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Sample records for concept mapping strategy

  1. Concept maps: a strategy to teach and evaluate critical thinking.

    Daley, B J; Shaw, C R; Balistrieri, T; Glasenapp, K; Piacentine, L

    1999-01-01

    The purpose of this article is to describe a study that implemented concept maps as a methodology to teach and evaluate critical thinking. Students in six senior clinical groups were taught to use concept maps. Students created three concept maps over the course of the semester. Data analysis demonstrated a group mean score of 40.38 on the first concept map and 135.55 on the final concept map, for a difference of 98.16. The paired t value comparing the first concept map to the final concept map was -5.69. The data indicated a statistically significant difference between the first and final maps. This difference is indicative of the students' increase in conceptual and critical thinking.

  2. Concept Maps

    Schwendimann, Beat Adrian

    2014-01-01

    A concept map is a node-link diagram showing the semantic relationships among concepts. The technique for constructing concept maps is called "concept mapping". A concept map consists of nodes, arrows as linking lines, and linking phrases that describe the relationship between nodes. Two nodes connected with a labeled arrow are called a proposition. Concept maps are versatile graphic organizers that can represent many different forms of relationships between concepts. The relationship between...

  3. Concept Mapping as a Reading Strategy: Does It Scaffold Comprehension and Recall?

    Tajeddin, Zia; Tabatabaei, Soudabeh

    2016-01-01

    Concept maps reflect the linkage of concepts or facts within a text. This study was set out to investigate whether concept mapping as a learning strategy would have any scaffolding effect on the reading comprehension and recall of propositions by L2 learners. Out of 60 high school students, 30 in the experimental group were exposed to concept…

  4. Effective Reading Comprehension in EFL Contexts: Individual and Collaborative Concept Mapping Strategies

    Riahi, Zahra; Pourdana, Natasha

    2017-01-01

    The present study attempted to investigate the possible impacts of Individual Concept Mapping (ICM) and Collaborative Concept Mapping (CCM) strategies on Iranian EFL learners' reading comprehension. For this purpose, 90 pre-intermediate female language learners ranged between 12 to 17 years of age were selected to randomly assign into ICM, CCM and…

  5. A review about the use of concept maps as learning and evaluation strategy

    Adriana Marques Toigo

    2012-06-01

    Full Text Available In this paper we present a review of national and international journals and from annals of the I, II and III International Conference on Concept Mapping, until 2010, on the use of concept mapping in formal education. It is discussed, at the light of the Meaningful Learning Theory and the Conceptual Fields Theory, papers concerning concept maps specifically as didactical and evaluation strategy, cause these were the perspectives used in the cited study. The theoretical frameworks and results from the researched papers are pointed and compared. In the final remarks we present a synthesis with suggestions on the use of the concept maps, also taking account of the authors’ experiences.

  6. Exploring teacher's perceptions of concept mapping as a teaching strategy in science: An action research approach

    Marks Krpan, Catherine Anne

    In order to promote science literacy in the classroom, students need opportunities in which they can personalize their understanding of the concepts they are learning. Current literature supports the use of concept maps in enabling students to make personal connections in their learning of science. Because they involve creating explicit connections between concepts, concept maps can assist students in developing metacognitive strategies and assist educators in identifying misconceptions in students' thinking. The literature also notes that concept maps can improve student achievement and recall. Much of the current literature focuses primarily on concept mapping at the secondary and university levels, with limited focus on the elementary panel. The research rarely considers teachers' thoughts and ideas about the concept mapping process. In order to effectively explore concept mapping from the perspective of elementary teachers, I felt that an action research approach would be appropriate. Action research enabled educators to debate issues about concept mapping and test out ideas in their classrooms. It also afforded the participants opportunities to explore their own thinking, reflect on their personal journeys as educators and play an active role in their professional development. In an effort to explore concept mapping from the perspective of elementary educators, an action research group of 5 educators and myself was established and met regularly from September 1999 until June 2000. All of the educators taught in the Toronto area. These teachers were interested in exploring how concept mapping could be used as a learning tool in their science classrooms. In summary, this study explores the journey of five educators and myself as we engaged in collaborative action research. This study sets out to: (1) Explore how educators believe concept mapping can facilitate teaching and student learning in the science classroom. (2) Explore how educators implement concept

  7. Analyzing Classroom Strategy: Evaluating the Concept Mapping Technique at SSC Level in Pakistan

    Sidra Mahmood

    2015-08-01

    Full Text Available This study documents the usage of Concept Mapping in the teaching-learning situation of English at SSC Level. The study is descriptive and analytical in nature and tries to investigate the effects which Concept Mapping renders in the academic environment in the context of ESL classroom setting. The research offers strategies for adopting certain techniques and up gradation of the content taught at the mentioned level by the inculcation of such techniques. Overall, the study produced a range of implementable outcomes by a pervasive discussion of Concept Mapping, the role of the textbooks, the importance of adding the technique to the contents of ESL classroom setting. For data collection and data analysis, two classes were selected. Both were taught the same content under controlled conditions. The concept mapping technique in the class guided the learners towards the improved way of learning the text of second language.

  8. Mobile English Vocabulary Learning Based on Concept-Mapping Strategy

    Liu, Pei-Lin

    2016-01-01

    Numerous researchers in education recognize that vocabulary is essential in foreign language learning. However, students often encounter vocabulary that is difficult to remember. Providing effective vocabulary learning strategies is therefore more valuable than teaching students a large amount of vocabulary. The purpose of this study was to…

  9. The effects of three concept mapping strategies on seventh-grade students' science achievement at an urban middle school

    Dosanjh, Navdeep Kaur

    2011-12-01

    There is great concern over students' poor science achievement in the United States. Due to the lack of science achievement, students are not pursing science related careers resulting in an increase in outsourcing to other countries. Learning strategies such as concept mapping may ameliorate this situation by providing students with tools that encourage meaningful learning. The purpose of this quasi-experimental study was to measure the effects of three concept mapping learning strategies (concept identifying, proposition identifying, student generated) on urban middle school students' understanding of the circulatory system. Three intact classes of seventh-grade students were assigned to one of the three concept mapping strategies. The students were given a pretest on the circulatory system then learned and used their respective concept mapping strategies while learning about the circulatory system. At the conclusion of the study, students' science achievement was measured by performance on an achievement test and rubric scores of their respective concept identifying, proposition identifying, and student generated concept maps. The results of the study suggest that all three of the concept mapping strategies are effective in increasing students' science achievement. Additionally, the moderate significant correlations between the posttest and concept map scores of the current study established that concept maps are a useful measure of student knowledge. Lastly, the results of the current study also suggest that the concept identifying mapping strategy may be a useful scaffold in instructing students how to develop student generated concept maps.

  10. Professional development strategies for teaching urban biology teachers to use concept maps effectively

    McGregor Petgrave, Dahlia M.

    Many teachers are not adequately prepared to help urban students who have trouble understanding conceptual ideas in biology because these students have little connection to the natural world. This study explored potential professional development strategies to help urban biology teachers use concept maps effectively with various topics in the biology curriculum. A grounded theory approach was used to develop a substantive professional development model for urban biology teachers. Qualitative data were collected through 16 semi-structured interviews of professional developers experienced in working with concept maps in the urban context. An anonymous online survey was used to collect quantitative data from 56 professional developers and teachers to support the qualitative data. The participants were from New York City, recruited through the NY Biology-Chemistry Professional Development Mentor Network and the NY Biology Teachers' Association. According to the participants, map construction, classroom applications, lesson planning, action research, follow-up workshops, and the creation of learning communities are the most effective professional development strategies. The interviewees also proposed English language learning strategies such as picture maps, native word maps, and content reading materials with underlined words. This study contributes to social change by providing a professional development model to use in planning workshops for urban teachers. Urban teachers improve their own conceptual understanding of biology while learning how to implement concept mapping strategies in the classroom. Students whose teachers are better prepared to teach biology in a conceptual manner have the potential of growing into more scientifically literate citizens.

