Showing papers on "Concept map published in 2014"

Quality Indicators for Learning Analytics.

Abstract: This article proposes a framework of quality indicators for learning analytics that aims to standardise the evaluation of learning analytics tools and to provide a mean to capture evidence for the impact of learning analytics on educational practices in a standardised manner. The criteria of the framework and its quality indicators are based on the results of a Group Concept Mapping study conducted with experts from the field of learning analytics. The outcomes of this study are further extended with findings from a focused literature review.

Learning with retrieval-based concept mapping.

Abstract: Students typically create concept maps while they view the material they are trying to learn. In these circumstances, concept mapping serves as an elaborative study activity—students are not required to retrieve the material they are learning. In 2 experiments, we examined the effectiveness of concept mapping when it is used as a retrieval practice activity. In Experiment 1, students read educational texts and practiced retrieval either by writing down as many ideas as they could recall in paragraph format or by creating a concept map (retrieval-based concept mapping). In Experiment 2, we factorially crossed the format of the activity (paragraph vs. concept map) and the presence or absence of the text (i.e., whether the activity involved repeated studying or retrieval practice). On a final test 1 week later that assessed verbatim knowledge and inferencing, both paragraph and concept map retrieval practice formats produced better performance than additional studying, but the 2 retrieval formats themselves did not differ. The results demonstrate the effectiveness of concept mapping when it is used as a retrieval practice activity and show that retrieval itself, rather than merely the act of writing, drives the benefits of retrieval-based learning activities.

Effects of an integrated concept mapping and web-based problem-solving approach on students' learning achievements, perceptions and cognitive loads

Abstract: Although students could effectively search for web data with proper keywords and select web pages related to the studied core issue, however summarizing or organizing the retrieved information remains a difficult task for them. Concept mapping is known to be an effective knowledge construction tool for helping learners organize important concepts related to a core issue. To address the problem, an integrated concept mapping and web-based problem-solving environment, CM-Quest, has been developed; moreover, an experiment has been conducted to evaluate the effectiveness of the approach on students' learning performance, learning satisfaction and cognitive load in an elementary school social studies course. The results show that the concept map-integrated approach can significantly enhance the students' web-based problem-solving performance, although the students showed lower degrees of technology acceptance and learning satisfaction in comparison with the conventional web-based problem-solving approach. Moreover, it is found that the students in the concept mapping group revealed higher cognitive loads than those in the control group, which could be the factor contributing to the lower technology acceptance degree and learning satisfaction. As a consequence, it is concluded that the integrated concept mapping and web-based problem-solving approach is helpful to students in guiding them to learn in a more effective way. On the other hand, it remains an open issue to find a suitable way of integrating concept maps into the learning process without introducing too much extra cognitive load so as to promote students' acceptance degree of using technology for better learning.

Concept Mapping as a Learning Tool in Higher Education: A Critical Analysis of Recent Reviews

Abstract: This article aims to reexamine conclusions drawn by recent analyses of the literature on concept mapping as an educational tool by considering the wider literature on curriculum development. This is with the aim of enhancing the application of concept mapping to higher education. As part of an iterative review process, issues raised by previous analyses are reconsidered with reference to educational research papers that were not considered previously. A greater consideration of the context for learning provides alternatives to some of the assumptions that underpin the discipline-specific concept mapping literature. The methodological shortcomings in the literature on concept mapping revealed by earlier reviews are reevaluated to support reflection on how the tool may be profitably used and also how such reviews may be conducted to better inform practice. This article offers enhanced guidance on the contextualisation of concept mapping and recommendations for its future use in higher education.

