Showing papers on "Concept map published in 2011"
TL;DR: It is shown that practicing retrieval produces greater gains in meaningful learning than elaborative studying with concept mapping, and this support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes.
Abstract: Educators rely heavily on learning activities that encourage elaborative studying, whereas activities that require students to practice retrieving and reconstructing knowledge are used less frequently. Here, we show that practicing retrieval produces greater gains in meaningful learning than elaborative studying with concept mapping. The advantage of retrieval practice generalized across texts identical to those commonly found in science education. The advantage of retrieval practice was observed with test questions that assessed comprehension and required students to make inferences. The advantage of retrieval practice occurred even when the criterial test involved creating concept maps. Our findings support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes. Retrieval practice is an effective tool to promote conceptual learning about science.
667 citations
TL;DR: The use of diagrammatic relationships of various kinds in preference to written or verbal descriptions has been a common feature of software mapping tools as discussed by the authors, and they are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts and also as a method of assessment.
Abstract: In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more comprehensible than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are available under different names: “concept mapping”, “mind mapping” and “argument mapping”. Sometimes these terms are used synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging to offer educators as yet unrealised and potentially complementary functions.
557 citations
TL;DR: It is suggested that using a conceptual scaffold can decrease students' motivation to learn classroom material through game play, perhaps because conceptual maps can focus students' attention on the difficulty of learning the concepts and on the extrinsic rewards for playing the game.
Abstract: Does using a computer game improve students' motivation to learn classroom material? The current study examined students' motivation to learn history concepts while playing a commercial, off-the-shelf computer game, Civilization III. The study examined the effect of using conceptual scaffolds to accompany game play. Students from three ninth-grade classrooms were assigned to one of three groups: one group used an expert generated concept map, one group constructed their own concept maps, and a control group used no map. It was predicted that the use of concept maps would enhance the educational value of the game playing activity, in particular students' motivational levels; however, the opposite happened. Students who used a concept map showed lower motivation on the task relative to their baseline motivation for regular classroom instruction. In contrast, the levels of motivation in playing the game, for students in the control group, met or exceeded their levels of motivation during regular classroom instruction. These results suggest that using a conceptual scaffold can decrease students' motivation to learn classroom material through game play, perhaps because conceptual maps can (a) focus students' attention on the difficulty of learning the concepts and on the extrinsic rewards for playing the game and (b) make game play less autonomous, less creative, and less active. All of these can negate the primary property that provides playing its principal potential pedagogical power: fun.
175 citations
07 Feb 2011
TL;DR: Supporting by business application case studies, Applied Concept Mapping: Capturing, Analyzing, and Organizing Knowledge offers an accessible introduction to the theory, methods, and application of Concept Mapped in business and government.
Abstract: The expanding application of Concept Mapping includes its role in knowledge elicitation, institutional memory preservation, and ideation. With the advent of the CmapTools knowledge modeling software kit, Concept Mapping is being applied with increased frequency and success to address a variety of problems in the workplace. Supported by business application case studies, Applied Concept Mapping: Capturing, Analyzing, and Organizing Knowledge offers an accessible introduction to the theory, methods, and application of Concept Mapping in business and government. The case studies illustrate applications across a range of industriesincluding engineering, product development, defense, and healthcare. The authors provide access to a free download of CmapTools, courtesy of the Institute for Human and Machine Cognition, to enable readers to create and share their own Concept Maps. Offering examples from the United States, Canada, Australia, Spain, Brazil, Scotland, and The Netherlands, they highlight a global perspective of this dynamic tool. The text is organized into three sections: Practitioners Viewssupplies narratives, guidance, and reviews of applications from career Concept Mappers Recent Case Studies and Resultspresents in-depth examinations of specific applications and their results Pushing the Boundariesexplores whats possible and where the boundary conditions lie Applied Concept Mapping facilitates the fundamental understanding needed to harness the power of Concept Mapping to develop viable solutions to a virtually unlimited number of real-world problems.
