Showing papers on "Concept map published in 2006"

Concept Mapping for Planning and Evaluation

Abstract: Preface Acknowledgments 1. An Introduction to Concept Mapping 2. Preparing for Concept Mapping 3. Generating the Ideas 4. Structuring the Statements 5. Concept Mapping Analysis 6. Interpreting the Maps 7. Using Concept Mapping in Planning 8. Using Concept Mapping in Evaluation 9. Mapping the Future Appendix: Concept Mapping Dissertations References Index About the Authors

Learning With Concept and Knowledge Maps: A Meta-Analysis

Abstract: This meta-analysis reviews experimental and quasi-experimental studies in which students learned by constructing, modifying, or viewing node-link diagrams. Following an exhaustive search for studies meeting specified design criteria, 67 standardized mean difference effect sizes were extracted from 55 studies involving 5,818 participants. Students at levels ranging from Grade 4 to postsecondary used concept maps to learn in domains such as science, psychology, statistics, and nursing. Posttests measured recall and transfer. Across several instructional conditions, settings, and methodological features, the use of concept maps was associated with increased knowledge retention. Mean effect sizes varied from small to large depending on how concept maps were used and on the type of comparison treatment. Significant heterogeneity was found in most subsets.

A Comparison between Concept Maps, Mind Maps, Conceptual Diagrams, and Visual Metaphors as Complementary Tools for Knowledge Construction and Sharing

Abstract: In this article, Novak's concept mapping technique is compared to three other types of visualization formats, namely mind maps, conceptual diagrams, and visual metaphors. The application parameters and the respective advantages and disadvantages of each format for learning and knowledge sharing are reviewed and discussed. It is argued that the combination of these four visualization types can play to the strength of each one. The article then provides real-life examples from such a use in undergraduate and graduate university teaching. The results provide first indications that the different visualization formats can be used in complementary ways to enhance motivation, attention, understanding and recall. The implications for a complementary use of these visualization formats in class room and meeting contexts are discussed and a future research agenda in this domain is articulated.

The Origins of the Concept Mapping Tool and the Continuing Evolution of the Tool

Abstract: A research program at Cornell University that sought to study the ability of first and second grade children to acquire basic science concepts and the effect of this learning on later schooling led to the need for a new tool to describe explicit changes in children’s conceptual understanding. Concept mapping was invented in 1972 to meet this need, and subsequently numerous other uses have been found for this tool. Underlying the research program and the development of the concept mapping tool was an explicit cognitive psychology of learning and an explicit constructivist epistemology. In 1987, collaboration began between Novak and Canas and others at the Florida Institute for Human and Machine Cognition, then part of the University of West Florida. Extending the use of concept mapping to other applications such as knowledge elicitation, and the integration of concept mapping with the World Wide Web (WWW) led to the development of software that greatly enhanced the potential of concept mapping, evolving into the current version of CmapTools now used world-wide in schools, universities, corporations, and governmental and nongovernmental agencies. Differences between concept maps and other knowledge representation tools, some of which built on early concept mapping studies, are described. The integration of concept mapping software programs with the WWW and other new technologies permits a new kind of concept map-centred learning environment wherein learners build their own knowledge models, individually or collaboratively, and these can serve as a basis for life-long meaningful learning. Combined with other educational practices, use of CmapTools permits a New Model for Education, described briefly. Preliminary studies are underway to assess the possibilities of this New Model.

Toward meaningful learning in undergraduate medical education using concept maps in a PBL pathophysiology course

Abstract: Problem-based learning (PBL) is now an established method in undergraduate medical education that aims to develop reasoning skills based on clinical problems. More recently, the use of concept mapping in medical education aims to improve meaningful learning. At the New University of Lisbon, we have been using PBL as a major educational method in a pathophysiology course. In 2003–2004, we started to use Inspiration, a computer-based concept mapping tool, with a single tutorial PBL group. A total of 36 maps were constructed related to short cases, already used in the PBL course, in which a certain number of key nodes were hidden to allow the students to fill in the gaps. The results obtained appear to indicate that the use of concept maps stimulated meaningful learning within a PBL course.

Identifying Difficulties in Learning Uml

Abstract: Despite its recognition as a standard object-oriented modeling language, Unified Modeling Language (UML) has been criticized for such deficiencies as semantic inconsistencies, vagueness, and conflicting notations. the relationship between these deficiencies and the difficulties in the learning process is the focus of this study. A concept mapping technique is used to unveil the learning difficulties and suggestions for alleviating them are provided.

A Technique for Automatically Scoring Open-Ended Concept Maps.

