Showing papers on "Concept map published in 2015"

Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition

Abstract: The overarching project of the conceptual and empirical contributions in this special issue is to redraw boundaries for language teacher cognition research. Our aim in this final article is to complement the foregoing collection of articles by conceptualizing ontologically and methodologically past and current trajectories in language teacher cognition research and synthesizing various themes that arise across this body of work. To that end, we begin by first making the case for the construct under examination and posing some key questions: What is the nature of the mind that we are examining in language teacher cognition research? How have conceptualizations of that mind changed over the period that language teacher cognition research has emerged as a field of empirical study? We then consider how the mind in language teacher cognition research has been studied ontologically, and the conceptual advances that have characterized such research. We conclude by examining how studies in this collection reflect our account of these changes over time. [ABSTRACT FROM AUTHOR]

How good is my concept map? Am I a good Cmapper?

Abstract: There have been many efforts reported in the literature to score or rate the quality of concept maps. In many cases the objective was to standardize procedures for grading student concept maps, but other efforts have served a variety of purposes, including guiding workshop participants to construct better concept maps or monitoring the advances in concept mapping techniques on a large population of users. We examine some of the criteria used by others for rating or scoring concept maps as “good” and propose a scheme that takes into account both graphical structure criteria and semantic or subject matter accuracy that we propose can lead to better, “excellent” concept maps. It has been said that presentations that are concise but capture the complexity of the content involved are elegant—and producing these kinds of concept maps should be our goal. https://doi.org/10.34105/j.kmel.2015.07.002

Effects on learning of multimedia animation combined with multidimensional concept maps

Abstract: This study investigates whether teaching materials combining multimedia animation and multidimensional concept maps (MAMCMs) improve learning achievement, retention, and satisfaction more than multidimensional concept maps (MCMs), as suggested by Huang et?al. (2012) in Computers & Education. Learning retention, learning achievement, and learning satisfaction associated with two sets of course materials were compared in this quasi-experimental study. In total, 114 students from two classes at one private university in Taiwan participated in this 6-week teaching experiment. Analytical results indicate that learning achievement, learning satisfaction, and learning retention of the MAMCM group were better than those of the MCM group. Pedagogical implications and suggestions are given. Examining the benefits of multimedia animation with multidimensional concept maps.Multimedia animation with multidimensional concept maps improves learning achievement.Multimedia animation with multidimensional concept maps enhances learning satisfaction.Multimedia animation with multidimensional concept maps improves memory retention.

Using concept mapping to uncover students' knowledge structures of chemical bonding concepts

Abstract: General chemistry is the first undergraduate course in which students further develop their understanding of fundamental chemical concepts. Many of these fundamental topics highlight the numerous conceptual interconnections present in chemistry. However, many students possess incoherent knowledge structures regarding these topics. Therefore, effective assessments are needed to identify these interconnections. The use of concept-mapping and think-aloud interviews to investigate the knowledge structures of undergraduate organic chemistry students' regarding bonding concepts is the focus of this research study. Herein, we spotlight the bonding concepts of electronegativity and polar covalent bonds. In essence, the study found that understanding of electronegativity was weak among students with low concept map scores (LS students) compared to students with high concept map scores (HS students). Additionally, several common misconceptions of electronegativity were revealed through student interviews. An examination of LS student interviews further revealed that a lack of understanding of electronegativity led to a misunderstanding of polar covalent bonding. The think-aloud interviews were a reflection of the connections students made with the concepts of electronegativity and polar covalent bonding in their concept maps. Implications for the chemistry curriculum are also presented.

Framework of kit-build concept map for automatic diagnosis and its preliminary use

Abstract: In this paper, we propose a framework of Kit-Build Concept Map (we call it as KB map) where a concept map made by a learner can be diagnosed automatically. In this research, we have divided the task to make a concept map into two sub-tasks: (1) “segmentation task” where parts of the concept map (nodes and links) are extracted from learning resources and (2) “structuring task” where the extracted parts are integrated into a map. In the framework of kit-build concept map, a learner is given a set of parts of a concept map and then re-builds the concept map by combining the given parts. In this process, the segmentation task becomes a task of recognition of the given parts and the structuring task remains as it is. The concept map should be prepared beforehand by a teacher or domain expert. We call this map “goal map.” The necessary and sufficient parts (kit) are generated by decomposing the goal map. The parts are provided to learners, and then the learners are required to build concept maps (learner maps) by connecting the parts. Since the same parts are used both in the goal map and a learner map, it is possible to find defects in the learner map as the differences from the goal map. By overlaying several learners’ maps, then, a group map can be generated. By comparing the group map with the goal map, differences between the goal map and the group of the learners are detected. We have also realized procedure to re-examine the goal map based on the differences between the group map and the goal map. We have already developed a system that realized the framework of the KB map. Through a preliminary use of the system, we have confirmed that the system works along with the framework of KB map. Evaluation of learning effect is our future work.