Meaningful Learning in Practice

Abstract: Summary In our research paper, we set out the key principles of learning in the classroom. We attempt to show learner’s products which are useful to predetermine meaningful learning. We aim to spread those key principles, according to which concept maps and collaborative works have an essential role. In addition, we offer a meaningful learning experience carried out in our classroom and we expound the advantages of concept mapping and meaningful learning. As a result of our study, we launched our e-book entitled Meaningful learning in practice. How to put meaningful learning in the classroom, which is freely available on the Internet. We also present a CD-ROM containing educational tasks, promoted by the Government of the Canary Islands (Spain), and our Web page www.meaningfullearning.eu 1.- Key Concepts Meaningful learning: According to Ausubel, "the most important single factor influencing learning is what the learner already knows". Therefore meaningful learning, which implies longer retention than memorizing, occurs when humans relate new concepts to pre-existing familiar concepts. Then changes are produced in our cognitive structure, concepts are modified and new links are created. It is a useful tool because it enables real learning, it generates greater retention and it facilitates transferences to other real situations. Concept mapping: Concept maps are helpful tools for representing knowledge visually. Concept maps were designed by Novak, who based his research on Ausubel's theory. Their graphic display takes the form of a network that shows concepts connected by nodes and arrow symbols defining relationships between them. Joseph D. Novak's research resulted amazing because concept maps could accurately capture children's knowledge and show very specific modifications in their conceptual understanding. In addition, he proved there are significant differences between knowledge of children who are taught basic science concepts in first grades, with knowledge of these same children in superior grades. Educational resources: They concern materials and objects which are useful for school teaching. They may come from a great variety of fields and they can be used in countless ways. All materials and objects can indeed become educational resources when used appropriately and logically. They are necessary to illustrate concepts concerning the schoolwork done in the classroom. It makes them more helpful when we use a diversification of sources and supports.

The Effects of Using Concept Mapping for Improving Advanced Level Biology Students' Lower- and Higher-Order Cognitive Skills.

Abstract: This paper reports on teachers' use of concept mapping as an alternative assessment strategy in advanced level biology classes and its effects on students' cognitive skills on selected biology concepts. Using a mixed methods approach, the study employed a pre-test/post-test quasi-experimental design involving 156 students and 8 teachers from intact classes. A researcher-constructed Biology Cognitive Skills Test was used to collect the quantitative data. Qualitative data were collected through interviews and students' personal documents. The data showed that the participants utilized concept mapping in various ways and they described positive experiences while being engaged in its use. The main challenge cited by teachers was the limited time available for more consistent use. The results showed that the use of concept mapping in advanced level biology can lead to learning gains that exceed those achieved in classes where mainly traditional methods are used. The students in the concept mapping experimental...

Retrieval-based learning: The need for guided retrieval in elementary school children

Abstract: Three experiments were aimed at adapting retrieval practice techniques that are effective with college students to work with elementary school children. Children participated in their classrooms and completed activities with educational texts selected from the school curriculum. In Experiment 1, when children were asked to freely recall the texts, they recalled very little of the material (about 10%) and showed almost no improvement after rereading. In another condition that involved creating concept maps, the children produced only about 20% of the ideas on their maps, even though they viewed the texts during the entire activity. Experiments 2 and 3 explored ways to provide support during retrieval activities. In Experiment 2, children were very successful at retrieving knowledge on concept maps that were partially completed. In Experiment 3, a question map activity, where questions were displayed in a relational map format, was effective for guiding retrieval practice and improving learning relative to repeated studying. The results demonstrate the importance of examining strategies that work with college students with young children in educational settings using authentic materials. The results also highlight the need for guided retrieval practice in young children.

Making Student Thinking Visible through a Concept Map in Computer-Based Assessment of Critical Thinking.

Abstract: Major educational initiatives in the world place great emphasis on fostering rich computer-based environments of assessment that make student thinking and reasoning visible. Using thinking tools en...

Artificial Intelligence-Based Student Learning Evaluation: A Concept Map-Based Approach for Analyzing a Student's Understanding of a Topic

Abstract: In this paper, we describe a tool coined as artificial intelligence-based student learning evaluation tool (AISLE). The main purpose of this tool is to improve the use of artificial intelligence techniques in evaluating a student's understanding of a particular topic of study using concept maps. Here, we calculate the probability distribution of the concepts identified in the concept map developed by the student. The evaluation of a student's understanding of the topic is assessed by analyzing the curve of the graph generated by this tool. This technique makes extensive use of XML parsing to perform the required evaluation. The tool was successfully tested with students from two undergraduate courses and the results of testing are described in this paper.