140 citations
Journal Article•
TL;DR: This work presents Concept Map Miner (CMM), a tool that automatically generates Concept Maps from students’ compositions, and discusses its design and implementation, its integration to a writing support environment and its evaluation on a manually annotated corpora of university essays.
Abstract: Writing assignments are ubiquitous in higher education. Writing develops not only communication skills, but also higher-level cognitive processes that facilitate deep learning. Cognitive visualizations, such as concept maps, can also be used as part of learning activities including as a form of scaffolding, or to trigger reflection by making conceptual understanding visible at different stages of the learning process. We present Concept Map Miner (CMM), a tool that automatically generates Concept Maps from students’ compositions, and discuss its design and implementation, its integration to a writing support environment and its evaluation on a manually annotated corpora of university essays (N=43). Results show that complete CM, with concepts and labeled relationships, are possible and its precision depends the level of summarization (number of concepts) chosen.
82 citations
TL;DR: The results of the Analysis of Covariance revealed that the instruction of concept mapping strategy had a positive effect on EFL learners’ writing achievements, which have some pedagogical implications for teaching language skills and designing strategy-based syllabus leading to successful language performance.
Abstract: Writing in a second or foreign language seems to be the most difficult language skill for language learners to acquire in academic contexts While explicit instruction of strategies is not a usual practice in foreign language classrooms, it could be beneficial for language learners The present study aims at investigating the effect of concept mapping strategy on EFL learners' writing performance To this end, sixty Iranian students at the intermediate level of language proficiency participated in the study Their language proficiency was determined by Michigan Test of English Language Proficiency The results of the Analysis of Covariance revealed that the instruction of concept mapping strategy had a positive effect on EFL learners’ writing achievements The findings have some pedagogical implications for teaching language skills and designing strategy-based syllabus leading to successful language performance
78 citations
TL;DR: A quasi-experimental study design with a purposive sample was drawn from a group of nursing students enrolled in a medical-surgical nursing course in central Taiwan, and concept mapping was taught to use concept mapping in their learning.
Abstract: The purpose of this study was to explore the effects of concept mapping in developing critical thinking ability and approach to learning and studying. A quasi-experimental study design with a purposive sample was drawn from a group of nursing students enrolled in a medical-surgical nursing course in central Taiwan. Students in the experimental group were taught to use concept mapping in their learning. Students in the control group were taught by means of traditional lectures. After the intervention, the experimental group had better overall critical thinking scores than did the control group, although the difference was not statistically significant. After controlling for the effects of age and the pretest score on critical thinking using analysis of covariance, the experimental group had significantly higher adjusted mean scores on inference and overall critical thinking compared with the control group. Concept mapping is an effective tool for improving students' ability to think critically.
77 citations
TL;DR: OntoCmaps is presented, a domain-independent and open ontology learning tool that extracts deep semantic representations from corpora and generates rich conceptual representations in the form of concept maps and proposes an innovative filtering mechanism based on metrics from graph theory.
74 citations
TL;DR: A concept map learning system with ontology technology to help users search the concept map, determine relationships between nodes or predicates, and find the common concept or predicate among the concepts to help reduce the user's cognitive load is implemented.
Abstract: Evidence indicates that concept mapping can reduce students' cognitive load and facilitate meaningful learning. Using a concept map description approach, the ontology defines the relationship between concepts that is feasible for resource sharing and reusing. In this study, we implement a concept map learning system with ontology technology to help users search the concept map, determine relationships between nodes or predicates, and find the common concept or predicate among the concepts to help reduce the user's cognitive load.
73 citations
TL;DR: Concept mapping is discussed as a tool for the visualisation of knowledge structures that can be exploited within biological education as discussed by the authors, in order to support the development of robust student knowledge structures in ways that reflect the professional practice of subject experts.
Abstract: Concept mapping is discussed as a tool for the visualisation of knowledge structures that can be exploited within biological education. Application of this tool makes it possible to relate the structure of the curriculum to the structure of the discipline, in order to support the development of robust student knowledge structures in ways that reflect the professional practice of subject experts.