Using concept mapping to evaluate knowledge structure in problem-based learning

Abstract: Many educational programs incorporate problem-based learning (PBL) to promote students’ learning; however, the knowledge structure developed in PBL remains unclear. The aim of this study was to use concept mapping to generate an understanding of the use of PBL in the development of knowledge structures. Using a quasi-experimental study design, we employed concept mapping to illustrate the effects of PBL by examining the patterns of concepts and differences in the knowledge structures of students taught with and without a PBL approach. Fifty-two occupational therapy undergraduates were involved in the study and were randomly divided into PBL and control groups. The PBL group was given two case scenarios for small group discussion, while the control group continued with ordinary teaching and learning. Students were asked to make concept maps after being taught about knowledge structure. A descriptive analysis of the morphology of concept maps was conducted in order to compare the integration of the students’ knowledge structures, and statistical analyses were done to understand the differences between groups. Three categories of concept maps were identified as follows: isolated, departmental, and integrated. The students in the control group constructed more isolated maps, while the students in the PBL group tended toward integrated mapping. Concept Relationships, Hierarchy Levels, and Cross Linkages in the concept maps were significantly greater in the PBL group; however, examples of concept maps did not differ significantly between the two groups. The data indicated that PBL had a strong effect on the acquisition and integration of knowledge. The important properties of PBL, including situational learning, problem spaces, and small group interactions, can help students to acquire more concepts, achieve an integrated knowledge structure, and enhance clinical reasoning.

University students’ understanding of the concepts empirical, theoretical, qualitative and quantitative research

Abstract: University research education in many disciplines is frequently confronted by problems with students’ weak level of understanding of research concepts. A mind map technique was used to investigate how students understand central methodological concepts of empirical, theoretical, qualitative and quantitative. The main hypothesis was that some students have a confused conception of empirical. The mind maps revealed that in the beginning of the course, 75% of the students hold a problematic conception of research, and after the half year course, still half of the participated students had problems with expressing a scientifically sound conception of research. In addition to general undevelopedness of the maps, a severe confused conception of drawing a link from empirical to qualitative or quantitative, but not to both, was found. This finding indicates that some students have problems with understanding the very basic and central concept of empirical.

Diagrammatic Elicitation: Defining the Use of Diagrams in Data Collection

Abstract: Introduction A recent extensive systematic review (Umoquit, Tso, Burchett, & Dobrow, 2011) found that over 80 published articles discussed some form of diagramming as a data collection approach, with the majority being published after 2000 and a significant rise after 2006. This finding is consistent with the work of Nesbit and Adescope (2006), whose review indicated a steady rise of concept and knowledge maps in the experimental and quasi-experimental studies looking at the use of diagrams for learning. In this article, we consider that data collection implies the process of gathering, co-creating data between the participant and researcher. We argue diagrams can be either the end product of the research (i.e., with no other kinds of data collected- or analyzed-only the diagram) or the subject of further discussion, for instance, in an interview (i.e., with the data being the interview transcript, and optionally, the diagram itself). The use of diagrams in data collection has spanned many fields, including education, engineering, environmental science, geography, industrial design, psychology and others within the social sciences (Wheeldon & Ahlberg, 2012). For example, Mers (2008) provided a collection of articles that demonstrate different ways in which diagramming has been used in the health and social sciences, where diagrams are a data collection tool but also play an important role in analysis and the construction of arguments. One challenge arising from this approach's development is that without clear boundaries of what it covers and a standard terminology, the development of this data collection approach has been isolated within disciplines. As Shakespeare so eloquently pointed out, "a rose by any other name would smell as sweet"--making the claim that the way people experience this fragrant flower was constant, irrespective of the different names by which people may know it by. However, in the case of diagrams, it does matter both what it is and what it is called. Each type of graphic representation has its own strengths and weaknesses that may deem it more or less suitable for a given purpose. When Hopkins (2006) and Umoquit, Dobrow, Lemieux-Charles, Ritvo, Urbach, and Wodchis (2008) describe using participatory diagramming as a data collection approach, they are talking about two very different things. Hopkins' (2006) geography students worked in small groups to discuss the differences between being a child and an adult and their hopes and fears about university. Participants brainstormed on post-it notes and used prioritizing to create multiple tables or lists. While no actual diagram was constructed, this method was labeled participatory diagramming. By contrast, the health policy study by Umoquit et al. (2008) interviewed cancer care providers and senior cancer system administrators on clinical accountability relationships and had participants use pens and paper to draw out persons and organizations and their connecting relationships. This approach too was termed participatory diagramming but the process was different and the resulting end-product collected by researchers was diagrams. Another approach is based on the educational work of Varga-Atkins and O'Brien (2009) who used a similar approach as Umoquit et al.'s (2008) participatory diagramming but called it a different term; graphic elicitation. They had senior school leaders and managers create diagrams of formal and informal networks of their schools within interviews. The diagrams then were used in the interview process to elicit verbal commentaries from participants. Complicating the terminology further, Crilly, Blackwell, and Clarkson (2006) used a completely different approach in their industrial design study but which they also termed graphic elicitation. In their study, they had designers edit researcher-prepared diagrams within interviews, rather than create their own diagrams. This is a snapshot of the confusing territory surrounding just a few of the terms used to describe the use of diagrams as a data collection approach: same terms but different visuals/outcomes and different terms but same visuals/outcomes. …

