Showing papers on "Concept map published in 2007"

Using concept maps to measure deep, surface and non‐learning outcomes

Abstract: This article reports the use of concept mapping to reveal patterns of student learning (or non‐learning) in the course of master’s level teaching for research methods. The work was done with a group of 12 postgraduate students, and the concept maps of four individuals produced before and after a single teaching intervention are shown in detail. The data are presented as case studies that document the incidence of deep learning, surface learning and non‐learning. These are terms that are widely used in the educational research literature, but most evidence for these learning approaches comes from students’ conceptions of learning, not from empirical measures of changes in knowledge structure. Here precise criteria for defining change in terms of deep, surface and non‐learning are developed, and concept mapping is used for assessment of learning quality using these criteria. The results show that deep, surface and non‐learning are tangible measures of learning that can be observed directly as a consequence ...

Theoretical Origins of Concept Maps, How to Construct Them, and Uses in Education

Abstract: Concept maps, as we define them, are graphical tools for organizing and representing relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts. Concepts and propositions are usually organized hierarchically, from most general, most inclusive to most specific. It is best to construct concept maps with reference to some particular question we seek to answer, which we have called a focus question. The concept map may pertain to some situation or event that we are trying to understand through the organization of knowledge in the form of a concept map, thus providing the context for the concept map. In this paper we briefly present the origins and theoretical foundations of concept maps, explain how concept maps are constructed, and then show how the integration of concept maps with technology in software such as CmapTools facilitates the implementation of concept map-based learning environments that support our New Model for Education. Last, examples from three domains are used to describe how concept maps can be used to organize content based on the knowledge of domain experts, creating an environment that is easy to navigate for learners. ORIGIN OF CONCEPT MAPS Concept maps were developed in 1972 in the course of Novak’s research program at Cornell University where he sought to follow and understand changes in children’s knowledge of science (Novak & Musonda, 1991). During the course of this study the researchers interviewed many children, and they found it difficult to identify specific changes in the children’s understanding of science concepts by examination of interview transcripts. This program was based on the learning psychology of David Ausubel (1963; 1968; Ausubel et al., 1978). The fundamental idea in Ausubel’s cognitive psychology is that learning takes place by the assimilation of new concepts and propositions into existing concept and propositional frameworks held by the learner. This knowledge structure as held by a learner is also referred to as the individual’s cognitive structure. Out of the necessity to find a better way to represent children’s conceptual understanding emerged the idea of representing children’s knowledge in the form of a concept map. Thus was born a new tool not only for use in research, but also for many other uses. Figure 1 shows a concept map that illustrates the key features of concept map.

Concept Maps: Experiments on Dynamic Thinking.

Abstract: Three experiments were conducted to examine the effects of map structure, concept quantification, and focus question on dynamic thinking during a Concept Map (CMap) construction task. The first experiment compared cyclic and hierarchical structures. The second experiment examined the impact of the quantification of the header concept in the map. The third experiment explored the effect of the focus question on the map. For all three experiments, the content of the CMaps was assessed for the number of dynamic propositions and the number of quantified concepts. The results show that the cyclic structure, the quantification of the header concept, and the focus question “How” significantly increased dynamic thinking. The studies, the theoretical background, and the implications of the findings are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 448–465, 2007

A new approach for constructing the concept map

Abstract: In recent years, e-learning system has become more and more popular and many adaptive learning environments have been proposed to offer learners customized courses in accordance with their aptitudes and learning results. For achieving the adaptive learning, a predefined concept map of a course is often used to provide adaptive learning guidance for learners. However, it is difficult and time consuming to create the concept map of a course. Thus, how to automatically create a concept map of a course becomes an interesting issue. In this paper, we propose a Two-Phase Concept Map Construction (TP-CMC) approach to automatically construct the concept map by learners' historical testing records. Phase 1 is used to preprocess the testing records; i.e., transform the numeric grade data, refine the testing records, and mine the association rules from input data. Phase 2 is used to transform the mined association rules into prerequisite relationships among learning concepts for creating the concept map. Therefore, in Phase 1, we apply Fuzzy Set Theory to transform the numeric testing records of learners into symbolic data, apply Education Theory to further refine it, and apply Data Mining approach to find its grade fuzzy association rules. Then, in Phase 2, based upon our observation in real learning situation, we use multiple rule types to further analyze the mined rules and then propose a heuristic algorithm to automatically construct the concept map. Finally, the Redundancy and Circularity of the concept map constructed are also discussed. Moreover, we also develop a prototype system of TP-CMC and then use the real testing records of students in junior high school to evaluate the results. The experimental results show that our proposed approach is workable.