73 citations
10 Mar 2011
TL;DR: The results show that collaborative learners outperform individuals with regard to intuitive knowledge and situational knowledge, and a positive relation was observed between constructing a representation and learning outcomes, in particular situational knowledge.
Abstract: Constructing a representation in which students express their domain understanding can help them improve their knowledge. Many different representational formats can be used to express one’s domain understanding (e.g., concept maps, textual summaries, mathematical equations). The format can direct students’ attention to specific aspects of the subject matter. For example, creating a concept map can emphasize domain concepts and forming equations can stress arithmetical aspects. The focus of the current study was to examine the role of tools for constructing domain representations in collaborative inquiry learning. The study was driven by three questions. First, what are the effects of collaborative inquiry learning with representational tools on learning outcomes? Second, does format have differential effects on domain understanding? And third, does format have differential effects on students’ inclination to construct a representation? A pre-test post-test design was applied with 61 dyads in a (face-to-face) collaborative learning setting and 95 students in an individual setting. The participants worked on a learning task in a simulation-based learning environment equipped with a representational tool. The format of the tool was either conceptual or arithmetical or textual. Our results show that collaborative learners outperform individuals, in particular with regard to intuitive knowledge and situational knowledge. In the case of individuals a positive relation was observed between constructing a representation and learning outcomes, in particular situational knowledge. In general, the effects of format could not be linked directly to learning outcomes, but marked differences were found regarding students’ inclination to use or not use specific formats.
23 Oct 2011
TL;DR: A case study on the use of concept diagrams in visually specifying the Semantic Sensor Networks (SSN) ontology is presented and it is shown how to convert description logic axioms into concept diagrams.
Abstract: Concept diagrams were introduced for precisely specifying ontologies in a manner more readily accessible to developers and other stakeholders than symbolic notations. In this paper, we present a case study on the use of concept diagrams in visually specifying the Semantic Sensor Networks (SSN) ontology. The SSN ontology was originally developed by an Incubator Group of the W3C. In the ontology, a sensor is a physical object that implements sensing and an observation is observed by a single sensor. These, and other, roles and concepts are captured visually, but precisely, by concept diagrams. We consider the lessons learnt from developing this visual model and show how to convert description logic axioms into concept diagrams. We also demonstrate how to merge simple concept diagram axioms into more complex axioms, whilst ensuring that diagrams remain relatively uncluttered.
TL;DR: Using an expert concept map as an advance organizer improves knowledge organization and integration while offering a tool to enhance deeper understanding of medical knowledge among resident physicians.
Abstract: Background: Helping novices transition toward expertise requires “meaningful” learning. Advance organizers are educational tools which help connect prior knowledge with new information, a critical step in making learning meaningful. Concept maps visually represent knowledge organization and can serve as advance organizers enabling deeper and more meaningful learning while enhancing knowledge integration.Aim: To compare respiratory failure understanding of resident physicians instructed, using an expert concept map advance organizer with learners receiving traditional didactic teaching.Methods: Residents were randomized by month of service to receive either a control lecture or a session using an expert concept map as an advanced organizer. Participants completed three concept maps; pre-education (CM1), immediately post-education (CM2), and 1 week later (CM3). Concept maps were scored using a standardized structural scoring method.Results: Forty-six pediatric residents (23 control and 23 experimental) part...
TL;DR: Findings support that the concept map and story grammars can be an effective approach for developing learner-centered storytelling tools which help students develop and apply the knowledge about storytelling.
Abstract: Storytelling is an imperative and innovative pathway to enhance learning due to the fact that such activity prompts learners to reflect to construct meaning based on their observations and knowledge. Therefore, to develop and enhance students' storytelling ability has become an important issue for both educators and researchers. Since storytelling involves complex cognitive processes, this study proposed an enhanced concept map approach featured with story grammars to help children develop stories. By gathering the stories developed by 114 third-graders, this study aimed to investigate whether the concept map approach can enhance their storytelling ability. It is found that the children, who used the concept map with story grammars, can develop stories with more complex structure, clearer subjects, more creative ideas, and abundant contents than those only using the concept map without the grammars. Such findings support that the concept map and story grammars can be an effective approach for developing learner-centered storytelling tools which help students develop and apply the knowledge about storytelling.