  11. Effects of a Computer-Assisted Concept Mapping Learning Strategy on EFL College Students' English Reading Comprehension

    Liu, Pei-Lin; Chen, Chiu-Jung; Chang, Yu-Ju

    2010-01-01

    The purpose of this research was to investigate the effects of a computer-assisted concept mapping learning strategy on EFL college learners' English reading comprehension. The research questions were: (1) what was the influence of the computer-assisted concept mapping learning strategy on different learners' English reading comprehension? (2) did…

  12. Concept mapping: an educational strategy to improve graduate nurses' critical thinking skills during a hospital orientation program.

    Wilgis, Michele; McConnell, Joy

    2008-03-01

    Novice graduate nurses (GNs) are often deficient in the critical thinking skills needed to assess and handle patient problems and life-threatening situations. Concept mapping is an effective teaching strategy for developing critical thinking and clinical decision-making skills. This small descriptive comparison study was undertaken to determine whether concept mapping improved critical thinking skills in GNs during a hospital orientation program. Schuster's (2002) Concept Map Care Plan Evaluation Tool was adapted to measure GNs' critical thinking in concept maps based on case studies at the beginning and end of orientation. A paired t test was computed on pre- and post-mean map scores of 14.071 and 16.428, respectively. Concept mapping was a valuable teaching and evaluation strategy for this group that could be used by nursing educators to improve critical thinking and identify and correct areas of theoretical and clinical deficiency.

  13. Concept Maps as a strategy to asses learning in biochemistry using educational softwares

    A. M. P. Azevedo

    2005-07-01

    results  obtained  suggest the  validity  of using concept  maps  as a strategy to  monitor  the cognitive process, both  by the teacher  and by the student him/herself.

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

    Burdo, Joseph; O'Dwyer, Laura

    2015-01-01

    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…

  15. Concept mapping: A supervision strategy for introducing case conceptualization skills to novice therapists.

    Liese, Bruce S; Esterline, Kate M

    2015-06-01

    Case conceptualization, a term synonymous with case formulation, is an essential psychotherapy skill. Novice therapists enter into the practice of psychotherapy with limited case conceptualization skills. Hence, an important goal when supervising novice therapists is to effectively teach these skills. Concept mapping facilitates case conceptualization skills through the process of methodically creating graphic representations of clients' problems and dynamic relationships between these problems. This article introduces a highly structured and practical 4-stage approach to supervision that effectively introduces case formulation skills to novice therapists using concept mapping. It is assumed that concept maps, when shared with clients, function as an intervention to facilitate insight and change.

  16. Using progressive concept maps as a strategy for teaching and learning in teacher education in Biology

    Conceição Aparecida Soares Mendonça

    2013-02-01

    Full Text Available This paper presents a study carried out with Biology teachers under training, and aimed at investigating how concept maps enabled meaningful learning. The work was motivated by the fact that future teachers presented difficulties learning various concepts. In this light, maps can be a valuable instrument for the diagnosis and assessment of learning, enabling better concept learning. Thus, during our pedagogical intervention, we have strived to identify the conceptual evolution of students, through the construction of concept maps before, during and after the study of a proposed theme. The qualitative analysis of the produced maps focused on the processes of teaching, learning and assessment. At this point, the goal was to investigate whether or not students were able to relate the concepts under study, according to the principles of progressive differentiation and integrative reconcilitation. This was done while searching for evidences of meaningful learning.The pedagogical intervention lasted for 45 hours (8 meetings, during which a Zoology topic, concept Elephants was studied at a State university of Brazil. The qualitative analysis of the maps created by the learners has shown, in 58% of the cases, that there was an evolution of the learnersʼ knowledge of the theme. Obtained results suggest that maps have an efficient functional action and help improve the professional profile under formation.

  17. The effectiveness of concept mapping and retrieval practice as learning strategies in an undergraduate physiology course.

    Burdo, Joseph; O'Dwyer, Laura

    2015-12-01

    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.

  18. Creating Heliophysics Concept Maps

    Ali, N. A.; Peticolas, L. M.; Paglierani, R.; Mendez, B. J.

    2011-12-01

    The Center for Science Education at University of California Berkeley's Space Sciences Laboratory is creating concept maps for Heliophysics and would like to get input from scientists. The purpose of this effort is to identify key concepts related to Heliophysics and map their progression to show how students' understanding of Heliophysics might develop from Kindergarten through higher education. These maps are meant to tie into the AAAS Project 2061 Benchmarks for Scientific Literacy and National Science Education Standards. It is hoped that the results of this effort will be useful for curriculum designers developing Heliophysics-related curriculum materials and classroom teachers using Heliophysics materials. The need for concept maps was identified as a result of product analysis undertaken by the NASA Heliophysics Forum Team. The NASA Science Education and Public Outreach Forums have as two of their goals to improve the characterization of the contents of the Science Mission Directorate and Public Outreach (SMD E/PO) portfolio (Objective 2.1) and assist SMD in addressing gaps in the portfolio of SMD E/PO products and project activities (Objective 2.2). An important part of this effort is receiving feedback from solar scientists regarding the inclusion of key concepts and their progression in the maps. This session will introduce the draft concept maps and elicit feedback from scientists.

  19. Serial concept maps: tools for concept analysis.

    All, Anita C; Huycke, LaRae I

    2007-05-01

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

  20. Online Exhibits & Concept Maps

    Douma, M.

    2009-12-01

    Presenting the complexity of geosciences to the public via the Internet poses a number of challenges. For example, utilizing various - and sometimes redundant - Web 2.0 tools can quickly devour limited time. Do you tweet? Do you write press releases? Do you create an exhibit or concept map? The presentation will provide participants with a context for utilizing Web 2.0 tools by briefly highlighting methods of online scientific communication across several dimensions. It will address issues of: * breadth and depth (e.g. from narrow topics to well-rounded views), * presentation methods (e.g. from text to multimedia, from momentary to enduring), * sources and audiences (e.g. for experts or for the public, content developed by producers to that developed by users), * content display (e.g. from linear to non-linear, from instructive to entertaining), * barriers to entry (e.g. from an incumbent advantage to neophyte accessible, from amateur to professional), * cost and reach (e.g. from cheap to expensive), and * impact (e.g. the amount learned, from anonymity to brand awareness). Against this backdrop, the presentation will provide an overview of two methods of online information dissemination, exhibits and concept maps, using the WebExhibits online museum (www.webexhibits.org) and SpicyNodes information visualization tool (www.spicynodes.org) as examples, with tips on how geoscientists can use either to communicate their science. Richly interactive online exhibits can serve to engage a large audience, appeal to visitors with multiple learning styles, prompt exploration and discovery, and present a topic’s breadth and depth. WebExhibits, which was among the first online museums, delivers interactive information, virtual experiments, and hands-on activities to the public. While large, multidisciplinary exhibits on topics like “Color Vision and Art” or “Calendars Through the Ages” require teams of scholars, user interface experts, professional writers and editors

  1. A Concept-Mapping Strategy for Assessing Conceptual Change in a Student-Directed, Research-Based Geoscience Course

    Rebich, S.

    2003-12-01

    The concept mapping technique has been proposed as a method for examining the evolving nature of students' conceptualizations of scientific concepts, and promises insight into a dimension of learning different from the one accessible through more conventional classroom testing techniques. The theory behind concept mapping is based on an assumption that knowledge acquisition is accomplished through "linking" of new information to an existing knowledge framework, and that meaningful (as opposed to arbitrary or verbatim) links allow for deeper understanding and conceptual change. Reflecting this theory, concept maps are constructed as a network of related concepts connected by labeled links that illustrate the relationship between the concepts. Two concepts connected by one such link make up a "proposition", the basic element of the concept map structure. In this paper, we examine the results of a pre- and post-test assessment program for an upper-division undergraduate geography course entitled "Mock Environmental Summit," which was part of a research project on assessment. Concept mapping was identified as a potentially powerful assessment tool for this course, as more conventional tools such as multiple-choice tests did not seem to provide a reliable indication of the learning students were experiencing as a result of the student-directed research, presentations, and discussions that make up a substantial portion of the course. The assessment program began at the beginning of the course with a one-hour training session during which students were introduced to the theory behind concept mapping, provided with instructions and guidance for constructing a concept map using the CMap software developed and maintained by the Institute for Human and Machine Cognition at the University of West Florida, and asked to collaboratively construct a concept map on a topic not related to the one to be assessed. This training session was followed by a 45-minute "pre-test" on the

  2. Comparative Effects of Concept Mapping and Cooperative Learning Strategies on Senior Secondary School Students' Achievement in Mathematics-Trigonometry in Kano State, Nigeria

    Bot, Thomas D.; Eze, John E.