Employing Concept Mapping as a Pre-writing Strategy to Help EFL Learners Better Generate Argumentative Compositions

Abstract: The purpose of this research was to examine the impact of employing concept mapping at a pre-writing stageon English as a foreign language (EFL) students' ability to generate better argumentative essays. Thirty-eightparticipants were randomly assigned to two groups participating in Writing II course at Al-Quds OpenUniversity (QOU). Both groups had the same teacher. The control group received instruction as required inthe textbook only, and the experimental group were additionally required to construct concept maps at thepre-writing stage and compose essays based on the constructed maps. All participants were required to sit forpre- and post-tests to track their writing performance before and after the experimental group took a tutorialon how to create concept maps. After the implementation of the intervention, comparison of the students’mean scores of the pre- and post-tests showed a statistically significant improvement in the experimentalstudents’ ability to generate better argumentative essays in terms of point of view, unity and coherence,development, organization, and thinking. The results highlight the effectiveness of employing conceptmapping as a focused instructional strategy at the pre-writing stage in developing EFL students’ writing skill.Pedagogical implications for using concept mapping in EFL writing classes are considered.

The Effect of Knowledge Linking Levels in Biology Lessons upon Students' Knowledge Structure.

Abstract: Knowledge structure is an important aspect for defining students’ competency in biology learning, but how knowledge structure is influenced by the teaching process in naturalistic biology classroom settings has scarcely been empirically investigated. In this study, 49 biology lessons in the teaching unit blood and circulatory system in 9th grade German classrooms were videotaped and analyzed. Before the lesson, a questionnaire was administered to the students to solicit their responses about learning motivation. After the lesson, students’ learning outcomes on knowledge structure were examined with the concept mapping method. The video coding used in this study focused on the knowledge linking levels during the biology lesson. Out of the 49 classes, those with the highest and those with the lowest linking levels were selected based on the coding results. In high-linking classes, interrelated facts were introduced more often in the lessons, whereas in the lessons of the low-linking classes, isolated pieces of knowledge were predominant. The results from the concept mapping task showed that the students in the high-linking classes constructed more correct relations among the concepts compared to the students in the low-linking classes. The results remained stable even after controlling for learning motivation. These findings confirm the importance of teaching interrelated facts and concepts instead of isolated facts for fostering students’ knowledge structure. As a result, based on the Bavarian biology curriculum, we develop materials and programs to enable students, student teachers, and teachers to focus on interrelated facts and basic concepts instead of isolated facts in biology lessons.

Concept Mapping as a Mindtool for Critical Thinking

Abstract: Concept mapping is a mindtool (cognitive tool) that can enhance the interdependence of declarative and procedural knowledge to produce yet another form of knowledge representation known as structural knowledge (Jonassen, 1996). Structural knowledge is best described as knowing why something is the case. It helps learners integrate and interrelate declarative and procedural knowledge by activating the perceived static nature of declarative knowledge and by increasing the awareness of why one knows how to do something. By using computer-based concept mapping tools as a cognitive or learning strategy, learners can sharpen inference-making and critical thinking skills and can avoid the acquisition and accumulation of inert (unusable) knowledge. This article discusses the use and application of two computer-based concept mapping tools, Inspiration® and Semnet®, in educational contexts to foster meaningful learning and understanding. Inspiration® and Semnet® are visual thinking environments that allow u...