The myth of the research‐led teacher

Abstract: This paper examines the contention that achievement in research is a prerequisite for effective teaching in higher education. It also explores university level teaching more generally with the purpose of examining the links between teaching and research. Concept mapping, in particular, is described as a means of exploring both the knowledge structures of experts (teachers and researchers) and the cognitive changes that are indicative of meaningful learning among students. We use the approach to suggest that rich and complex networks are indicative of expert status, but that these are seldom made explicit to students in the course of teaching. Instead, simple, linear structures comprise most lesson plans or teaching sequences. This linearity is often made transparent through the lecturers’ use of PowerPoint presentations to structure teaching. Thus the transmission mode of teaching predominates in HE and evidence of authentic research-led teaching remains scant. This is likely to reinforce surface learning outcomes among university students and be an impediment to the emergence of expert status. The linear chains that are commonly espoused in teaching lend themselves to rote learning strategies rather than to individual meaning making. The approach we describe here has the potential to reinstate expert status as the prime qualification for teaching in higher education. Where concept mapping is used to share and explore knowledge structures between students and experts, then learning can be shown to occur in ways that are synonymous with research and discovery. Using this approach, the teacher‐student distinction becomes legitimately blurred so that the sharing and advancement of knowledge are concomitant. In conclusion, we suggest that this is a basis for a pedagogy that is appropriate to HE and distinct from the compulsory sector.

Learning style preference and student aptitude for concept maps.

Abstract: Acknowledging that individuals' preferences for learning vary, faculty in an undergraduate nursing program questioned whether a student's learning style is an indicator of aptitude in developing concept maps. The purpose of this research was to describe the relationship between nursing students' learning style preference and aptitude for concept maps. The sample included 120 undergraduate students enrolled in the adult health nursing course. Students created one concept map and completed two instruments: the Learning Style Survey and the Concept Map Survey. Data included Learning Style Survey scores, grade for the concept map, and grade for the adult health course. No significant difference was found between learning style preference and concept map grades. Thematic analysis of the qualitative survey data yielded further insight into students' preferences for creating concept maps.

Identifying Critical Junctures in Learning in a College Course on Evolution.

Abstract: The purpose of this research study was to (a) describe how concept mapping can be used as an integrated instructional strategy for teaching a college course on evolution, (b) evaluate the utility of incorporating concept mapping in a college course on evolution, (c) determine whether students' concept maps reveal critical junctures in learning as the course unfolds, and (d) assess the impact of concept mapping on students' study practices and on students' understanding of course content. Key findings include: (a Critical junctures in learning evolution can be identified by monitoring the degree of concordance or superordinate concepts appearing on the class set of concept maps submitted after each of the cours lectures; (b) students who made concept maps reported spending an average of 37% more study time on this college biology course than on their previous biology courses; and (c) the use of seed concepts, micromapping, a standard concept map format, and a standard concept map checklist made the strategy feasible for the instructor to implement and for the student to adopt. A concept map performance index formulas was also developed for this research study in order to assess students' overall mapping performance.