    2016-01-01

    This article presents the findings from an experimental study on the effectiveness of concept mapping and cooperative learning strategies on SSII students' achievement in trigonometry in mathematics. The research design used in conducting the study was quasi-experimental pre-test and post-test non-equivalent control group. The sample consisted of…

  3. Concept Maps in Introductory Statistics

    Witmer, Jeffrey A.

    2016-01-01

    Concept maps are tools for organizing thoughts on the main ideas in a course. I present an example of a concept map that was created through the work of students in an introductory class and discuss major topics in statistics and relationships among them.

  4. Using concept maps in perioperative education.

    Noonan, Pam

    2011-11-01

    Critical thinking and clinical decision making are essential components of the knowledge and skills acquired in the perioperative education process. 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. Concept mapping is an active teaching strategy that can be used in nursing education to facilitate the development of critical thinking and decision-making skills. A concept map is a tool consisting of a main idea, subconcepts, and cross-links that organizes knowledge by showing relationships between concepts. Different types of maps can be used to present different types of learning material, depending on the focus of the lesson. Complex knowledge (eg, perioperative technology) can be better learned and retained when the brain works to organize information in a hierarchical framework and the information is built up with interacting concepts.

  5. The Effect of Learner Constructed, Fill in the Map Concept Map Technique, and Summarizing Strategy on Iranian Pre-University Students' Reading Comprehension

    Soleimani, Hassan; Nabizadeh, Fatemeh

    2012-01-01

    Concept maps (CM) are powerful tools which have different uses in educational contexts; however, this study limited its extension and explored its impact on the reading comprehension skill of Iranian EFL students. To this purpose, a proficiency test was employed and 90 intermediate pre-university students were chosen and divided into three groups:…

  6. [Concept maps of the graduate programme in nursing: experience report].

    Bittencourt, Greicy Kelly Gouveia Dias; da Nóbrega, Maria Miriam Lima; Medeiros, Ana Cláudia Torres; Furtado, Luciana Gomes

    2013-06-01

    The conceptual map is considered a strategy that enables the development of critical thinking skills. The aim of this article was to evaluate concept maps produced by students to obtain an understanding of research projects. This is an experience report based on the Special Topic: concept map of the Graduate Program in Nursing/Federal University of Paraiba in February/2012. Methodology comprised interactive reading of concept maps, installation and use of Cmap Tools software and construction of concept maps. Concept evaluation included coherence, propositions, clarity of ideas and logical relation between concepts. This evaluation of maps revealed consistency among concepts, significant relationships, clarity of ideas and logical relationship between the stages of a research project. Results showed that the concept map is a valid strategy to evaluate the learning-teaching process and can be used for education, research and reflection in the nursing practice.

  7. Integrative Literature Review: Concept Mapping--A Strategy to Support the Development of Practice, Research, and Theory within Human Resource Development

    Daley, Barbara J.; Conceicao, Simone C. O.; Mina, Liliana; Altman, Brian A.; Baldor, Maria; Brown, James

    2010-01-01

    The purpose of this integrative literature review is to summarize research on concept mapping and to offer ideas on how concept mapping can facilitate practice, research, and theory development within human resource development. In this review, more than 300 articles, written in both English and Spanish, presented at two different concept mapping…

  8. Experimental Use of Kit-Build Concept Map System to Support Reading Comprehension of EFL in Comparing with Selective Underlining Strategy

    Mohammad ALKHATEEB

    2016-04-01

    Full Text Available In this paper, we describe the effects of using Kit-Build concept mapping (KB-mapping method as a technology-enhanced support for the Reading Comprehension (RC in English as Foreign Language (EFL contexts. RC is a process that helps learners to become a more effective and efficient reader. It is an intentional, active and interactive activity that language learners experience in their daily working activities. RC of EFL is a significant research area in technology-enhanced learning. In order to clarify the effect of KB-mapping method, we compared the results with that of selective underlining (SU strategy through the Comprehension Test (CT and the Delayed Comprehension Test (DCT that performed two weeks later. As the results, it is clarified that there is a noticed difference in the DCT scores, while there is no significant difference in the CT scores. It indicates that the use of KB-mapping method helps learners to retain their information for longer period of time. By doing more statistical analysis for the results of the Kit- Build Conditions (KB-conditions group and comparing them with the map scores, we found that the learners could answer 76% of the questions whose answers were included in their learner’s maps. It was found that learners could recall 86% of the questions and that their answers were included in their learner’s maps. It indicates that the use of KB-mapping method helps learners to retain and recall more information compared with the SU strategy even after two weeks elapsed. In a follow-up questionnaire after the end of all experiments, it was revealed that participants thought that using KB-mapping was similar to SU for the CT just after the use, but KB-mapping was more useful in remembering information after a while, and it was more difficult to carry out. Participants liked to use it in RC tasks, but asked for more time to do it.

  9. Engaging the learner by bridging the gap between theory and clinical competence: the impact of concept mapping and simulation as innovative strategies for nurse-sensitive outcome indicators.

    Jamison, Therese; Lis, Gail A

    2014-03-01

    Concept mapping and simulation provide professional nurses in the academic and practice environment with an opportunity for experiential learning. This integral combination allows for learning to be congruent with the national clinical practice guidelines that support and promote nurse-sensitive indicators. Implications for practice are forthcoming as data are collected on the impact on health outcomes when using concept mapping and simulation.

  10. Mapping Folklore Concepts in Bilingual Processing:Cognitive Analysis

    凌冰

    2012-01-01

      The present study applies Dr. He Yuanjian’s CMT (Conceptual Mapping Theory) to focus on the strategy use of translating Chinese folklore concepts in Hong Lou Meng (i.e. indigenous concepts related to etiquettes and customs) by Yang Xianyi and his wife Gladys Yang on the observations of the translators’strategies and the distributional tendencies of translation strategies so as to testify CMT on empirical grounds. Whether it holds true that the preservation of the alien source concepts through translation depends on how successfully they are mapped into the target conceptual system leads to the attempts to study on the distributional tendency of translation strategies of translation tasks, especially, of translating folkloric concepts in this paper. As a result, the tentative outcome of the data observed supports that the concept-mediation theoretic approach to translation pro⁃cess seems able to account for how cognitive constraints affect the production of mapping the unshared concepts.

  11. Concept Mapping: An "Instagram" of Students' Thinking

    Campbell, Laurie O.

    2016-01-01

    Minimal research has been accumulated in the field of social studies education for Novakian concept mapping, yet there are many benefits from adding this learning tool to a teacher's instructional toolbox. The article defines Novakian concept mapping and invites readers to adopt digital Novakian concept mapping into the social studies classroom as…

  12. Learning with Retrieval-Based Concept Mapping

    Blunt, Janell R.; Karpicke, Jeffrey D.

    2014-01-01

    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…

  13. Designing concepts and strategies

    Kiib, Hans

    2012-01-01

    In urban transformation some of the most interesting and complex design challenges are related to redevelopment of city centres and waterfronts. Here the conflicts between ‘the old’ and ‘the new’ are the largest, and here the potentials for mistakes are at a critical level. One of the problems is...... of the best planning practice. But what might be just as important is to learn from concept development practice, which can give us a comprehensive understanding of our complex cities and make us develop a way of experiencing the unique qualities of the architectural typologies at the site. Finally...... the combination of research and design based development can provide us with a range of conceptual models for alternative development of different valuable parts of the city. This article is focusing on the design-based methods in concept development, which can be tested with the purpose of developing new design...

  14. Using Concept Maps in Teaching Microbiology

    Gary E. Kaiser

    2010-01-01

    This article is intended for faculty teaching microbiology and other biological science courses, and is applicable to both the classroom and the laboratory. Concept maps are graphical tools for presenting knowledge concepts and the relationship between these concepts in a graphical, hierarchical fashion. Cross-links are further used to illustrate the relationships between the various segments of the concept map.

