boards, and professional associations, faculty may find the concept mapping tool beneficial in illustrating relationships among, approaches to, and compliance with competencies. The authors describe a specific application of concept mapping to curriculum and how curriculum mapping is useful to faculty and academic administrators charged with maintaining curriculum quality at the IRM College. They further suggest that curriculum mapping may also be useful for curriculum content management, an initiative in its early stages in higher education. Concept Mapping as a Tool for Learning Concept maps are graphical diagrams that can be used to organize knowledge in meaningful ways (Novak & Gowin, 1984) and are generally attributed to Novak's early work examining children's understanding of scientific knowledge (1964) that resulted in the notion of graphical concept mapping. The concepts can be represented as either a circle or a box. The relationship among concepts is displayed using connecting lines. Clarifying words or symbols are typically associated with linking lines to explain the specific relationships among the concepts. Although concept maps are generally represented hierarchically (Novak, 1998), with the most general concepts at the top and more specific concepts arranged below, variations on this theme can take the form of chain, spider, and network formats (Hibberd, Jones, & Morris, 2002; Ruiz-Primo & Shavelson, 1996). Recently, Safayeni, Derbentseva, & Canas (2003) suggested a cyclic structure would illustrate dynamic relationships and stimulate systems thinking more clearly. Researchers agree that the concept map format depends on the content and the individual using the tool. Figure One is a typical example of a concept map. It addresses a simple question, "What is a plant?" and illustrates how cross-links can be made and concepts organized. This is just one way the concepts listed on the left of the figure can be positioned in a hierarchical fashion to show relationships. [FIGURE 1 OMITTED] In addition to their role in representing knowledge, concept maps have also been pressed into service in support of initial learning. …

Proceedings ArticleDOI
05 Jul 2005
TL;DR: The proposed scheme has been embedded in COMPASS, an adaptive Web-based concept map assessment tool and an application example of the evaluation of learner's knowledge level and the performance feedback provided are presented.
Abstract: In this paper, we propose a scheme for evaluating learners' knowledge level on concept mapping tasks. The assessment process focuses on the propositions presented on learner's map as well as on the missing ones with respect to the propositions presented on expert map. The evaluation of learner's knowledge level depends on the weights assigned to the concepts and propositions on expert map as well as to specific categories of errors that may be identified on learner map. The proposed scheme has been embedded in COMPASS, an adaptive Web-based concept map assessment tool. An application example of the evaluation of learner's knowledge level and the performance feedback provided are presented.

Journal ArticleDOI
TL;DR: Assessment of learning outcomes in an experimental, but naturalistic, learning environment compared to more traditional instruction indicates that anchored instruction and scaffolding with an instructional tool, the IR Game, with performance feedback enables students to construct queries with fewer semantic knowledge errors in operational IR systems.
Abstract: In order to design information retrieval (IR) learning environments and instruction, it is important to explore learning outcomes of different pedagogical solutions. Learning outcomes have seldom been evaluated in IR instruction. The particular focus of this study is the assessment of learning outcomes in an experimental, but naturalistic, learning environment compared to more traditional instruction. The 57 participants of an introductory course on IR were selected for this study, and the analysis illustrates their learning outcomes regarding both conceptual change and development of IR skill. Concept mapping of student essays was used to analyze conceptual change and log-files of search exercises provided data for performance assessment. Students in the experimental learning environment changed their conceptions more regarding linguistic aspects of IR and paid more emphasis on planning and management of search process. Performance assessment indicates that anchored instruction and scaffolding with an instructional tool, the IR Game, with performance feedback enables students to construct queries with fewer semantic knowledge errors also in operational IR systems.