Effects of Concept Mapping Instruction on the Vocabulary Acquisition Skills of Seventh-Graders With Mild Disabilities: A Replication Study

Abstract: The present investigation replicates and extends an earlier study comparing 2 conditions, a dictionary approach versus a concept mapping model, on the learning of vocabulary words among 4 students with mild disabilities (i.e., emotional and/or behavioral disorders and other health impairments) attending a middle school. An A-B-A-B design was used to assess the efficacy of both instructional models (i.e., the dictionary approach and concept mapping model). During the dictionary instruction phases, each student looked up a vocabulary word in the dictionary, defined the word, and then wrote the word in a sentence on his or her notebook paper. In the concept mapping phases, the students completed a concept map (i.e., Frayer model) to display the definition of a word, wrote the word in a sentence, described what the word reminded them of based on their prior knowledge, and then drew a picture related to the vocabulary word. Results revealed marked improvements for all 4 of the students in their learning of the...

Using High-Fidelity Simulation and Concept Mapping to Cultivate Self-Confidence in Nursing Students

Abstract: This study evaluated the impact of concept mapping and simulation on nursing student self-confidence. Forty-eight nursing students completed NLN simulation tools, created a concept map, and participated in an informal focus group. Significant correlations were found between self-confidence and the learning strategies employed in the simulation scenarios (p = .000). Qualitative data analysis revealed three themes: advanced assessment skills, critical thinking skills application, and greater self-confidence in caring for children. This study provides insight into the use of simulation, concept mapping, and critical reflection as means to provide students with opportunities that promote self-confidence related to nursing practice.

Ethnically diverse students' knowledge structures in first-semester organic chemistry

Abstract: Chemistry courses remain a challenge for many undergraduate students. In particular, first-semester organic chemistry has been labeled as a gatekeeper with high attrition rates, especially among students of color. Our study examines a key factor related to conceptual understanding in science and predictive of course outcomes—knowledge structures. Previous research on knowledge structures has focused on differences between experts and novices. Given the increasing ethnic diversity of college classrooms and research indicating unique differences in certain higher order cognitive processes associated cultural practices and ethnicity, it is important to investigate whether similar patterns exist with respect to knowledge structures. Our study utilized concept maps to measure knowledge structures. Two separate analyses where performed to determine whether or not ethnically diverse students' organize their knowledge of organic chemistry content in structurally different ways. The first analysis utilized concept map proposition scoring to examine the influence of prior science achievement and ethnicity on knowledge structures. The second analysis examined holistic map structures to determine whether or not ethnically diverse students show qualitatively distinct structures overall. Results show significant mean differences on concept map proposition scores related to both prior science achievement and ethnic group membership. However, examination of holistic structures revealed that students' qualitative holistic structures did not vary by ethnic group membership. Taken together, our findings suggest that variation in students' knowledge structures are related to prior science achievement across ethnic groups, not qualitative differences in the ways ethnically diverse students' structure knowledge. Implications for teaching and learning in organic chemistry are discussed. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 741–758, 2014

Support for the teacher in technology-enhanced collaborative classroom

Abstract: This paper presents a study on the role of the teacher in computer-supported class group activities. We discuss various teacher tools that support this role. In the reported studies the students are engaged in group activities through networked computers. Typically they use a two-space collaboration tool. One shared space used for jointly producing a diagrammatic representation (concept map or other form of diagram), and one for text based communication. The group activities have a time span of typical classes: i.e. a few minutes to a few hours. In this context, we focus on the study of typical teacher actions and used representations and on the support that the tools used provided to the teacher for supervision of the class and group activities.

Cognitive Mapping Techniques: Implications for Research in Engineering and Technology Education.

Abstract: The primary goal of this paper is to present the theoretical basis and application of two types of cognitive maps, concept map and mind map, and explain how they can be used by educational researchers in engineering design research. Students thrive when they are afforded problem solving opportunities in ill-structured domains that embrace inquiry and design. As the frequency of these types of problem increases in high school curricula so are growing concerns that the problem solving strategies required to adequately approach and solve them may not be supported by the techniques and pedagogy used in most classrooms (Crismond, 2011; Christian & Silk, 2011). One of the approaches to enhance problem solving in ill-structured domains is cognitive mapping. Cognitive mapping techniques can also be useful to researchers as they study students’ problem solving strategies and cognitive processes.