  15. Using Concept Maps in Teaching Microbiology

    Gary E. Kaiser

    2010-04-01

    Full Text Available This article is intended for faculty teaching microbiology and other biological science courses, and is applicable to both the classroom and the laboratory. Concept maps are graphical tools for presenting knowledge concepts and the relationship between these concepts in a graphical, hierarchical fashion. Cross-links are further used to illustrate the relationships between the various segments of the concept map.

  16. Concept Mapping: A Critical Thinking Technique

    Harris, Charles M.; Zha, Shenghua

    2013-01-01

    Concept mapping, graphically depicting the structure of abstract concepts, is based on the observation that pictures and line drawings are often more easily comprehended than the words that represent an abstract concept. The efficacy of concept mapping for facilitating critical thinking was assessed in four sections of an introductory psychology…

  17. Teaching, Designing, and Organizing: Concept Mapping for Librarians

    April Colosimo

    2012-06-01

    Full Text Available Concept maps are graphical representations of relationships among concepts that can be an effective tool for teaching, designing, and organizing information in a variety of library settings. First, concept mapping can be used wherever training or formal teaching occurs as a visual aid to explain complex ideas. They can also help learners articulate their understanding of a subject area when they create their own concept maps. When using concept mapping as a teaching tool, students may have a more meaningful learning experience when they add information to a concept map that is based on their current knowledge. Next, concept maps are an effective design tool for librarians who are planning projects. They can also serve as a reference point for project implementation and evaluation. The same is true for the design of courses, presentations, and library workshops. A concept map based on the content of a course, for example, is valuable when selecting learning outcomes and strategies for teaching and assessment. Finally, concept mapping can used as a method for capturing tacit or institutional knowledge through the creation and organization of ideas and resources. Librarians can collaborate on concept maps with each other or with non-librarian colleagues to facilitate communication. Resulting maps can be published online and link to documentation and relevant resources. This paper provides an overview of the literature related to concept mapping in libraries. Concrete applications and examples of concept mapping for teaching and learning, designing, and organizing in library settings are then elaborated. The authors draw from their own success and experience with different concept mapping methods and software programs.

  18. CONCEPT MAPS: LEARNING AND EVALUATION PROPOSALS

    Edson Coutinho da Silva

    2015-12-01

    Full Text Available Concept maps are graphical tools for organizing and representing knowledge. They are employed in conjunction with a proposal to learn, rather than teach, which goes against Brazil’s conservative educational structure. The object of this study is the concept map and the objective is to introduce seven concept map assessment models in order to make available evaluation instruments and/or constructs to teachers. This theoretical paper has three sections: (a meaningful learning and its contribution to concept maps; (b an analogy between mental and concept maps, and; (c concept map assessment models. There is no attempt to discuss which of the models are more efficient and appropriate to concept map evaluation as no empirical research of any sort was undertaken for testing.

  19. Marketing Strategy: Concepts And Implication

    Tohir Akramov

    2012-03-01

    Full Text Available In today's very competitive marketplace a strategy that insures a consistent approach to offering your product or service in a way that will outsell the competition is critical. However, in concert with defining the marketing strategy you must also have a well defined methodology for the day to day process of implementing it. This research studies contemporary strategy concepts and the methods of its implementation, which is very needed in Uzbek economy.

  20. Concept maps in medical education: an analytical literature review.

    Daley, Barbara J; Torre, Dario M

    2010-05-01

    OBJECTIVES As the medical profession continues to change, so do the educational methods by which medical students are taught. Various authors have acknowledged the need for alternative teaching and learning strategies that will enable medical students to retain vast amounts of information, integrate critical thinking skills and solve a range of complex clinical problems. Previous research has indicated that concept maps may be one such teaching and learning strategy. This article aims to: (i) review the current research on concept maps as a potential pedagogical approach to medical student learning, and (ii) discuss implications for medical student teaching and learning, as well as directions for future research. METHODS The literature included in this review was obtained by searching library databases including ACADEMIC SEARCH, ERIC, EBSCOHost, PsychINFO, PsychARTICLES, PubMed/MEDLINE, CINAHL and EMBASE. This literature review is a summary of both conceptual and empirically published literature on the uses of concept mapping in medical education. RESULTS The 35 studies reviewed here indicate that concept maps function in four main ways: (i) by promoting meaningful learning; (ii) by providing an additional resource for learning; (iii) by enabling instructors to provide feedback to students, and (iv) by conducting assessment of learning and performance. CONCLUSIONS This review provides ideas for medical school faculty staff on the use of concept maps in teaching and learning. Strategies such as fostering critical thinking and clinical reasoning, incorporating concept mapping within problem-based learning, and using concept mapping in group and collaborative learning are identified. New developments in medical education include the use of serial concept maps, concept maps as a methodology to assist learners with lower cognitive competence, and the combination of group concept maps with structured feedback.

  1. Teaching and learning with concept maps.

    Pilcher, Jobeth

    2011-01-01

    Concept maps are teaching and learning tools that incorporate visual and written representations of related information. Nurse educators can employ concept mapping in various situations to promote a deeper level of learning and to improve retention of information among their students. Concept mapping has been suggested as a tool to assist in planning nursing care and developing critical thinking skills, as well as for evaluation of course learning. Evidence indicates that concept maps provide a more authentic assessment of participants' knowledge, understanding, critical thinking, and ability to link concepts than do traditional tests.

  2. Use of concept maps in teaching pedagogy

    Stanislav Bendl

    2010-03-01

    Full Text Available This article deals with the concept mapping method. The method has not yet received much attention in educational publications in the Czech language. The authorsdescribe principles, functions, advantages and limitations of this method and discuss its use in different areas. Use of concept mapping in educational situations is demonstratedon concept maps made by students of Charles University in Prague, Faculty of Education during a course on „Authority in Education“. At the beginning of the course, studentslearned about the concept mapping method and created their first concept map with key concept „teacher authority“. During the course, they studied authority in educationand discussed about their first concept maps with the teacher and other students. At the end of the course, the students tried to improve their maps. The concept map helpedthe students to represent the complexity of the studied issue very clearly. The students said that they were going to use concept mapping in their further study and classworkwith children. The authors show the problematic aspects of creating the maps and also examples of (inappropriately chosen concepts and (cross-links between them.

  3. Concept Mapping: Developing Guides to Literature.

    Leahy, Robert

    1989-01-01

    Concept maps, diagrams that show the relationships among concepts in a piece of writing, can help students travel through literature to destinations that they can identify and defend. The use of concept maps for Ernest Hemingway's "The Old Man and The Sea" and Albert Camus'"The Stranger" is described. (MLW)

  4. Concept Map Assessment for Teaching Computer Programming

    Keppens, Jeroen; Hay, David

    2008-01-01

    A key challenge of effective teaching is assessing and monitoring the extent to which students have assimilated the material they were taught. Concept mapping is a methodology designed to model what students have learned. In effect, it seeks to produce graphical representations (called concept maps) of the concepts that are important to a given…

  5. Concept maps as an assessment tool in a nursing course.

    Hsu, Liling; Hsieh, Suh-Ing

    2005-01-01

    A concept map can be thought of as a scheme representing visual knowledge in the form of a hierarchical graphic network composed of nodes and links. In the complex health environment, it is very important for nursing educators to cultivate in nursing students thinking and judgment skills. Concept mapping is an instructional strategy that requires learners to identify, graphically display, and link key concepts by organizing and analyzing information. Concept maps can be successfully used to teach conceptual thinking, thus increasing students' competence in critical thinking in the modern paradigm. The purpose of this study was to implement concept mapping as a learning strategy in a nursing course and to evaluate students' learning progress through the construction of concept maps based on scenarios. Forty-three students, who had enrolled in a 2-year nursing program and took Nursing I in the fall semester of 2002, were invited to participate in this study, which was approved by the institutional research committee. Written informed consent was obtained from all the students. The class met for 4 hours, once a week, for 16 weeks. Participants were divided into seven groups, and during the course, they were required to complete six concept maps, five of which dealt with physical functions, including activity and rest, fluids and electrolytes, neuroendocrines, sensory-perception, and sexuality. The last map dealt with role functions. All the first drafts of the concept maps received low scores, but the third and following drafts made by all the teams showed improvement. The results of this study indicated that the students developed their concept maps from a linear sequence of concepts at the beginning into a highly integrated web of concepts in the final draft. In this study, despite complaints about the heavy workload and time consumption, the students acquired problem-solving and critical-thinking skills by organizing complex patient data, analyzing concept

  6. Studien zur didaktischen Nutzung von Concept Maps

    Jüngst, Karl Ludwig

    1995-01-01

    In einer ersten Studie wurde geprüft, ob elaborierendes Durcharbeiten von Concept Maps lerneffektiver ist als elaborierendes Durcharbeiten von analogen Texten. Es wurden 13 Exemplare in unterschiedlichen Schulfächern im Sekundarschulwesen durchgeführt. Die Versuchs- Klassen arbeiten Concept Maps zu einem bestimmten Begriff durch, die Kontrollklassen analoge Texte. Die Behaltensleistung auf einfacherem Anforderungsniveau war in den Klassen mit Concept Maps besser als in den Klassen mit Texten....