Abstract: In this descriptive investigation, we seek to confirm and extend a technique for automatically scoring concept maps. Sixty unscored concept maps from a published dissertation were scored using a computer-based technique adapted from Schvaneveldt (1990) and colleague's Pathfinder network approach. The scores were based on link lines drawn between terms and on the geometric distances between terms. These concept map scores were compared to terminology and comprehension posttest scores. Concept map scores derived from link data were more related to terminology whereas concept map scores derived from distance data were more related to comprehension. A step-by-step description of the scoring technique is presented and the next steps in the development process are discussed.

Evaluation of concept mapping in an associate degree nursing program.

Abstract: The purpose of this project was to evaluate concept mapping as a clinical teaching-learning activity that reflects critical thinking by promoting identification of nonlinear relationships among the components of the nursing process. The sample involved 28 associate degree nursing students from one graduating class. Students completed one map each in the second and fourth semesters and two maps in the fifth semester, for a total of four concept maps. The students' learning activity was to create a concept map on a blank sheet of paper describing the clients' physiological and psychosocial needs and nursing care and the relationships among concepts. As students progressed through the curriculum, there was a steady increase in the mean scores and the average number of cross-links in their concept maps. Cross-links indicated students' ability to use nonlinear thinking to identify relationships among concepts. The results of this study support the use of concept maps as an effective teaching-learning activity and support concept mapping as an evidence-based nursing education strategy.

Concept mapping: an effective, active teaching-learning method.

Abstract: Nurse educators, under pressure to prepare graduates who are able to think critically and solve problems in a variety of clinical practice settings, require active teaching strategies to promote meaningful learning, instead of relying on traditional methods that promote rote memorization. A review of the current state of the science with regard to concept mapping demonstrates that this teaching-learning method assists nurse educators to prepare graduates to think critically in the complex health care environment. However, further research is needed to determine the effectiveness of concept mapping on the graduate's performance on the NCLEX exam and on critical thinking and prioritization skills in the clinical environment.

On the Role of Concepts in Learning and Instructional Design

Abstract: The field of instructional design has traditionally treated concepts as discrete learning outcomes. Theoretically, learning concepts requires correctly isolating and applying attributes of specific objects into their correct categories. Similarity views of concept learning are unable to account for all of the rules governing concept formation, patterns of concepts, and concepts-in-use. Probabilistic-prototype and exemplar views have accommodated some of the inherent fuzziness of concepts. Concepts can only be fully understood as processes of conceptual change, the reorganization of conceptual frameworks. Although very little research has focused on assessing conceptual change, the theories of conceptual change recommend assessing patterns of concepts and concepts-in-use. Descriptions of pertinent assessment methods are presented.

The use of concept maps during knowledge elicitation in ontology development processes – the nutrigenomics use case

Abstract: Incorporation of ontologies into annotations has enabled 'semantic integration' of complex data, making explicit the knowledge within a certain field One of the major bottlenecks in developing bio-ontologies is the lack of a unified methodology Different methodologies have been proposed for different scenarios, but there is no agreed-upon standard methodology for building ontologies The involvement of geographically distributed domain experts, the need for domain experts to lead the design process, the application of the ontologies and the life cycles of bio-ontologies are amongst the features not considered by previously proposed methodologies Here, we present a methodology for developing ontologies within the biological domain We describe our scenario, competency questions, results and milestones for each methodological stage We introduce the use of concept maps during knowledge acquisition phases as a feasible transition between domain expert and knowledge engineer The contributions of this paper are the thorough description of the steps we suggest when building an ontology, example use of concept maps, consideration of applicability to the development of lower-level ontologies and application to decentralised environments We have found that within our scenario conceptual maps played an important role in the development process

Logic models used to enhance critical thinking.

Abstract: Over time, various methods have been used to stimulate critical thinking in undergraduate nursing students, and although many have been successful in helping students integrate the essential knowledge, experiences, and clinical reasoning that support practice, it is also useful to explore new methods Faculty at the University of Hawaii at Manoa, School of Nursing and Dental Hygiene have taken an innovative approach of using logic models to further enhance critical thinking This article presents an application of varying experiences and methods of using logic models to support the development of critical thinking and reasoning skills in nursing students The processes in which logic models are used in the curriculum are described The models are used to connect concepts from concrete to abstract levels in diverse and often nonlinear diagrams, guided discourse, and written assignments The specific instructional methods used include concept mapping, concept papers, conceptual linking, and substruction

Collaborative Concept Mapping in Education: Major Research Trends

Abstract: Since the late eighties, more and more researchers have been exploring the potential of collaborative concept mapping to support learning. In those studies, students construct concept maps in pairs or in small groups. This paper presents a review of research trends on collaborative concept mapping in education. We present an overview of the theoretical framework, methodology and main results of 39 published studies investigating this topic.