Unpacking the meaning of the mole concept for secondary school teachers and students

Abstract: The “mole” is a fundamental concept in quantitative chemistry, yet research has shown that the mole is one of the most perplexing concepts in the teaching and learning of chemistry. This paper provides a survey of the relevant literature, identifies the necessary components of a sound understanding of the mole concept, and unpacks and presents these components in the form of a concept map. The concept map incorporates the atomic–molecular concept with the mole concept, and connects the two concepts by two linking ideas: the number aspect of the SI definition (linking idea 1) and the connection between relative atomic–molecular mass and molar mass (linking idea 2). This concept map not only provides a conceptual framework for making meaning in relation to the mole but also sheds some light on how the concept might be better taught and learned.

Identifying threshold concepts: case study of an open catchment hydraulics course

Abstract: The Threshold Concept Framework is used to initiate a dialogue on an empirically supported pedagogy that focuses on students’ conceptual understanding required for solving application-based problems. The present paper uses a triangulation approach to identify the threshold concept in a third-year undergraduate civil engineering course on open channel hydraulics. Evidence from teachers, students, and assessment data point to ‘critical flow’ as the threshold concept – a concept that is transformative, integrative, and troublesome. Identifying the threshold concept by engaging various course stakeholders in a dialogue about conceptual understanding and capabilities makes learning visible for all participants in the process. Implementing this approach can result in an empirically driven rationale for adjusting pedagogies and assessments to foster enhanced student learning outcomes.

The Utility of Concept Maps to Facilitate Higher-Level Learning in a Large Classroom Setting

Abstract: Objective. To describe the utility of concept mapping in a cardiovascular therapeutics course within a large classroom setting. Design. Students enrolled in a cardiovascular care therapeutics course completed concept maps for each major chronic cardiovascular condition. A grading rubric was used to facilitate peer-assessment of the concept map. Assessment. Students were administered a survey at the end of the course assessing their perceptions on the usefulness of the concept maps during the course and also during APPEs to assess utility beyond the course. Question item analyses were conducted on cumulative final examinations comparing student performance on concept-mapped topics compared to nonconcept-mapped topics. Conclusion. Concept maps help to facilitate meaningful learning within the course and the majority of students utilized them beyond the course.

Enhancing Learning Outcomes through New E-Textbooks: A Desirable Combination of Presentation Methods and Concept Maps.

Abstract: It is possible that e-textbook readers and tablet PC’s will become mainstream reading devices in the future. However, knowledge about instructional design in this field of learning sciences is inadequate. This study aimed to analyse how two factors, that is, presentation methods and concept maps, interact with cognitive load and learning outcomes when the contents of e-textbooks are compiled. Further, it endeavored to suggest an adequate logic of instructional design based on the findings. An empirical method was adopted, and 78 participants – either undergraduates or graduates in college – were recruited. Regarding the compilation of e-textbooks, the findings can be summarised as follows: (a) Providing concept maps not only reduces learners’ cognitive load but also enhances their learning outcomes of cognition, affection, and psychomotor performance. (b) Overall, video (V) is superior to text and diagram interaction (TDI) in terms of learning outcomes, and TDI is superior to text and diagram (T&D). Nevertheless, within the cognitive domain, learning outcomes produced by V are not necessarily superior to those produced by TDI. When learners are not provided with concept maps, TDI is superior to V in terms of learning outcomes. Conversely, if learners are provided with concept maps, V is superior to TDI.