  7. Mapping Future Education and Training: Group Concept Mapping Study

    Stoyanov, Slavi; Hoogveld, Bert; Kirschner, Paul A.

    2010-01-01

    Stoyanov, S., Hoogveld, A. W. M., & Kirschner, P. A. (2010). Mapping Future Education and Training: Group Concept Mapping Study. Heerlen, The Netherlands: Open University of the Netherlands; EU Forlic project.

  8. Radon mapping strategies in Austria.

    Gruber, V; Ringer, W; Wurm, G; Friedmann, H

    2015-11-01

    According to current European and international recommendations (e.g. by IAEA, WHO and European Union), countries shall identify high radon areas. In Austria, this task was initiated already in the early 1990s, which yielded the first Austrian Radon Potential Map. This map is still in use, updated with recent indoor radon data in 2012. The map is based on radon gas measurements in randomly selected dwellings, normalised to a standard situation. To meet the current (legal) requirements, uncertainties in the existing Austrian radon map should be reduced. A new indoor radon survey with a different sampling strategy was started, and possible mapping methods are studied and tested. In this paper, the methodology for the existing map as well as the planned strategies to improve this map is discussed.

  9. Using Concept Maps to Engage Adult Learners in Critical Analysis

    Yelich Biniecki, Susan M.; Conceição, Simone C. O.

    2016-01-01

    An understanding of learning theories can help adult educators become more effective practitioners and meet the needs of the learners they serve. Adult educators who understand how individuals learn can be better prepared to use effective strategies during the learning process. This article addresses the use of concept maps as a strategy to engage…

  10. Concept mapping instrumental support for problem solving

    Stoyanov, Slavi; Kommers, Piet

    2008-01-01

    The main theoretical position of this paper is that it is the explicit problem-solving support in concept mapping software that produces a stronger effect in problem-solving performance than the implicit support afforded by the graphical functionality of concept mapping software. Explicit problem-so

  11. Mapping Concepts for Learning and Assessment

    Daugherty, Jenny L.; Custer, Rodney L.; Dixon, Raymond A.

    2012-01-01

    Although it is helpful to identify a list of concepts to categorize and communicate the big ideas of engineering, it is important to determine how best to incorporate them into instruction. Concept mapping is a well-established learning and assessment tool that can be used by technology and engineering teachers. Maps can trace levels of…

  12. Which Teaching Strategy Is Better for Enhancing Anti-Phishing Learning Motivation and Achievement? The Concept Maps on Tablet PCs or Worksheets?

    Sun, Jerry Chih-Yuan; Lee, Kuan-Hsien

    2016-01-01

    The purpose of this study is to evaluate the feasibility of the integration of concept maps and tablet PCs in anti-phishing education for enhancing students' learning motivation and achievement. The subjects were 155 students from grades 8 and 9. They were divided into an experimental group (77 students) and a control group (78 students). To begin…

  13. Concept Mapping for Higher Order Thinking

    Susan Marie Zvacek

    2013-02-01

    Full Text Available Engineering education is facing a changing world in which how one thinks is becoming more important than what one thinks; that is, our course content is important but constantly changing and we need to help students learn how to think about that content.Today’s students have grown accustomed to immediate rewards, multi-channel stimuli, and rapid-fire communications.  As a result, they are often impatient and suffer a lack of focus. When reflection is called for in the learning process - a time consuming practice - students may find it difficult to overcome the conflict between their typically speedy management of priorities and the focused, time-intensive thinking required to acquire a strong foundation of declarative knowledge.Therefore, the exploration of tools to facilitate the formation of deep knowledge structures is essential. One instructional strategy that shows promise is the use of concept mapping, a learning activity that requires students to explain their understanding of important ideas and the relationships among those ideas.  This paper describes a pilot project to integrate concept mapping into a Mechanical Engineering Course and the preliminary results of that project.This project has been established within the Working Group of “Tools for Developing High Order Thinking Skills”, of the Portuguese Society for Engineering Education, in which the first author is the leader and the other two co-authors, are working group members

  14. Student learning with concept mapping of care plans in community-based education.

    Hinck, Susan M; Webb, Patricia; Sims-Giddens, Susan; Helton, Caroline; Hope, Kathryn L; Utley, Rose; Savinske, Deborah; Fahey, Elizabeth M; Yarbrough, Sue

    2006-01-01

    Concept mapping, a learning strategy used to understand key concepts and relationships between concepts, has been suggested as a method to plan and evaluate nursing care. The purpose of this study was to empirically test the effectiveness of concept mapping for student learning and the students' satisfaction with the strategy. A quasi-experimental pre- and posttest design was used to examine the content of concept maps of care plans constructed by junior-level baccalaureate students (n = 23) at the beginning and end of a community-based mental health course. Additionally, students completed a questionnaire to self-evaluate their learning and report their satisfaction with concept mapping. Findings indicated that concept mapping significantly improved students' abilities to see patterns and relationships to plan and evaluate nursing care, and most students (21/23) expressed satisfaction in using the strategy. This study supported concept mapping as an additional learning strategy and has extended knowledge in community-based nursing education.

  15. Comparative Effects of Computer-Based Concept Maps, Refutational Texts, and Expository Texts on Science Learning

    Adesope, Olusola O.; Cavagnetto, Andy; Hunsu, Nathaniel J.; Anguiano, Carlos; Lloyd, Joshua

    2017-01-01

    This study used a between-subjects experimental design to examine the effects of three different computer-based instructional strategies (concept map, refutation text, and expository scientific text) on science learning. Concept maps are node-link diagrams that show concepts as nodes and relationships among the concepts as labeled links.…

  16. Group Concept Mapping on Learning Analytics

    Stoyanov, Slavi; Drachsler, Hendrik

    2013-01-01

    Stoyanov, S., & Drachsler, H. (2013, 5 July). Group Concept Mapping on Learning Analytics. Presentation given at Learning Analytics Summer School Institute (LASI) to kickoff the national GCM study on LA, Amsterdam, The Netherlands.

  17. WWW-intensive concept mapping for metacognition

    Stoyanov, Slavi; Kommers, Piet

    2008-01-01

    Stoyanov, S., & Kommers, P. (2006). WWW-intensive concept mapping for metacognition in solving ill-structured problems. International Journal of Continuing Engineering Education and Lifelong Learning, 16(3/4), 297-316.

  18. Promoting Conceptual Understanding via Adaptive Concept Maps

    Moore, Jacob Preston

    2013-01-01

    The purpose of this study is to explore the feasibility and effectiveness of a scalable concept map based navigation system for a digital textbook. A literature review has been conducted to identify possible methods to promote conceptual understanding in the context of a digital textbook, and these hypothesized solutions will be evaluated through a prototype tool. The primary method that has been selected for this study to promote conceptual understanding in textbooks is the concept map. When...

  19. Case-Based Tutoring with Concept Maps

    Sørmo, Frode

    2007-01-01

    The goal of this thesis is to investigate methods for computerized tutoring support that is adapted to the individual student. In particular, we are concerned with providing such assistance to students solving exercises in domains where a complete or accurate problem-solving model is infeasible. We propose to do this by using concept maps as a means for students to model their own knowledge. Combined with results from earlier exercises, the concept map can form a student model that can be use...