Peer Reviewed: Using Concept Mapping to Develop a Logic Model for the Prevention Research Centers Program

Abstract: Introduction Concept mapping is a structured conceptualization process that provides a visual representation of relationships among ideas. Concept mapping was used to develop a logic model for the Centers for Disease Control and Prevention's Prevention Research Centers Program, which has a large and diverse group of stakeholders throughout the United States. No published studies have used concept mapping to develop a logic model for a national program.

Using concept mapping to develop a logic model for the Prevention Research Centers Program.

Abstract: Introduction Concept mapping is a structured conceptualization process that provides a visual representation of relationships among ideas. Concept mapping was used to develop a logic model for the Centers for Disease Control and Prevention's Prevention Research Centers Program, which has a large and diverse group of stakeholders throughout the United States. No published studies have used concept mapping to develop a logic model for a national program. Methods Two logic models were constructed using the data from the concept mapping process and program documents: one for the national level and one for the local level. Concept mapping involved three phases: 1) developing questions to generate ideas about the program's purpose and function, 2) gathering input from 145 national stakeholders and 135 local stakeholders and sorting ideas into themes, and 3) using multivariate statistical analyses to generate concept maps. Logic models were refined using feedback received from stakeholders at regional meetings and conferences and from a structured feedback tool. Results The national concept map consisted of 9 clusters with 88 statements; the local concept map consisted of 11 clusters with 75 statements. Clusters were categorized into three logic model components: inputs, activities, and outcomes. Based on feedback, two draft logic models were combined and finalized into one for the Prevention Research Centers Program. Conclusion Concept mapping provides a valuable data source, establishes a common view of a program, and identifies inputs, activities, and outcomes in a logic model. Our concept mapping process resulted in a logic model that is meaningful for stakeholders, incorporates input from the program's partners, and establishes important program expectations. Our methods may be beneficial for other programs that are developing logic models for evaluation planning.

Mining e-Learning Domain Concept Map from Academic Articles

Abstract: Recent research has demonstrated the important of ontology and its applications. For example, while designing adaptive learning materials, designers need to refer to the ontology of a subject domain. Moreover, ontology can show the whole picture and core knowledge about a subject domain. Research from literature also suggested that graphical representation of ontology can reduce the problems of information overload and learning disorientation for learners. However, ontology constructions used to rely on domain experts in the past; it is a time consuming and high cost task. Ontology creation for emerging new domains like e-Learning is even more challenging. The aim of this paper is to construct e-Learning domain concept maps, an alternative form of ontology, from academic articles. We adopt some relevant journal articles and conferences papers in e-Learning domain as data sources, and apply text-mining techniques to automatically construct concept maps for e-Learning domain. The constructed concept maps can provide a useful reference for researchers, who are new to e- Leaning field, to study related issues, for teachers to design adaptive courses, and for learners to understand the whole picture of e-Learning domain knowledge.

Student Views of Concept Mapping Use in Introductory Tertiary Biology Classes

Abstract: Introductory tertiary level science classes (i.e., at the university or post-compulsory school level) including those for biology face increasing diversity in intake. Previous research has indicated university level teachers assume a certain level of prior knowledge which may or may not be possessed by such students. This report focuses on the use of concept mapping in introductory biology tutorial classes. The research findings suggest that the students found the use of concept mapping enjoyable and that it can enhance meaningful learning for topics that require students to link concepts.

Biological systems modeling and analysis: a biomolecular technique of the twenty-first century.

Abstract: It is proposed that computational systems biology should be considered a biomolecular technique of the twenty-first century, because it complements experimental biology and bioinformatics in unique ways that will eventually lead to insights and a depth of understanding not achievable without systems approaches. This article begins with a summary of traditional and novel modeling techniques. In the second part, it proposes concept map modeling as a useful link between experimental biology and biological systems modeling and analysis. Concept map modeling requires the collaboration between biologist and modeler. The biologist designs a regulated connectivity diagram of processes comprising a biological system and also provides semi-quantitative information on stimuli and measured or expected responses of the system. The modeler converts this information through methods of forward and inverse modeling into a mathematical construct that can be used for simulations and to generate and test new hypotheses. The biologist and the modeler collaboratively interpret the results and devise improved concept maps. The third part of the article describes software, BST-Box, supporting the various modeling activities.