A qualitative evaluation of medical student learning with concept maps

Abstract: Purpose and Aims: The purpose of this study was to investigate the ways in which the use of concept maps influenced the learning processes of third year internal medicine students in the context of medical education. Reported here are the qualitative results of this study.Methods: One–hundred thirty four medical students were taught to use concept mapping as a learning strategy at the beginning of their internal medicine rotations. Upon completion of the internal medicine rotation students were asked to evaluate how concept maps fostered the process of linking theoretical information to clinical practice. Additionally, students described how concept maps impacted their learning.Results: In this study, concept maps fostered a positive connection between theory and practice. Additionally, students described three major themes impacting their learning: concept mapping as a facilitator of knowledge integration and critical thinking, as a teaching methodology and finally, as a learning method.Conclusions: This...

Using a constructivist approach with online concept maps: relationship between theory and nursing education.

Abstract: Concept maps have been used in nursing education as a method for students to organize and analyze data. This article describes an online course that used concept maps and self-reflective journals to assess students' thinking processes. The self-reflective journals of 21 students collected over two semesters were qualitatively examined. Three major themes emerged from students' use of concept maps: 1) factors influencing the map creation, 2) developmental learning process over time, and 3) validation of existing knowledge and construction of new knowledge. The use of concept maps with reflective journaling provided a learning experience that allowed students to integrate content consistent with a constructivist paradigm. This integration is a developmental process influenced by the personal preferences of students, concept map design, and content complexity. This developmental process provides early evidence that the application of concept mapping in the online environment, along with reflective j...

Bridging the Research-Practice Gap : Concept Mapping as a Mixed-Methods Strategy in Practice-Based Research and Evaluation

Abstract: The purpose of this article is to familiarize social work researchers and practitioners with Concept Mapping (Trochim, 1989), a mixed-methods strategy that can be useful in practice-based research Using two case examples, the steps involved in concept mapping are illustrated Practice strengths of concept mapping are discussed, including that it is participatory, accessible, permits immediate application of findings, and enhances service effectiveness Research strengths include that it is a structured mixed-methods approach, the process is flexible, it accommodates cross-cultural applications, and is time-and cost-effective Ways that concept mapping can be used to advance practice-based research are discussed, including instrument development, needs/resource assessment, theory development, evaluating activities and outcomes, strategic planning and action planning

Beyond ontologies: Toward situated representations of scientific knowledge

Abstract: In information systems that support knowledge-discovery applications such as scientific exploration, reliance on highly structured ontologies as data-organization aids can be limiting. With current computational aids to science work, the human knowledge that creates meaning out of analyses is often only recorded when work reaches publication-or worse, left unrecorded altogether-for lack of an ontological model for scientific concepts that can capture knowledge as it is created and used. We argue for an approach to representing scientific concepts that reflects (1) the situated processes of science work, (2) the social construction of knowledge, and (3) the emergence and evolution of understanding over time. In this model, knowledge is the result of collaboration, negotiation, and manipulation by teams of researchers. Capturing the situations in which knowledge is created and used helps these collaborators discover areas of agreement and discord, while allowing individual inquirers to maintain different perspectives on the same information. The capture of provenance information allows historical trails of reasoning to be reconstructed, allowing end users to evaluate the utility and trustworthiness of knowledge representations. We present a proof-of-concept system, called Codex, based on this situated knowledge model. Codex supports visualization of knowledge structures through concept mapping, and enables inference across those structures. The proof-of-concept is deployed in the domain of geoscience to support distributed teams of learners and researchers.

A Review of Studies on Collaborative Concept Mapping: What Have We Learned About the Technique and What Is Next?

Abstract: Collaborative concept mapping engages two or more students in coordinated and sustained efforts in the creation of one or more concept maps in order to learn and construct knowledge. It is a potentially powerful instructional strategy in that it fosters meaningful learning and group knowledge construction and helps the building of common ground among learners. However, limited research studies in this area have generated mixed findings. This article attempts to find possible reasons for the mixed findings by reviewing some studies that specifically addressed the use of concept mapping in individual learning and/or group knowledge construction. Based on the findings, the article proposes the use of other instructional strategies along with collaborative concept mapping for better implementation of the technique in both face-to-face and online environments. The implications for further investigations in this area are also discussed.