  20. Mapping your innovation strategy.

    Anthony, Scott D; Eyring, Matt; Gibson, Lib

    2006-05-01

    In the complex sport of American football, teams rely on playbooks as thick as the Manhattan phone directory. But when it comes to creating innovative growth businesses-which is at least as complicated as professional football--most companies have not developed detailed game plans. Indeed, many managers have concluded that a fog enshrouds the world of innovation, obscuring high-potential opportunities. The authors believe that companies can penetrate that fog by developing growth strategies based on disruptive innovations, as defined by Clayton Christensen. Such innovations conform to a pattern: They offer an entirely new solution; they perform adequately along traditional dimensions and much better along other dimensions that matter more to target customers; and they are not initially appealing to powerful incumbents. Companies can develop customized checklists, or playbooks, by combining this basic pattern with analysis of major innovations in their markets. The key early on is to focus not on detailed financial estimates--which will always guide companies toward the markets most hostile to disruptive innovations--but on how well the innovation fits the pattern of success. It's also crucial to encourage flexibility: Companies must be willing to kill projects that are going nowhere, exempt innovations from standard development processes, and avoid burdening project teams with extra financing, which can keep them heading in the wrong direction. Companies can create competitive advantage by becoming champions at defining the pattern of successful innovations and executing against it. But as that pattern becomes obvious--and others emerge-building a sustainable advantage on innovation competencies will again prove elusive.

  1. Externalising Students' Mental Models through Concept Maps

    Chang, Shu-Nu

    2007-01-01

    The purpose of this study is to use concept maps as an "expressed model" to investigate students' mental models regarding the homeostasis of blood sugar. The difficulties in learning the concept of homeostasis and in probing mental models have been revealed in many studies. Homeostasis of blood sugar is one of the themes in junior high school…

  2. The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning

    Kwon, So Young

    Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher's classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However

  3. Experience of Depression in College Students: A Concept Map.

    Daughtry, Donald; Kunkel, Mark A.

    1993-01-01

    Used concept mapping, alternative methodological approach combining qualitative and quantitative strategies, to clarify scope and interrelations among elements of experience of depression in 78 college students. Whereas participants' experience of depression included affective and somatic symptoms consistent with generally accepted diagnostic…

  4. Mining Concept Maps to Understand University Students' Learning

    Yoo, Jin Soung; Cho, Moon-Heum

    2012-01-01

    Concept maps, visual representations of knowledge, are used in an educational context as a way to represent students' knowledge, and identify mental models of students; however there is a limitation of using concept mapping due to its difficulty to evaluate the concept maps. A concept map has a complex structure which is composed of concepts and…

  5. Developing nurses' critical thinking skills with concept mapping.

    Ferrario, Catherine G

    2004-01-01

    Observations and research in educational and practice settings suggest new nurses are not using critical thinking skills. Teaching strategies traditionally focused on linear modes of thinking--no longer as helpful in today's complex and crisis-driven contexts. Concept mapping has promise of promoting higher levels of thinking and may develop critical thinking--and decision-making skills--in less time and without intensive oversight by staff instructors. A case example is used to demonstrate the design of a concept map.

  6. Framing Experience: Concept Maps, Mind Maps, and Data Collection in Qualitative Research

    Johannes Wheeldon

    2009-09-01

    Full Text Available Traditionally, qualitative data collection has focused on observation, interviews, and document or artifact review. Building on earlier work on concept mapping in the social sciences, the authors describe its use in an exploratory pilot study on the perceptions of four Canadians who worked abroad on a criminal justice reform project. Drawing on this study, the authors argue that traditional definitions of concept mapping should be expanded to include more flexible approaches to the collection of graphic representations of experience. In this way, user-generated maps can assist participants to better frame their experience and can help qualitative researchers in the design and development of additional data collection strategies. Whether one calls these data collection tools concept maps or mind maps, for a generation of visually oriented social science researchers they offer a graphic and participant-centric means to ground data within theory.

  7. An Investigation of the Effectiveness of Concept Mapping on Turkish Students' Academic Success

    Erdogan, Yavuz

    2016-01-01

    This paper investigates the experimental studies which test the effectiveness of the concept mapping instructional strategy compared to the traditional teaching method. Meta-analysis was used to calculate the effect size of the concept mapping strategy on academic success. Therefore, the analysis includes experimental studies conducted in Turkey…

  8. Concept Maps: Practice Applications in Adult Education and Human Resource Development

    Daley, Barbara J.

    2010-01-01

    Concept maps can be used as both a cognitive and constructivist learning strategy in teaching and learning in adult education and human resource development. The maps can be used to understand course readings, analyze case studies, develop reflective thinking and enhance research skills. The creation of concept maps can also be supported by the…

  9. Conceptions of Transitive Maps in Topological Spaces

    M. Nokhas Murad Kaki

    2014-01-01

    Full Text Available The concepts of topological γ-type transitive maps, α-transitive maps, γ-minimal and α-minimal mappings were introduced by Mohammed Nokhas Murad. . In this paper, the relationship between two different notions of transitive maps, namely topological γ-type transitive maps and topological α-type transitive maps has been studied and some of their properties in two topological spaces (X, τγ and (X, τα, τγ denotes the γ –topology(resp. τα denotes the α–topology of a given topological space (X, τ has been investigated.. Also, we have proved that there exists γ- dense orbit in X, where X is locally γ- compact Hausdorff space and τγ has a countable basis Also, I study the relationship between two types of minimal mappings, namely, γ-minimal mapping and α-minimal mapping, and I will prove that the properties of γ-type transitive, γ-mixing and γ-minimal maps are preserved under γr-conjugacy

  10. Motivating Students' Learning Using Word Association Test and Concept Maps

    Z. Kostova

    2010-06-01

    Full Text Available The paper presents the effect of a free word association test, content analysis and concept mapping on students’ achievements in human biology. The free word association test was used for revealing the scientific conceptual structures of 8th grade and 12th grade students, around a stimulus word – human being – and for motivating them to study human biology. The stimulus word retrieved a cluster of associations most of which were based on science education and experience. Associations with the stimulus word were analyzed and classified according to predetermined criteria and structured by means of a concept map. The stimulus word ‘human being’ was quantitatively assessed in order to find out the balance between the associations with its different aspects. On the basis of the results some connections between biology and other sciences studying the human being, were worked out. Each new topic in human biology was studied by using content analysis of the textbook and concept mapping as study tools and thus maintaining students’ motivation. Achievements of students were assessed by means of tests, observation and concept maps evaluation. The obtained data was also valuable in clarifying the complex nature of the human being, and confirming the statement that biology cannot answer all questions, concerning human nature. Inferences were made about the word association test combined with content analysis and concept map construction as an educational strategy.

  11. Using Concept Maps with Trainee Physics Teachers.

    Adamczyk, Peter; Willson, Mike

    1996-01-01

    Describes how the technique of concept mapping can be useful for identifying gaps in preservice teachers' knowledge. Validity of the technique was tested using blind interviews with a representative sample of eight trainees. Has potential as a valuable self-diagnostic tool for teachers teaching outside their area of specialization. (DDR)

  12. Assessing the Structure of a Concept Map

    Giouvanakis, Thanasis; Samaras, Haido; Kehris, Evangelos; Mpakavos, Asterios

    2013-01-01

    This paper presents a framework for the evaluation of concept maps. We focus on supporting the student in dealing with ill-structured and complex problems. We argue that these problems require the application of "the modularity approach." In view of this, the paper describes ways of providing student support for the implementation of…

  13. Promoting Conceptual Understanding via Adaptive Concept Maps

    Moore, Jacob P.

    2013-01-01

    The purpose of this study is to explore the feasibility and effectiveness of a scalable concept map based navigation system for a digital textbook. A literature review has been conducted to identify possible methods to promote conceptual understanding in the context of a digital textbook, and these hypothesized solutions will be evaluated through…

  14. Mapping out the Details: Supporting Struggling Writers' Written Expression with Concept Mapping

    Flanagan, Sara M.; Bouck, Emily C.