TL;DR: Results indicated that students who were taught the nursing process using the traditional care planning method scored statistically significantly better on the examination than students taught with the concept mapping method.
Abstract: Critical thinking is an essential skill taught at all levels of nursing education. This article reports on a study designed to determine if concept mapping is superior to traditional care planning as a teaching method for practical nursing students. Specifically, the study evaluated the effects of concept mapping as a teaching methodology on the development of critical thinking skills. A control group consisting of students taught through the traditional methodology was compared to two groups of students taught with concept mapping. Data were collected using the National League for Nursing Critical Thinking in Clinical Nursing Practice/PN Examination. Results indicated that students who were taught the nursing process using the traditional care planning method scored statistically significantly better on the examination than students taught with the concept mapping method.
TL;DR: It is argued that the use of a Concept Mapping Policy Delphi is relevant in forecasting and decision-making processes that aim to integrate information which is from various disparate points of view in order to clarify arguments and values, democratize and mediate public participation, and/or provide strategic advice about scenarios or planning options, while mitigating the problematic aspects of face-to-face group processes.
TL;DR: Three theoretical perspectives, including sociocultural theory, distributed cognition, and situated cognition, are synthesised into a framework to guide the design and assessment of Web 2.0 practices in higher education and conclude that a shared goal needs to be in place to establish a purpose of collaboration.
Abstract: This paper synthesises three theoretical perspectives, including sociocultural theory, distributed cognition, and situated cognition, into a framework to guide the design and assessment of Web 2.0 practices in higher education. In addition, this paper presents a case study of Web 2.0 practices. Thirty-seven online graduate students participated in a small-group collaborative concept mapping activity using Web 2.0 applications (e.g. Webspiration ) to construct sophisticated understanding of instructional design processes. The analysis of this case focuses on different assessment strategies adopted to ensure students' successful participation in such technology-rich collaborative context. This case study concludes that a shared goal needs to be in place to establish a purpose of collaboration. The collaborative nature of learning afforded by Web 2.0 applications needs to be acknowledged through the award of grades. That is, both the processes and products of collaborative knowledge construction need to be assessed and formally graded at individual and group levels. This paper also suggests several potential assessment strategies that may enhance smoother Web 2.0 practices, and discusses some possible challenges associated with those strategies.
TL;DR: In this paper, a study was conducted to determine if the use of concept mapping as study skill can influence students' achievement in biology, and the design of the study was quasi experimental Pretest Postte...
Abstract: The purpose of this study was to determine if the use of concept mapping as study skill can influence students’ achievement in biology. The design of the study was quasi experimental Pretest Postte...
Book•
01 Jan 2011TL;DR: This book constitutes the proceedings of the 18th International Conference on Conceptual Structures, ICCS 2010, held in Kuching, Sarawak, Malaysia, in July 2010, and contains 12 full papers and 6 posters presented.
Abstract: This book constitutes the proceedings of the 18th International Conference on Conceptual Structures, ICCS 2010, held in Kuching, Sarawak, Malaysia, in July 2010. The 12 full papers and 6 posters presented were carefully reviewed and selected from 36 submissions. The volume also contains 5 invited talks. Originally centered around research on knowledge representation and reasoning with conceptual graphs, over the years ICCS has broadened its scopt to include innovations from a wider range of theories and related practices, among them other forms of graph-based formalisms like RDF or existential graphs, formal concept analysis, semantic Web technologies, ontologies, concept mapping and more.
Journal Article•
TL;DR: The objective of this article is to describe how the 6 concept-mapping phases originally outlined by William Trochim guided the strategic planning process and how the specific methods in the first 2 phases were adjusted to meet the specialized needs and requirements to create The Healthy Brain Initiative: A National Public Health Road Map to Maintaining Cognitive Health.