Concept map analysis in the assessment of speech-language pathology students’ learning in a problem-based learning curriculum: A longitudinal study

Abstract: The aim of this study was to track students' critical thinking performance longitudinally through concept map analysis in a problem-based learning (PBL) curriculum. Concept map analysis has been employed in the assessment of students' critical thinking in medical education. Little is known concerning concept mapping (CM) in speech-language pathology (SLP) education. In this quantitative study, students in a 4-year SLP education program (N = 38) were followed until the completion of a fully-integrated PBL curriculum from Years 1 to 3. Students' concept maps were analyzed using a tool developed for this study, the Concept Map Assessment Profile (CMAP). There was an increase in concept map scores across the 3 years at the beginning of the academic year. The CM performance over the 3 years predicted 21.0% to 33.6% of variance in three measures of learning outcomes. The CMAP is a reliable measure, with strong inter-rater and intra-rater reliability (r = 0.85 and r = 0.96, respectively). In addition to its use as an assessment tool, the CMAP might be used to facilitate students' learning as feedback concerning strengths and weaknesses in the development of critical thinking can be provided.

Use of Concept Maps to Assess Student Sustainability Knowledge

Abstract: Dr. Mary Katherine Watson is currently an Assistant Professor of Civil and Environmental Engineering at The Citadel. Prior to joining the faculty at The Citadel, Dr. Watson earned her PhD in Civil and Environmental Engineering from The Georgia Institute of Technology. She also has BS and MS degrees in Biosystems Engineering from Clemson University. Dr. Watson’s research interests are in the areas of engineering education and biological waste treatment. Specifically, she has been involved in research projects to develop, refine, and apply innovative assessment tools for characterizing student knowledge of sustainability. Her ultimate goal is to use this assessment data to guide the design and evaluation of educational interventions to improve undergraduate sustainability education. In the area of bioprocessing, Dr. Watson has experience using bacteria and algae to convert waste materials into high-value products, such as biofuels.

Investigating Knowledge Structures in Computer Science Education

Abstract: A novel, computer-based analysis method is presented that is built upon aggregating a set of concept maps. This allows to visualize and investigate the state and development of the knowledge structures of groups of persons. The method has been applied in three research studies in the context of computer science education. Among others, the influence of the compulsory school subject "Informatics" in Bavarian secondary schools on the knowledge structures of beginning students is investigated; a visible effect was detected.

Making Sense of Knowledge Integration Maps

Abstract: Digital knowledge maps are rich sources of information to track students’ learning. However, making sense of concept maps has been found challenging. Using multiple quantitative and qualitative methods in combination allows triangulating of changes in students’ understanding. This chapter introduces a novel form of concept map, called knowledge integration map (KIM), and uses KIMs as examples for an overview of concept map analysis methods. KIMs are a form of digital knowledge maps. KIMs have been implemented in high school science classrooms to facilitate and assess complex science topics, such as evolution. KIM analysis aims to triangulate changes in learners’ conceptual understanding through a multi-level analysis strategy, combining quantitative and qualitative methodologies. Quantitative analysis included overall, selected, and weighted propositional analysis using a knowledge integration rubric and network analysis describing changes in network density and prominence of selected concepts. Research suggests that scoring only selected propositions can be more sensitive to measuring conceptual change because it focuses on key concepts of the map. Qualitative analysis of KIMs included topographical analysis methods to describe the overall geometric structure of the map and qualitative analysis of link types. This chapter suggests that a combination of quantitative and qualitative analysis methods can capture different aspects of KIMs and can provide a rich description of changes in students’ understanding of complex topics.

Pemberdayaan keterampilan penemuan dalam scientific approach melalui pembelajaran berbasis remap coople

Abstract: The various studies indicated that our students have low reading habit, academics achievement, social attitudes, and many other skills. The kinds of skills that need to be empowered are the five discovery skills owned by the inovators in the world, ie associating, questioning, observing, experimenting, and networking. In the curriculum of 2013, those five discovery skills are packages in the scientific approach. Those five skills can be taught to students with remap coople based learning, through reading assignments then making concept map, and the learning is done by the models of cooperative learning. The remap coople based learning have been examined by several studies and the results showed there were improvement in some aspects observed. This paper will discuss the short review about the five discovery skills, scientific approach, and remap coople based learning. Keywords: discovery skills, scientific approach, remap coople