Comparing computer-supported dynamic modeling and 'paper & pencil' concept mapping technique in students' collaborative activity

Abstract: This study aims at highlighting the collaborative activity of two high school students (age 14) in the cases of modeling the complex biological process of plant growth with two different tools: the 'paper & pencil' concept mapping technique and the computer-supported educational environment 'ModelsCreator'. Students' shared activity in both cases is carried out in the presence of a facilitator providing technical as well as cognitive support when necessary. The objective of the study is to highlight the ways in which the collaborating students are engaged in the plant growth modeling activity in the two cases and also identify the activity's similar and different aspects in each one. Our analysis is carried out on two complementary axes, the first of which concerns the process of collaboratively creating a plant growth model with each different tool, while the second has to do with the students' conceptualizations of the biological aspect of the modeling task in each case. A two-level analytic tool for the modeling process has been derived within the theoretical framework of 'activity theory' on the basis of the OCAF scheme for basic modeling operations and the scheme of Stratford et al. [Stratford, S. J., Krajcik, J., & Soloway, E. (1998). Secondary students' dynamic modeling processes: analyzing, reasoning about, synthesizing, and testing models of stream ecosystems. Journal of Science Education and Technology, 7(3), 215-234.] for higher-order modeling actions. According to our results, four major modeling actions (analysis, synthesis, testing-interpreting, technical and cognitive support) performed through a plethora of modeling operations define the steps of the modeling process in both cases, while specific qualitative differences can be actually identified. Finally, the students' conceptualizations of the biological aspect of the modeling task in the two-case activity is analyzed in regard with their capability of shifting reasoning between macro- and micro-levels, while educational implications are also discussed.

Physics faculty beliefs and values about the teaching and learning of problem solving. II. Procedures for measurement and analysis

Abstract: To identify and describe the basis upon which instructors make curricular and pedagogical decisions, we have developed an artifact-based interview and an analysis technique based on multilayered concept maps. The policy capturing technique used in the interview asks instructors to make judgments about concrete instructional artifacts similar to those they likely encounter in their teaching environment. The analysis procedure alternatively employs both an a priori systems view analysis and an emergent categorization to construct a multilayered concept map, which is a hierarchically arranged set of concept maps where child maps include more details than parent maps. Although our goal was to develop a model of physics faculty beliefs about the teaching and learning of problem solving in the context of an introductory calculus-based physics course, the techniques described here are applicable to a variety of situations in which instructors make decisions that influence teaching and learning.

Building domain ontologies from text for educational purposes

Abstract: In this paper, we present a (semi) automatic framework that aims to produce a domain concept map (DCM) from text and to derive a domain ontology from this concept map. This methodology targets particularly the educational field because of the need of such structures (Ontologies and CM) within the e-Learning and AIED communities to sustain the production of e-Learning resources tailored to learner's needs. This paper details the steps that transform textual resources (and particularly textual learning objects) into a domain concept map and explains how this abstract structure is transformed into a more formal domain ontology. The paper also shows how these structures make it possible to bridge the gap between e-learning standard learning objects and Intelligent Tutoring Systems.

Using concept maps to assess change in teachers’ understandings of algebra: a respectful approach

Abstract: The purpose of this study was to explore teachers’ growth in understanding of algebra using concept maps. The study was set in the context of a five-year National Science Foundation funded teacher retention and renewal professional development project. In this project both beginning and experienced teachers are supported as they increase their understanding about mathematics, their ability to implement effective mathematics practices in their classrooms, and their knowledge of working with English Learners. Results indicate that teachers’ algebraic knowledge structures became more complex and connected as a result of their professional development. In addition, they were able to adapt their knowledge networks to incorporate important aspects of algebra into them. Concept maps are recommended to other leaders of mathematics professional development as a means of assessing change.

Concept mapping: a nursing model for care planning.