    2015-01-01

    Written expression is a key component of the secondary curriculum, but many students struggle to produce effective written expression passages. However, written expression can be supported through prewriting strategies such as concept mapping. Using a counterbalanced group design, 19 secondary students alternated between using paper- or…

  15. Thinking Connections: Concept Maps for Life Science. Book B.

    Burggraf, Frederick

    The concept maps contained in this book (for grades 7-12) span 35 topics in life science. Topics were chosen using the National Science Education Standards as a guide. The practice exercise in concept mapping is included to give students an idea of what the tasks ahead will be in content rich maps. Two levels of concept maps are included for each…

  16. Teaching Biochemical Pathways Using Concept Maps

    Simon Brown

    2013-01-01

    The interesting paper by Dinarvand and Vaisi-Raygan (1) makes valuable points about a particularly challenging aspect of biochemistry learning and teaching. Their work prompts me to ask two questions and make a comment. First, what do the authors mean by a concept map (CM)? A pathway map could be considered a CM, but a CM could cover modes of regulation and kinetics in relation to particular reactions or pathways and there are many other possibilities. Irrespective of this, a CM can get extre...

  17. An Analysis of Prospective Teachers' Knowledge for Constructing Concept Maps

    Subramaniam, Karthigeyan; Esprívalo Harrell, Pamela

    2015-01-01

    Background: Literature contends that a teacher's knowledge of concept map-based tasks influence how their students perceive the task and execute the creation of acceptable concept maps. Teachers who are skilled concept mappers are able to (1) understand and apply the operational terms to construct a hierarchical/non-hierarchical concept map; (2)…

  18. Concept Maps for Evaluating Learning of Sustainable Development

    Shallcross, David C.

    2016-01-01

    Concept maps are used to assess student and cohort learning of sustainable development. The concept maps of 732 first-year engineering students were individually analyzed to detect patterns of learning and areas that were not well understood. Students were given 20 minutes each to prepare a concept map of at least 20 concepts using paper and pen.…

  19. Online Mathematics With Interactive Concept Maps

    Nurminen, Miika; Itkonen, Jonne

    2008-01-01

    There has not been a free and easy-to-use utility to handle both authoring and presentation of large graphs online, especially with mathematical content. On one hand, concept map editors are ideal for authoring graphs, but publishing capabilities may be limited. On the other hand, numerous browsing and layout tools exist for publishing content generated elsewhere. We present a transformation tool Xcm2kg that tries to solve the problem by integrating authoring with IHMC CmapTools t...

  20. Concept maps: linking nursing theory to clinical nursing practice.

    Daley, B J

    1996-01-01

    The purpose of this article is to offer a different methodology for teaching and learning in continuing nursing education and staff development. This article describes a qualitative research study that analyzed how linkages are made between theoretical material and clinical nursing practice. Findings indicate that nursing students did not link the elements of nursing process together, that clinical preparation was not linked to theoretical material, that the meaning students made of the information was different than the instructors' and that concepts from the basic sciences were not incorporated into student meaning structures. Implications for the use of concept maps as an educational strategy in continuing nursing education are drawn.

  1. Mental Mapping: A Classroom Strategy

    Solomon, Les

    1978-01-01

    Examines potential uses of mental maps in the classroom by reviewing research efforts, providing an example of the differences between mental maps of two student groups, and suggesting how to use mental maps in the geography curriculum. Mental mapping (or cognitive mapping) refers to individuals' processes of collecting, storing, and retrieving…

  2. Learning from Concept Mapping and Hypertext: An Eye Tracking Study

    Amadieu, Franck; Salmerón, Ladislao; Cegarra, Julien; Paubel, Pierre-Vincent; Lemarié, Julie; Chevalier, Aline

    2015-01-01

    This study examined the effects of prior domain knowledge and learning sequences on learning with concept mapping and hypertext. Participants either made a concept map in a first step and then read the hypertext's contents combined with concept mapping (high activating condition), or they read the hypertext's contents first and then made a concept…

  3. Mining e-Learning Domain Concept Map from Academic Articles

    Chen, Nian-Shing; Kinshuk; Wei, Chun-Wang; Chen, Hong-Jhe

    2008-01-01

    Recent researches have demonstrated the importance of concept map and its versatile applications especially in e-Learning. For example, while designing adaptive learning materials, designers need to refer to the concept map of a subject domain. Moreover, concept maps can show the whole picture and core knowledge about a subject domain. Research…

  4. Concepts Map Approach in e-Classroom

    Gabriel ZAMFIR

    2012-01-01

    Full Text Available This article is designed as an educational research study focused on e-Classroom as a medium of instruction based on assisted didactics design and teacher assisted learning in order to develop interactive applications, integrating concepts map approach. In this context, the paper proposes a specific conceptual framework applied in a theoretical model, as a base of an analytical framework used in a case study. Such a paradigm defines the classwork as the basic activity of the student which connects the fieldwork and the deskwork, and finally, it develops the basic and specific competencies of the individual according with the educational objectives.

  5. Using concept maps in a nurse internship program.

    Pilcher, Jobeth W

    2009-01-01

    Concept maps are visual representations of how information is interrelated. This innovative educational tool encourages participants to focus on the whole picture and not just on limited parts. This article provides an example of how concept maps were used for assessing knowledge and critical thinking of inexperienced nurses during a specialty internship program. Concept maps were used as a pretest to document baseline knowledge before participants attended the internship program. After completion of didactic training and several weeks of clinical training, concept map posttesting measured knowledge gained during the program. Concept maps provided an authentic assessment of knowledge before and after a specialty internship program.

  6. Concept maps and canonical models in neuropsychiatry.

    Marin-Sanguino, A; del Rosario, R C H; Mendoza, E R

    2009-05-01

    Most bioscientists engage in informal modelling in their research and explicitly document this activity's results in diagrams or "concept maps". While canonical modelling approaches such as Biochemical Systems Theory (BST) immediately allow the construction of a corresponding system of equations, the problem of determining appropriate parameter values remains. Goel et al. introduced Concept Map Modelling (CMM) as a framework to address this problem through an interactive dialogue between experimenters and modellers. The CMM dialogue extracts the experimenters' implicit knowledge about dynamical behaviour of the parts of the system being modelled in form of rough sketches and verbal statements, e.g. value ranges. These are then used as inputs for parameter and initial value estimates for the symbolic canonical model based on the diagram. Canonical models have the big advantage that a great variety of parameter estimation methods have been developed for them in recent years. The paper discusses the suitability of this approach for neuropsychiatry using recent work of Qi et al. on a canonical model of presynaptic dopamine metabolism. Due to the complexity of systems encountered in neuropsychiatry, hybrid models are often used to complement the canonical models discussed here.

  7. Concept Mapping Using Cmap Tools to Enhance Meaningful Learning

    Cañas, Alberto J.; Novak, Joseph D.

    Concept maps are graphical tools that have been used in all facets of education and training for organizing and representing knowledge. When learners build concept maps, meaningful learning is facilitated. Computer-based concept mapping software such as CmapTools have further extended the use of concept mapping and greatly enhanced the potential of the tool, facilitating the implementation of a concept map-centered learning environment. In this chapter, we briefly present concept mapping and its theoretical foundation, and illustrate how it can lead to an improved learning environment when it is combined with CmapTools and the Internet. We present the nationwide “Proyecto Conéctate al Conocimiento” in Panama as an example of how concept mapping, together with technology, can be adopted by hundreds of schools as a means to enhance meaningful learning.

  8. Learning style preference and student aptitude for concept maps.

    Kostovich, Carol T; Poradzisz, Michele; Wood, Karen; O'Brien, Karen L

    2007-05-01

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

  9. Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes

    Somers, Judy L.

    This qualitative study examined seven preservice teachers' perceptions of their science content knowledge, teaching practices, and reflective processes through the use of the metacognitive strategy of concept maps. Included in the paper is a review of literature in the areas of preservice teachers' perceptions of teaching, concept development, concept mapping, science content understanding, and reflective process as a part of metacognition. The key questions addressed include the use of concept maps to indicate organization and understanding of science content, mapping strategies to indicate perceptions of teaching practice, and the influence of concept maps on reflective process. There is also a comparison of preservice teachers' perceptions of concept map usage with the purposes and practices of maps as described by experienced teachers. Data were collected primarily through interviews, observations, a pre and post concept mapping activity, and an analysis of those concept maps using a rubric developed for this study. Findings showed that concept map usage clarified students' understanding of the organization and relationships within content area and that the process of creating the concept maps increased participants' understanding of the selected content. The participants felt that the visual element of concept mapping was an important factor in improving content understanding. These participants saw benefit in using concept maps as planning tools and as instructional tools. They did not recognize the use of concept maps as assessment tools. When the participants were able to find personal relevance in and through their concept maps they were better able to be reflective about the process. The experienced teachers discussed student understanding and skill development as the primary purpose of concept map usage, while they were able to use concept maps to accomplish multiple purposes in practice.