Concept maps as versatile tools to integrate complex ideas: From kindergarten to higher and professional education

Abstract: Knowledge is getting increasingly more complex. Learners, from Kindergarten to higher education, require powerful tools to connect complex ideas. This paper explores the range of studies that investigated concept maps as learning, metacognitive, collaborative, and assessment tools to support integrating complex ideas. Research suggests that concept maps can be successfully implemented in a wide variety of settings, from K12 to higher and professional education. However, the effectiveness of concept maps depends on different factors, such as concept map training and choosing a suitable form of concept map to match the task and learner. Developing proficiency in concept mapping takes time and practice and should not be first introduced in higher education. Concept map training could start as early as Kindergarten and include concept map generation, interpretation, and revision. This paper concludes that, if implemented thoughtfully, concept maps can be versatile tools to support knowledge integration processes towards a deeper understanding of the relations and structures of complex ideas and facilitate life-long learning.

Exploring Biology Teachers’ Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

Abstract: This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students’ preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher-constructed concept maps, pre- and post-lesson teacher interviews, video-recorded genetics lessons, post-lesson teacher questionnaire and document analysis of teacher's reflective journals and students’ work samples. The results showed that the teachers’ individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Furthermore, the teachers used topic-specific instructional strategies such as context-based teaching, illustrat...

Curriculum Mapping in Academic Libraries

Abstract: Librarians at four different academic institutions concurrently completed curriculum mapping projects using varying methods to analyze their information literacy instruction. Curriculum mapping is a process for systematically evaluating components of an instructional program for cohesiveness, proper sequencing, and goal achievement. There is a dearth of documentation of how this process has applied to an information literacy curriculum; however, the benefits of an organized examination of course progression is clear. The librarians explored curriculum mapping using different methodologies and approaches in order to formulate a more strategic approach to teaching students information literacy skills.

Effects of commercial video games on cognitive elaboration of physical concepts

Abstract: The authors use physical concepts to investigate cognitive elaboration using a commercial game-based review teaching method versus a lecture-based method. Experiments involved two popular casual games: Cut the Rope (pendulum concept) and Angry Bird Space (circular motion), with concept maps and multiple-choice tests used as assessment tools. Our goal was to analyze concept reinforcement and reorganization via commercial games for a group of junior high school students. A total of 83 students (15-16 years old), were randomly assigned to an experimental group (review using commercial casual games) or a control group (lecture-based review). Our results suggest that (a) the games supported the elaboration potential of learned physical concepts as measured by concept maps, and (b) concept maps are more suitable than multiple-choice tests for estimating the effects of commercial games on cognitive elaboration. Three key design features of commercial games that can support cognitive elaboration of physical concepts are discussed. Physics concepts can be elaborated using commercial casual games.Three key factors of commercial games are associated with cognitive elaboration.Motivation to repeat challenge level is a key game feature.Concept maps are more appropriate tools for measuring cognitive elaboration.