Abstract: Concept mapping has many applications and has been used as an effective teaching strategy in nursing and other disciplines to evaluate both content knowledge and student thinking patterns. Previous applications related to nursing care planning usually organize client information around a medical diagnosis. The approach described is focused around the reason for nursing care and a holistic nursing view of the client, rather than a disease model. Students use a software program to cluster and sort assessment data to identify client problems and describe relationships between the problems. This results in a nonlinear "picture" of the client that can be used for nursing care planning. The process is dynamic and flexible, prompting students to identify gaps in information, consider salience, and understand the complexity of the particular client situation. It teaches critical thinking skills and nursing theory, develops competence with technology, and fosters effective interchange between faculty and students.

A Mixed Methods Analysis of Learning in Online Teacher Professional Development: A Case Report

Abstract: Web-based learning has been proposed as a convenient way to provide professional development experiences. Despite quantitative evidence that online instruction is equivalent to traditional methods (Russell, 2001), the efficiency of this approach has not been extensively studied among teachers. This case report describes learning in an online biology course designed to help teachers prepare for science certification exams. A mixed methodology approach was utilized to analyze the manner in which course participants learned and how the online environment influenced this process. Concept maps scored by two different methods and objective pre- and postcourse examinations were contrasted as representations of assimilated knowledge, while unstructured interviews reflected participants' perceptions of their experiences. Findings indicate that participants experienced gains in declarative knowledge, but little improvement with respect to more complex levels of understanding. Qualitative examination of concept maps demonstrated gaps in participants' understandings of key course ideas. Engagement in the use of online resources varied according to participants’ attitudes toward online learning. Subjects also reported a lack of motivation to fully engage in the course due to busy schedules, lack of extrinsic rewards, and the absence of personal accountability.

Approaches to Teaching Thinking: Toward a Conceptual Mapping of the Field.

Abstract: The objective of this article is to suggest a conceptual map of the field of teaching thinking in order to help those who want to understand and implement it to know their way around. According to this map, the field of teaching thinking is divided into three approaches—the skills approach, the dispositions approach, and the understanding approach. Each one defines the key terms of the field—thinking, good thinking, and teaching thinking—differently. After presenting this typology and analyzing its various dimensions, the article tries to cope with two essential questions: Why three approaches, and which approach is most effective? The article concludes that the understanding approach is most effective in the school context and can incorporate the other two approaches.

Using Computers to Individually-generate vs. Collaboratively-generate Concept Maps

Abstract: Five eighth grade science classes of students in at a middle school were assigned to three treatment groups: those who individually concept mapped, those who collaboratively concept mapped, and those who independently used their study time. The findings revealed that individually generating concept maps on computers during study time positively influenced science concept learning above and beyond independent use of study time, but that collaboratively generating concept maps did not. Students in both individual and collaborative concept mapping groups had positive attitudes toward concept mapping using Inspiration software. However, students in the collaborative concept mapping group did not like working in a group. This study contributes to the limited body of knowledge concerning the comparative effectiveness of individually and collaboratively-generating concept maps on computers for learning.

Concept Mapping in a Financial Accounting Theory Course

Abstract: This paper assesses the usefulness of concept mapping (an educational learning, assessment, and curriculum development technique developed by Novak, widely used in the natural sciences) within an accounting education context. It shows how an accounting-based concept map can be constructed by students and educators to provide a visual, conceptually transparent graphical representation of an individual's understanding of a particular knowledge domain. The method is firmly routed in Ausubel's theory of meaningful learning and its emphasis upon the hierarchical structure of concepts is particularly relevant to accounting. While concept mapping has been used extensively in many (particularly science) disciplines, it has received relatively little attention within accounting education. The paper's contribution is to extend its application within an accounting education context by focusing upon how concept mapping can enhance students' learning by evaluating student-prepared concept maps, showing how co...