Abstract: Concept mapping is a tool to assist in strategic planning that allows planners to work through a sequence of phases to produce a conceptual framework. Although several studies describe how concept mapping is applied to various public health problems, the flexibility of the methods used in each phase of the process is often overlooked. If practitioners were more aware of the flexibility, more public health endeavors could benefit from using concept mapping as a tool for strategic planning. The objective of this article is to describe how the 6 concept-mapping phases originally outlined by William Trochim guided our strategic planning process and how we adjusted the specific methods in the first 2 phases to meet the specialized needs and requirements to create The Healthy Brain Initiative: A National Public Health Road Map to Maintaining Cognitive Health. In the first stage (phases 1 and 2 of concept mapping), we formed a steering committee, convened 4 work groups over a period of 3 months, and generated an initial set of 42 action items grounded in science. In the second stage (phases 3 and 4), we engaged stakeholders in sorting and rating the action items and constructed a series of concept maps. In the third and final stage (phases 5 and 6), we examined and refined the action items and generated a final concept map consisting of 44 action items. We then selected the top 10 action items, and in 2007, we published The Healthy Brain Initiative: A National Public Health Road Map to Maintaining Cognitive Health, which represents the strategic plan for The Healthy Brain Initiative.
TL;DR: The application of threshold concepts that have a transformative role in offering a new vision of the curriculum that helps to move away from the medieval transmission model of higher education towards a dual processing model that better reflects the way in which professionals operate within the discipline are introduced.
Abstract: The paper presents a conceptual framework to inform dental education. Drawing from a vast body of research into student learning, the simple model presented here has an explanatory value in describing what is currently observed to happen and a predictive value in guiding future teaching practices. We introduce to dental education the application of threshold concepts that have a transformative role in offering a new vision of the curriculum that helps to move away from the medieval transmission model of higher education towards a dual processing model that better reflects the way in which professionals operate within the discipline. Threshold concepts give a role for the student voice in offering a novice perspective which is paradoxically something that is out of reach of the subject expert. Finally, the application of threshold concepts highlights some of the weaknesses in the competency-based training model of clinical teaching.
28 Jun 2011
TL;DR: A framework of Kit-Build Concept Map (the authors call it as KB map) that can diagnose and since the same parts are used both in the goal map and learner maps, it is possible to diagnose the maps by comparing them.
Abstract: In this paper, we describe a framework of Kit-Build Concept Map (we call it as KB map) that can diagnose. The task to make a concept map is divided into two sub-tasks: 1) "segmentation task" where parts of the concept map are extracted and 2) "structuring task" where the extracted parts (kit) are connected into a map. In the framework of KB map, an ideal concept map (goal map) is prepared by a teacher or an expert at first, and parts are generated by decomposing the goal map. The parts are provided to learners, and then the learners build concept maps (learner maps) by connecting the parts. Since the same parts are used both in the goal map and learner maps, it is possible to diagnose the maps by comparing them. This paper mainly explains a practical flow of KB map building.
TL;DR: Theoretical models may help to develop measures to estimate prevalence better and may enable more precise screening for triage into appropriate interventions.
Abstract: Psychological abuse of older adults is a hidden and pervasive problem that is not well conceptualized nor well measured. Goals. The goals were to (a) conceptualize psychological abuse using three-dimensional concept maps, and (b) develop theoretical models. Methods. Statements describing the construct were generated by local and national panels. These were sorted and rated using Concept Systems software whereby the concepts were depicted as a map. Results. The concept maps guided development of theoretical hierarchies. Significance. Theoretical models may help to develop measures to estimate prevalence better and may enable more precise screening for triage into appropriate interventions.
07 May 2011
TL;DR: A framework of principles to guide the design of future idea generation and management systems and a rich opportunity space for digital mind mapping tools, particularly in the areas of facilitating collaboration and information storage and retrieval are explored.