Assessing changes in high school students' conceptual understanding through concept maps before and after the computer-based predict–observe–explain (CB-POE) tasks on acid–base chemistry at the secondary level

Abstract: Although concept maps have been used as alternative assessment methods in education, there has been an ongoing debate on how to evaluate students' concept maps. This study discusses how to evaluate students' concept maps as an assessment tool before and after 15 computer-based Predict–Observe–Explain (CB-POE) tasks related to acid–base chemistry. 12 high school students participated in this study. Students' concept maps were evaluated taking into account three parts: qualitative, quantitative and representational level. The results gathered from the quantitative analysis of the pre and post concept maps were analyzed using SPSS 17.0. The results showed that there is a significant difference between students' pre and post concept map scores (z = 3.05; p < 0.05). From the qualitative analysis of the concept maps, the majority of the students constructed their pre and post concept maps non-hierarchically; while they drew more interconnected concept maps after the CB-POE tasks. Regarding their representational level, the students used the macroscopic level more often than microscopic and symbolic levels in both their pre and post concept maps. Nonetheless, they increased the number of macroscopic, microscopic and symbolic level representations in their post concept maps. The paper concludes with suggestions and implications for educators and researchers to improve the quality of concept map evaluation.

Cognitive Style and Concept Mapping Performance

Abstract: Background Cognitive style has been shown to influence the number, type, and organization of an individual's ideas. Concept maps are used regularly to assess students’ organization and mastery of knowledge (their cognitive level) in engineering courses, yet very few studies have analyzed concept maps with respect to cognitive style. Purpose/Hypothesis This study sought to investigate the relationship between cognitive style and concept mapping performance. Using principles of cognitive psychology and concept mapping assessment, we hypothesized that correlations between cognitive style and the selected concept map metrics are not statistically significant. Design/Method Concept maps from 104 engineering undergraduates in a first-year design course were analyzed using 12 traditional scoring metrics and four holistic scoring metrics. One holistic metric was expanded to allow more detailed evaluation, bringing the number of map metrics to 20. Cognitive style was measured using the Kirton Adaption–Innovation Inventory, a psychometric instrument previously applied in engineering education contexts. Relationships between the concept map metrics and cognitive style were investigated using standard linear techniques. Results Results show substantial support for the null hypothesis that cognitive style and concept mapping performance are uncorrelated. Conclusions Engineering educators can be confident that the concept map metrics used here reflect cognitive level and not cognitive style. Cognitive style inventories and concept maps are likely measuring two separate aspects of an individual's cognition and are therefore complementary rather than duplicative.

Universal Design for Learning (UDL) in the Academic Library: A Methodology for Mapping Multiple Means of Representation in Library Tutorials

Abstract: Librarians designed a biology tutorial not only to address an assignment, but also to make tutorials more accessible to students with various learning styles. The Science Librarian created the content by using aspects of the Information Literacy Standards for Science and Technology/Engineering, an informal survey of biology faculty, and assignments for the biology labs. The Instructional Design Librarian created multiple modules that engaged users through text, images, audio, and interactive tutorials. The researchers used Universal Design for Learning principles to address multiple learning styles, specifically multiple means of representation, and created a mapping technique for those principles that can be applied to any library tutorial. To assess the effectiveness, students with learning disabilities completed a usability test on the tutorial.

The Effectiveness of Concept Mapping and Retrieval Practice as Learning Strategies in an Undergraduate Physiology Course.

Abstract: Concept mapping and retrieval practice are both educational methods that have separately been reported to provide significant benefits for learning in diverse settings. Concept mapping involves diagramming a hierarchical representation of relationships between distinct pieces of information, whereas retrieval practice involves retrieving information that was previously coded into memory. The relative benefits of these two methods have never been tested against each other in a classroom setting. Our study was designed to investigate whether or not concept mapping or retrieval practice produced a significant learning benefit in an undergraduate physiology course as measured by exam performance and, if so, was the benefit of one method significantly greater than the other. We found that there was a trend toward increased exam scores for the retrieval practice group compared with both the control group and concept mapping group, and that trend achieved statistical significance for one of the four module exams in the course. We also found that women performed statistically better than men on the module exam that contained a substantial amount of material relating to female reproductive physiology.

Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge

Abstract: Example-based learning using worked examples can foster clinical reasoning. Worked examples are instructional tools that learners can use to study the steps needed to solve a problem. Studying worked examples paired with completion examples promotes acquisition of problem-solving skills more than studying worked examples alone. Completion examples are worked examples in which some of the solution steps remain unsolved for learners to complete. Providing learners engaged in example-based learning with self-explanation prompts has been shown to foster increased meaningful learning compared to providing no self-explanation prompts. Concept mapping and concept map study are other instructional activities known to promote meaningful learning. This study compares the effects of self-explaining, completing a concept map and studying a concept map on conceptual knowledge and problem-solving skills among novice learners engaged in example-based learning. Ninety-one physiotherapy students were randomized into three conditions. They performed a pre-test and a post-test to evaluate their gains in conceptual knowledge and problem-solving skills (transfer performance) in intervention selection. They studied three pairs of worked/completion examples in a digital learning environment. Worked examples consisted of a written reasoning process for selecting an optimal physiotherapy intervention for a patient. The completion examples were partially worked out, with the last few problem-solving steps left blank for students to complete. The students then had to engage in additional self-explanation, concept map completion or model concept map study in order to synthesize and deepen their knowledge of the key concepts and problem-solving steps. Pre-test performance did not differ among conditions. Post-test conceptual knowledge was higher (P < .001) in the concept map study condition (68.8 ± 21.8%) compared to the concept map completion (52.8 ± 17.0%) and self-explanation (52.2 ± 21.7%) conditions. Post-test problem-solving performance was higher (P < .05) in the self-explanation (63.2 ± 16.0%) condition compared to the concept map study (53.3 ± 16.4%) and concept map completion (51.0 ± 13.6%) conditions. Students in the self-explanation condition also invested less mental effort in the post-test. Studying model concept maps led to greater conceptual knowledge, whereas self-explanation led to higher transfer performance. Self-explanation and concept map study can be combined with worked example and completion example strategies to foster intervention selection.

A Probabilistic Concept Web on a Humanoid Robot

Abstract: It is now widely accepted that concepts and conceptualization are key elements towards achieving cognition on a humanoid robot. An important problem on this path is the grounded representation of individual concepts and the relationships between them. In this article, we propose a probabilistic method based on Markov Random Fields to model a concept web on a humanoid robot where individual concepts and the relations between them are captured. In this web, each individual concept is represented using a prototype-based conceptualization method that we proposed in our earlier work. Relations between concepts are linked to the cooccurrences of concepts in interactions. By conveying input from perception, action, and language, the concept web forms rich, structured, grounded information about objects, their affordances, words, etc. We demonstrate that, given an interaction, a word, or the perceptual information from an object, the corresponding concepts in the web are activated, much the same way as they are in humans. Moreover, we show that the robot can use these activations in its concept web for several tasks to disambiguate its understanding of the scene.

Integration of clinical and basic sciences in concept maps: a mixed-method study on teacher learning

Abstract: The explication of relations between clinical and basic sciences can help vertical integration in medical curricula. Concept mapping might be a useful technique for this explication. Little is known about teachers’ ability regarding the articulation of integration. We examined therefore which factors affect the learning of groups of clinicians and basic scientists on different expertise levels who learn to articulate the integration of clinical and basic sciences in concept maps. After a pilot for fine-tuning group size and instructions, seven groups of expert clinicians and basic scientists and seven groups of residents with a similar disciplinary composition constructed concept maps about a clinical problem that fit their specializations. Draft and final concepts maps were compared on elaborateness and articulated integration by means of t-tests. Participants completed a questionnaire on motivation and their evaluation of the instructions. ANOVA’s were run to compare experts’ and residents’ views. Data from video tapes and notes were qualitatively analyzed. Finally, the three data sources were interpreted in coherence by using Pearson’s correlations and qualitative interpretation. Residents outshone experts as regards learning to articulate integration as comparison of the draft and final versions showed. Experts were more motivated and positive about the concept mapping procedure and instructions, but this did not correlate with the extent of integration fond in the concept maps. The groups differed as to communication: residents interacted from the start (asking each other for clarification), whereas overall experts only started interaction when they had to make joint decisions. Our results suggest that articulation of integration can be learned, but this learning is not related to participants’ motivation or their views on the instructions. Decision making and interaction, however, do relate to the articulation of integration and this suggests that teacher learning programs for designing integrated educational programmes should incorporate co-construction tasks. Expertise level turned out to be decisive for both the level of articulation of integration, the ability to improve the articulated integration and the cooperation pattern.