Concept maps: Development and validation of engineering curricula

Abstract: Concept mapping has been traditionally used as a tool for active learning, student's learning assessment and evaluation. In an attempt to achieve student learning, curricula development and assessment have taken new and diverse approaches. Concept mapping is one novel way for curricula development and validation of program outcomes and their linkages with required skills and competencies' levels. Mechanical, Chemical, and Computer Engineering have used concept maps across a wide range of educational applications: from simply creating a conceptual overview of course objectives for students to using them for curricula evaluation and improvement. This paper reports on the use of concept maps for both extremes. The paper presents a review of concept mapping applications in engineering disciplines in general and in Electrical and Computer Engineering in specific. The generic concept map framework is presented and its expansion into the specific mapping for the authors' affiliated University's baccalaureate engineering degrees is presented. The validation process of the curriculum map is discussed. The impact of the conceptual presentation of the curriculum to freshman and sophomore students is measured through surveys and the data is discussed.

Cognitive evaluation of information modeling methods

Abstract: In the field of information system engineering, information modeling method is a technique to capture user requirements and to understand system complexity. The importance of information modeling has been recognized by practitioners and researchers, but little has been explored to analyze the available information modeling methods or to evaluate them in terms of their strengths, weaknesses, and effectiveness. This research analyzes six information-modeling methods: use case diagram, rich picture diagram, entity-relationship diagram, Trochim's concept mapping, repertory grid, and causal mapping. These information-modeling methods are analyzed from a cognitive perspective in order to better understand their nature, the assumptions, and the important features associated. The research contributes to the understanding of the information modeling methods and their potential uses and values during IS development.

Applications of Concept Mapping

Abstract: This article reviews three major uses of the concept-mapping strategies for postsecondary learning: the external representation of concept maps as an external scratch pad to represent major ideas and their organization, the mental construction of concept maps when students are seeking a time-efficient tool, and the electronic construction and exchange of concept maps between learners when the goal is to diversify ideas and gain new insights. A discussion is presented of the benefits and limitations of each of these uses of concept mapping.

Serial Concept Maps: Tools for Concept Analysis

Abstract: Nursing theory challenges students to think abstractly and is often a difficult introduction to graduate study. Traditionally, concept analysis is useful in facilitating this abstract thinking. Concept maps are a way to visualize an individual's knowledge about a specific topic. Serial concept maps express the sequential evolution of a student's perceptions of a selected concept. Maps reveal individual differences in learning and perceptions, as well as progress in understanding the concept. Relationships are assessed and suggestions are made during serial mapping, which actively engages the students and faculty in dialogue that leads to increased understanding of the link between nursing theory and practice. Serial concept mapping lends itself well to both online and traditional classroom environments.

The importance of query-concept-mapping for automatic video retrieval

Abstract: A new video retrieval paradigm of query-by-concept emerges recently. However, it remains unclear how to exploit the detected concepts in retrieval given a multimedia query. In this paper, we point out that it is important to map the query to a few relevant concepts instead of search with all concepts. In addition, we show that solving this problem through both text and image inputs are effective for search, and it is possible to determine the number of related concepts by a language modeling approach. Experimental evidence is obtained on the automatic search task of TRECVID 2006 using a large lexicon of 311 learned semantic concept detectors.

Knowledge Restructuring in Biology: Testing a Punctuated Model of Conceptual Change

Abstract: Emerging from a human constructivist view of learning and a punctuated model of conceptual change, these studies explored differences in the structural complexity and content validity of knowledge about prehistoric life depicted in concept maps by learners ranging in age from approximately 10 to 20 years. Study 1 (cross-age) explored the frequencies of concepts, relationships, levels of hierarchy, branching, and cross-links in concept maps drawn by students in grades 5, 8, 11, 13, and 14. The results provide some support for a punctuated model of conceptual change. Study 2 (longitudinal) explored the same frequencies on repeated occasions among students enrolled in a college course on prehistoric life, and documented the shift in frequencies of “novice” and “expert” concepts occurring during the semester. The results suggest that college students engage in much restructuring of their knowledge frameworks during the period of a semester. Together, the two studies raise questions about common classroom practices that encourage the rote learning of biology and geology concepts at all levels.