Evaluating critical thinking in clinical concept maps: a pilot study.

Abstract: Today, the complexities in the health care system are challenging nurses to be skillful and knowledgeable critical thinkers and decision makers. To adequately prepare future nurses to meet the challenges, nurse educators must nurture and facilitate critical thinking. One strategy believed to promote critical thinking in nursing education is concept maps. The purpose of this pilot study was to determine the level of critical thinking in the clinical concept maps developed by second year baccalaureate nursing students. Students enrolled in a five-week clinical practicum course were asked to submit their final concept map and participate in a focus group. The data for the study included eighteen concept maps, 1 student focus group and 1 instructor focus group. The Holistic Critical Thinking Scoring Rubric (Facione & Facione, 1994) was used to measure levels of critical thinking, and content analysis was used to analyze focus group data. Results from this study indicated that developing concept maps in the clinical setting fostered critical thinking and improved clinical preparedness.

Mapping Knowledge: Concept Maps in Early Childhood Education.

Abstract: Graphic organizers such as webs, time lines, Venn diagrams, flowcharts, and concept maps are well known and widely used instructional and learning tools. They help teachers and students not only to identify and visually represent their views and knowledge but also to recognize and depict relationships among concepts. This article discusses the use of concept maps in early childhood education. In light of a theory that suggests that information is processed and stored in memory in both linguistic

Ontology Mapping and Merging through OntoDNA for Learning Object Reusability

Abstract: The issue of structural and semantic interoperability among learning objects and other resources on the Internet is increasingly pointing towards Semantic Web technologies in general and ontology in particular as a solution provider. Ontology defines an explicit formal specification of domains to learning objects. However, the effectiveness to interoperate learning objects among various learning object repositories are often reduced due to the use of different ontological schemes to annotate learning objects in each learning object repository. Hence, structural differences and semantic heterogeneity between ontologies need to be resolved in order to generate shared ontology to facilitate learning object reusability. This paper presents OntoDNA, an automated ontology mapping and merging tool. Significance of the study lies in an algorithmic framework for mapping the attributes of concepts/learning objects and merging these concepts/learning objects from different ontologies based on the mapped attributes; identification of a suitable threshold value for mapping and merging; an easily scalable unsupervised data mining algorithm for modeling existing concepts and predicting the cluster to which a new concept/learning object should belong, easy indexing, retrieval and visualization of concepts and learning objects based on the merged ontology.

A Method for Eliciting, Preserving, and Sharing the Knowledge of Forecasters

Abstract: As in many domains of modern work, a concern in weather forecasting is the loss of expertise, due either to reassignment or retirement. This note reports upon a project that demonstrates a procedure that can be used to capture forecasters' knowledge of weather concepts. The System To Organize Representations in Meteorology-Local Knowledge (STORM-LK) focuses on weather phenomena in the Gulf Coast region. Forecasters and aerographers at Whiting Field, Naval Air Station, in Pensacola, Florida, participated in a knowledge elicitation procedure that yielded diagrammatic models of their knowledge in the form of “concept maps.” The demonstration suggests the following: 1) the feasibility of using the approach to elicit knowledge so that it might be preserved and shared and 2) the use of concept maps to integrate and navigate through the various instructional and data resources that are used in forecasting. It is envisioned that a knowledge model patterned after STORM-LK could be created for other region...

Supporting concept mapping for learning from text

Abstract: This study examines concept mapping as a follow-up study strategy for learning from text. Based on a task analysis of the sub-tasks learners must accomplish during mapping, we developed the following support measures: Participants (N = 102) either generated a map (1) from scratch (map-generation), (2) from a list of concepts (concepts-provided), (3) from spatially arranged concepts (concepts-arranged), or, alternatively, they (4) studied a worked-out map (worked-out map). The control-group (5) did not engage in mapping. Presenting a worked-out map enhanced learning most effectively. However, constructing a map from scratch was almost equally helpful. In contrast, students in the half-structured conditions (2 and 3) performed no better than the control condition. We concluded that both studying a worked-out map and generating one's own map allowed learners to devote attention to important parts of the learning contents. Half-structured mapping, in contrast, narrowed attention to specific aspects in a dysfunctional way.