Concept Maps for Improved Science Reasoning and Writing: Complexity Isn't Everything

Abstract: A pervasive notion in the literature is that complex concept maps reflect greater knowledge and/or more expert-like thinking than less complex concept maps. We show that concept maps used to structure scientific writing and clarify scientific reasoning do not adhere to this notion. In an undergraduate course for thesis writers, students use concept maps instead of traditional outlines to define the boundaries and scope of their research and to construct an argument for the significance of their research. Students generate maps at the beginning of the semester, revise after peer review, and revise once more at the end of the semester. Although some students revised their maps to make them more complex, a significant proportion of students simplified their maps. We found no correlation between increased complexity and improved scientific reasoning and writing skills, suggesting that sometimes students simplify their understanding as they develop more expert-like thinking. These results suggest that concept maps, when used as an intervention, can meet the varying needs of a diverse population of student writers.

The Effect of College Students' Self-Generated Computerized Mind Mapping on Their Reading Achievement

Abstract: INTRODUCTIONReading, as a receptive skill is very important in learning a foreign language. McGinnis and Smith, 1982 (cited in Rizqiya 2013, p. 31) defined reading, as "a purposeful process of identifying, interpreting, and evaluating ideas in terms of the mental content or the total awareness of the reader." Reading consists of two related processes: word recognition and comprehension. "Comprehension is the process of making sense of words, sentences and connected text."(Pang, Muaka, Bernhardt, & Kamill 2003, p.6). These levels can be summarized as "Reading the lines, reading between the lines and reading beyond the lines." (Gray cited in Shermila 1999, p. 27). The successful comprehension of a text is achieved by employing various reading skills, such as making inferences, understanding the organizational pattern of the text, identifying the main idea and sub-ideas, and figuring out the relationship among these ideas and the details given in the text (Donin, Graves, & Goyette 2004).There are certain teaching techniques that help students to construct meaning in a reading text. One of these techniques that helps in acquiring reading skills is mind mapping. The learner transfers the text into a visual map to demonstrate the relationships among the text main ideas and its sub-ideas and to integrate the new information to his/her prior knowledge."Mind Maps" were developed by the British psychologist Tony Buzan in the late 60's as a means of effective note-taking. According to Buzan, "A Mind Map" is an associative network of images and words which harnesses the full range of cortical skills: word, image, number, logic, rhythm, colour and spatial awareness in a single, uniquely powerful technique" (Buzan, 1996, p.81). According to Buzan 2012 (cited in Dominik 2014, p.4), "The mind map is a graphical tool for holistic thinking which supports all of the brain functions - mainly our memory, creativity, learning and all additional thinking." On the other hand, Eppler defined mind mapping operationally. Eppler stated,"A mind map is a multi-colored and image-centered, radial diagram that represents semantic or other connections between portions of learned material hierarchically." (Eppler 2006, p. 203). A mind map starts with a main topic written in the center and branches out to sub-topics (Eppler 2006).Students begin a mind map by writing the main topic in a square in the middle of the paper. Then, nodes are drawn from this square carrying the main idea. From each idea, other nodes are drawn to write the sub-ideas from which examples or details are sent on other nodes. An important step in creating a mind map is to use colors as they help to differentiate the sub topics or sub-ideas. Using images, icons, tags and other visuals as video films in the case of computerized mind-mapping is useful as it helps to associate ideas in a more interesting way (Budd 2004, p.35).Chang, Sung and Chen (2001) and King (2007a, p.87&94), pinpointed the fact that there are two ways to create mind maps. The first one is by hand, in which learners can use large pieces of paper, pens, pencils, markers, and pictures. Sometimes the maps can be created on a chalkboard or a whiteboard. The second one is via mind mapping software which facilitates the manipulation, colorization and restructuring of the mind map and its nodes and branches and make the process of creating mind maps faster and easier." (Dominik, 2014:5). "Additionally, through the use of mind mapping software, it is possible to avoid run off the edge of the paper." (Gomez and King 2014, p.78). In contrast, creating mind maps on paper can consume too much time, material and effort.Mind mapping in learning and teachingMind mapping as used in the skill of reading is based on certain learning theories and approaches. These include, for example, the top-down approach in reading, radiant thinking, graphic organizers, schema theory, the educational significance of visual learning and communication, and constructivism. …

Evaluating student learning using concept maps and Markov chains

Abstract: We first developed a methodology using Markov chains and concept maps to evaluate a student.A tool was developed using this methodology.The experiment conducted indicates that the tool fulfills the purpose. In this paper we describe a tool that can be effectively used to evaluate student learning outcomes using concept maps and Markov chain analysis. The main purpose of this tool is to advance the use of artificial intelligence techniques by using concept maps and Markov chains in evaluating a student's understanding of a particular topic of study using concept maps. The method used in the tool makes use of XML parsing to perform the required evaluation. For the purpose of experimenting this tool we have taken into consideration concept maps developed by students enrolled in two different courses in Computer Science. The result of this experimentation is also discussed.