Abstract: This paper explores the development of a new digital mind mapping tool for future research on interactive knowledge management systems, specifically with regard to real-time collaborative thinking. We have evaluated numerous existing mind mapping software applications, and performed ethnographic research with a variety of users, to develop a framework of principles to guide the design of future idea generation and management systems. Our findings indicate a rich opportunity space for digital mind mapping tools, particularly in the areas of facilitating collaboration and information storage and retrieval.
TL;DR: A new method was developed to present biochemistry through the lenses of key concepts, and it is found that the key concepts defined map well onto the core science concepts recommended by the Vision and Change project.
TL;DR: In this article, the authors describe one teaching strategy, "Mind Mapping Learning Technique (MMLT)" and provide an understanding of how the MMLT is used to promote critical thinking skills in graduate students and assess students perceptions regarding the use of the mind mapping learning technique as a tool to enable them to better organize, prioritize, and integrate material presented in a course.
Abstract: Academicians are always trying to answer the question, “What is the most effective way to teach?” Finding the answer to this question is no easy task but recognizing that each teachable moment must be shaped based upon the learner, task, and the environment enable the academician to consider viable teaching strategies that would promote the learning goals. The purposes of this paper are first, to describe one teaching strategy “Mind Mapping Learning Technique (MMLT)”; second, to provide an understanding of how the MMLT is used to promote critical thinking skills in graduate students; and finally, to assess students perceptions regarding the use of the mind mapping learning technique as a tool to enable them to better organize, prioritize, and integrate material presented in a course.
01 Jan 2011
TL;DR: The concept map-based intelligent assessment system that promotes students' knowledge self-assessment and supports teachers in improvement of study courses through systematic assessment and analysis of student's knowledge on the basis of concept maps is described in this article.
Abstract: The paper is devoted to the concept map-based intelligent assessment system that promotes students' knowledge self-assessment and supports teachers in improvement of study courses through systematic assessment and analysis of students' knowledge on the basis of concept maps. During the last five years, both the system's functionality and knowledge assessment approach were improved persistently, and at the moment, certain level of maturity is reached in both directions. The paper focuses on general principles of functioning of the last prototype, tasks provided, teachers' and students' support, scoring and adaptation mechanisms. At the end of the paper, retrospection of the system's evolution and evaluation results is provided.
01 Jan 2011
TL;DR: This paper stands up as an argument for a broadening of the methods used in the science teaching process by resorting to concept maps within the teaching and evaluation processes.
Abstract: This paper stands up as an argument for a broadening of the methods used in the science teaching process. The main goal of the authors is to point out ways of achieving learning excellence by usage of modern educational means. This bold aim can be reached by resorting to concept maps within the teaching and evaluation processes. We focus upon the advantages of this method taking as an example a Harmonic Oscillation Motion concept map.
Journal Article•
TL;DR: The proposed methodology transforms the interactions into knowledge flows to easily apply the concept of knowledge sharing and finds that the learners assigned with interaction supported by knowledge sharing flows have better success in terms of learning effectiveness.
Abstract: In education business, proper interaction is a crucial factor for learning effectiveness However, it is difficult to successfully guide the participants to achieve the appropriate interaction in an online learning environment That is, the interaction as well as internal dialogue should be systemically performed under a valid control In this paper, the concept of knowledge sharing is applied to achieve the appropriate interaction among participants in an online learning environment By evaluating and integrating the differences between interaction considerations and knowledge sharing, the proposed methodology transforms the interactions into knowledge flows to easily apply the concept of knowledge sharing Then, the corresponding activities can be acquired following the conformable analysis According to experimental results, the learners assigned with interaction supported by knowledge sharing flows have better success in terms of learning effectiveness That is, the concept of knowledge sharing significantly influences the interaction throughout the use of a learning platform and is a way to enhance the learning effectiveness
TL;DR: Although traditional didactic teaching methods remain predominant teaching strategies in perioperative nursing education, programs should include a variety of methods and tools to enhance learning of a considerable amount of complex material.