Effects of Navigation Tools and Computer Confidence on Performance and Attitudes in a Hypermedia Learning Environment

Abstract: The purpose of the study was to investigate the effects of navigation tools and computer confidence within a hypermedia environment. Twelve course sections containing 354 undergraduate college students were blocked by ability and randomly assigned to an embedded hyperlink group, a content list group, or a concept map group. Results indicated that students in the content list group scored significantly higher than those in the embedded hyperlink group on the achievement posttest and had more positive attitudes toward the program. Navigation patterns indicated that students in the content list group and the map group visited more distinct pages than those in the embedded hyperlink group. Furthermore, high computer confidence students scored better on the posttest than low computer confidence students. Implications for designing hypermedia instruction are provided. ********** Hypertext is viewed by some researchers as a promising medium to facilitate learning in a computer environment (Jonassen, 1986). Information in a hypermedia system is presented in a nonlinear way by through hypertext by interconnecting knowledge nodes into a network. It has been suggested that the use of a hypertext system can improve learning by representing an expert's knowledge structures and presenting them to learners (Shapiro & Niederhauser, 2003). Hypertext also offers learners more control over a learning system, allowing them to make choices about how to proceed and creating a unique path through the text. Learners are able to make their choices based on their prior knowledge and learning experience. Opportunities for choice may increase their willingness to interact and use hypertext (Gall & Hannafin, 1994). Another potential benefit brought by multiple accesses to information in hypertext is the possibility of coming at a topic from various perspectives, which makes the achieved knowledge become more flexible and transferable (Sprio & Jehng, 1990). However, the use of hypermedia is accompanied by many problems. According to Conklin (1987), learners may feel disorientation or get lost in a display hypertext network, having difficulty knowing where they are and how to get to other places. Since the hypertext system allows more learner control and cognitive flexibility, it places additional cognitive requirements on learners. They have to spend their cognitive resources on choosing what to read next and deciding the sequence of their learning. Making these decisions may increase a learner's cognitive burden and decrease resources spent on knowledge processing (Jonassen, 1988). One approach to remedy these problems is to provide the learner with a navigation tool to facilitate them moving through the system. Navigation tools, such as indexes, content lists, and concept maps, usually externalize part of or all of the hypertext structure and present it to the learner to show them an overview of the structure. Content can be displayed by selecting corresponding topics from the overview. The tools can also be designed to inform the learner of their current position in the hypertext system and highlight nodes that have been traversed (Allinson & Hammand, 1999; Brinkerhoff, Klein, & Koroghlanian, 2001; Dee-Lucas & Larkin, 1995; Edwards & Hardman, 1999; Farrell & Moore, 2000; McDonald & Stevenson, 1998; Puntambekar, Stylianou, & Hubscher, 2003). These tools may have an impact on alleviating disorientation and reducing a learner's cognitive load. Researchers have found that navigation tools increase navigation efficiency, reduce the feeling of being lost, improve learning performance, or change learner navigation patterns (Allinson & Hammand, 1999; Dee-Lucas & Larkin, 1995; McDonald & Stevenson, 1998; Puntambekar et al., 2003). On the other hand, navigation tools may impose a simplified structure over the existing knowledge structure in the hypertext (Gall & Hannafin, 1994), impeding the cognitive flexibility and transfer of underlying knowledge structures without forcing the learner to fully interact with the hypertext (Jonassen, 1986). …

Prototype of multiagent knowledge assessment system for support of process oriented learning

Abstract: The paper describes a multiagent concept map based system that has been developed for learners' knowledge assessment in process-oriented learning. At the meta-level it consists of an intelligent agent for assessment of learners' current knowledge level and a group of human agents, i.e. learners who are communicating with this agent. The paper presents the architecture of the system in terms of modules, their functions and interaction, giving the special attention to the intelligent assessment agent, which at the moment is composed of communication, knowledge evaluation, interaction registering, and expert agents. It also includes an example of system's performance, which is accompanied by screen shots, and test results of the intelligent knowledge assessment system in four different learning courses

Moving digital libraries into the student learning space: The GetSmart experience

Abstract: The GetSmart system was built to support theoretically sound learning processes in a digital library environment by integrating course management, digital library, and concept mapping components to support a constructivist, six-step, information search process. In the fall of 2002 more than 100 students created 1400 concept maps as part of selected computing classes offered at the University of Arizona and Virginia Tech. Those students conducted searches, obtained course information, created concept maps, collaborated in acquiring knowledge, and presented their knowledge representations. This article connects the design elements of the GetSmart system to targeted concept-map-based learning processes, describes our system and research testbed, and analyzes our system usage logs. Results suggest that students did in fact use the tools in an integrated fashion, combining knowledge representation and search activities. After concept mapping was included in the curriculum, we observed improvement in students' online quiz scores. Further, we observed that students in groups collaboratively constructed concept maps with multiple group members viewing and updating map details.