Effects of conceptual, procedural, and declarative reflection on students’ structural knowledge in physics

Abstract: Reflection has recently been emphasized as a constructive pedagogical activity. However, little attention has been given to the quality of reflections that students write. In this study, we explored the reflections that students make about their knowledge organization as part of a formative learning activity. More specifically, we assessed the knowledge structures of Grade 11 physics students and their instructors using pathfinder networks (PFnets). Each student’s knowledge structure was compared with the instructors’ averaged knowledge structure in order to identify student misconceptions. As an intervention, students were asked to write reflections on the discrepancies between their knowledge structure and their instructors’ averaged knowledge structure. The students’ reflections were divided into the following three categories depending on the type of knowledge constructed in those reflections: (1) conceptual, (2) procedural, or (3) declarative. Evidence was provided by the study that reflection was an effective means of improving students’ knowledge structure. However, conceptual reflections were the most effective, followed by procedural and declarative reflection. Implications for formative classroom assessment are discussed.

Burst analysis for automatic concept map creation with a single document

Abstract: Concept maps are graphical representations of knowledge that show important concepts as nodes and the relationships between the concepts as links. An automatically generated concept map, depicting the overview of a specific knowledge domain or documents, can facilitate the learner's understanding of the content. Constructing a good concept map from the given text requires correct selection of concept words and identification of meaningful relationships between the concepts. We propose a new method for generating the concept map from a single document on the basis of bursts of words and the temporal relationships between the bursts. Its strength is examined in comparison with the widely used co-occurrence-based approach. The proposed method differs in that it detects where a word becomes highly topical and the places where two words share such intense periods in the discourse indicating that they form a topic together. This is more advantageous for grasping the flow of a story than the co-occurrence method that simply relates frequently accompanying words throughout the text. Also the method is less affected by high frequency words so that more meaningful relationships can be included in the top links that are limitedly accommodated in a map. For sections in a document, the burst analysis is separately performed for the entire document and for each section not to miss the background knowledge or the foreground relationships that are specific to the part. When evaluated against the human-created concept map, the proposed method shows comparable or better performance than the co-occurrence method in the recall measure and more robustness to frequent unimportant words.

Concept Maps in the Classroom: A New Approach to Reveal Students’ Conceptual Change

Abstract: When entering the classroom, adolescents already hold various conceptions on science topics. Concept maps may function as useful tools to reveal such conceptions although labor-intensive analysis often prevents application in typical classroom situations. The authors aimed to provide teachers with an appropriate approach to analyze students’ concept maps within daily school routine. They intended to conclude qualitative changes from analyzing quantitative parameters. To test the approach, high school students were asked to map their conceptions before and after attending an educational program on climate change. For the analyses, quantitative as well as qualitative methods were applied. A comparison of pre- and postmaps pointed to a conceptual change. From strong correlations between qualitative and quantitative parameters we assumed our approach to be applicable. Due to its simple and barely time-consuming handling, the authors’ approach is suitable for application in conventional classroom situa...

Concept maps for assessing change in learning: a study of undergraduate business students in first-year marketing in China

Abstract: This paper explains the application of concept mapping to help foster a learning-centred approach. It investigates how concept maps are used to measure the change in learning following a two-week intensive undergraduate Marketing Principles course delivered to 162 Chinese students undertaking a Bachelor of Business Administration programme in China. Using four scoring procedures (breadth of knowledge, relational quality, structural quality and holistic quality), student learning is assessed in terms of prior and new knowledge, as well as improvement in knowledge structure. Concept map scores are correlated with conventional measures of overall student performance. The results provide strong evidence for improvement in students’ ability to externalise new learned concepts resulting from intensive instruction. Incorporating concept maps as a contemporary method of learning in the curriculum potentially enriches student learning, provides a measure of the impact of teaching on students’ learning and adds val...