  10. Using Concept Maps to Teach a Nanotechnology Survey Short Course

    Moyses, David D.; Rivet, Jennifer L.; Fahlman, Bradley D.

    2010-01-01

    We describe the use of concept maps within a 4-week nanotechnology survey course, designed for first-year undergraduate students. Because of the extremely short time frame of the class, students would be inundated with an overwhelming number of new concepts and definitions. Hence, we employed concept mapping to increase student retention and…

  11. Incorporating Concept Mapping in Project-Based Learning: Lessons from Watershed Investigations

    Rye, James; Landenberger, Rick; Warner, Timothy A.

    2013-06-01

    The concept map tool set forth by Novak and colleagues is underutilized in education. A meta-analysis has encouraged teachers to make extensive use of concept mapping, and researchers have advocated computer-based concept mapping applications that exploit hyperlink technology. Through an NSF sponsored geosciences education grant, middle and secondary science teachers participated in professional development to apply computer-based concept mapping in project-based learning (PBL) units that investigated local watersheds. Participants attended a summer institute, engaged in a summer through spring online learning academy, and presented PBL units at a subsequent fall science teachers' convention. The majority of 17 teachers who attended the summer institute had previously used the concept mapping strategy with students and rated it highly. Of the 12 teachers who continued beyond summer, applications of concept mapping ranged from collaborative planning of PBL projects to building students' vocabulary to students producing maps related to the PBL driving question. Barriers to the adoption and use of concept mapping included technology access at the schools, lack of time for teachers to advance their technology skills, lack of student motivation to choose to learn, and student difficulty with linking terms. In addition to mitigating the aforementioned barriers, projects targeting teachers' use of technology tools may enhance adoption by recruiting teachers as partners from schools as well as a small number that already are proficient in the targeted technology and emphasizing the utility of the concept map as a planning tool.

  12. Semantic Mapping: A Study Skills Strategy.

    Schewel, Rosel

    1989-01-01

    A discussion of semantic mapping, a strategy to enhance comprehension and memory based on schema theory, describes the origins of the technique, research in the past decade, and procedures used to teach it. (MSE)

  13. Strategy and Quality Maps in Higher Education

    Kettunen, Juha

    2011-01-01

    The purpose of this study is to investigate the integration of strategic management and quality assurance in higher education. The study presents how the value chain can be described in the strategy and quality maps, which are, respectively graphical representations of the strategic plan and the quality assurance system. The quality map is a new…

  14. Concept mapping: a tool for improving patient care.

    Aberdeen, Suzanne

    2015-07-29

    This article reviews the use of concept mapping as a person-centred problem-solving aid to assessment, risk management, care evaluation and care planning for nurses. Concept maps are diagrams that are used to organise, represent and create knowledge, and provide a useful framework for critical analysis and problem solving. Concept mapping is discussed and demonstrated in relation to improving the quality of care for patients and as a tool for clinical leadership and teamwork. The benefits of concept mapping for patients' wellbeing and safety, staff satisfaction and team learning are evidenced.

  15. What's in a Word? Concept mapping: a graphical tool to reinforce learning of epidemiological concepts.

    Berglund, Anita

    2015-12-01

    Epidemiology is founded on central concepts and principles, essential for conducting, reporting and critically assessing epidemiological studies. Definitions of the many concepts used in the field can be found in textbooks and via the Dictionary of Epidemiology. However, central epidemiological concepts are labelled and used in multiple ways, leading to potential misunderstanding when communicating in different fora. The aim here is to describe collaborative concept mapping, and illustrate how it can be used in teaching and learning epidemiology. Concept mapping is a cognitive technique that is widely used in the education of medical and allied health professions as a tool for critical thinking, and to assimilate new knowledge, but it is still under-utilised in epidemiology. A specific concept map is defined by the aim and question in focus; it is thus framed by a context. The concept map is constructed using a set of concepts (nodes) that are linked with arrows or lines (links). Words and phrases (connective terms) are used to explain relationships between the concepts linked. Different domains can be interconnected by linking concepts in different areas (cross-links). The underlying structure of knowledge is often complex, and consequently concept maps can be constructed using different topological features. Here we provide an illustrative example of concept mapping, based on a set of 'basic' concepts introduced in a doctoral course in epidemiology. In summary, concept mapping is a compelling, active learning tool, which can promote shared deeper knowledge of concepts and their complex interconnections, thereby facilitating a better understanding of epidemiological research.

  16. [Software CMAP TOOLS ™ to build concept maps: an evaluation by nursing students].

    Ferreira, Paula Barreto; Cohrs, Cibelli Rizzo; De Domenico, Edvane Birelo Lopes

    2012-08-01

    Concept mapping (CM) is a teaching strategy that can be used to solve clinical cases, but the maps are difficult to write. The objective of this study was to describe the challenges and contributions of the Cmap Tools® software in building concept maps to solve clinical cases. To do this, a descriptive and qualitative method was used with junior nursing students from the Federal University of São Paulo. The teaching strategy was applied and the data were collected using the focal group technique. The results showed that the software facilitates and guarantees the organization, visualization, and correlation of the data, but there are difficulties related to the handling of its tools initially. In conclusion, the formatting and auto formatting resources of Cmap Tools® facilitated the construction of concept maps; however, orientation strategies should be implemented for the initial stage of the software utilization.

  17. Comment on "Retrieval practice produces more learning than elaborative studying with concept mapping".

    Mintzes, Joel J; Canas, Alberto; Coffey, John; Gorman, James; Gurley, Laine; Hoffman, Robert; McGuire, Saundra Y; Miller, Norma; Moon, Brian; Trifone, James; Wandersee, James H

    2011-10-28

    Karpicke and Blunt (Reports, 11 February 2011, p. 772) reported that retrieval practice produces greater gains in learning than elaborative studying with concept mapping and concluded that this strategy is a powerful way to promote meaningful learning of complex concepts commonly found in science education. We question their findings on methodological and epistemological grounds.

  18. Teaching Biochemical Pathways Using Concept Maps

    Simon Brown

    2013-08-01

    Full Text Available The interesting paper by Dinarvand and Vaisi-Raygan (1 makes valuable points about a particularly challenging aspect of biochemistry learning and teaching. Their work prompts me to ask two questions and make a comment. First, what do the authors mean by a concept map (CM? A pathway map could be considered a CM, but a CM could cover modes of regulation and kinetics in relation to particular reactions or pathways and there are many other possibilities. Irrespective of this, a CM can get extremely complex if more than a few concepts are involved (2, as can be seen in examples given by Novak (3. This is the fundamental problem of teaching and learning biochemistry (4, which combines the network of pathways, compartmentation, macromol¬ecular structure, regulation, kinetics and some fairly sophisticated chemical concepts.Second, how did the students go about preparing CMs? My experience is that students prefer to use a computer for most tasks, but standard CM software (5 may not be suitable. For example, they often struggle unnec¬essarily to use software to prepare a graphical summary of the structural features of a protein, its precursors and the gene encoding it. This distracts them from the material. My suggestions that pencil and paper might be sufficient are usually met with amazement. Third, as Dinarvand and Vaisi-Raygan (1 make clear, a coherent summary of the metabolism considered in a course in metabolic biochemistry is crucial if students are to appreciate the pathways and their interconn-ection and regulation. For many years I have used an approach in which students collaborate in tutorials to achieve this. The sessions are usually initiated by me drawing the plasma membrane and the mitochondrial membranes on a large board and inviting the students to fill in the blanks (I provide large sheets of paper so that students can make copies. With coaxing, someone volunteers and I explain that the volunteer is not alone because everyone is

  19. The Cartographic Concept of the Image Map

    Vozenilek, V.; Belka, L.

    2016-06-01

    Image maps have become very popular and frequently produced cartographical outputs during recent years. However, the unambiguous terminology, definitions, content and appearance specification have not been widely researched. The paper deals with the new definition of image map, its components delineation, and basic classification. The authors understand the image map as a special map portraying geographic space in a particular cartographical projection and map scale, where its content consists of two basic components - image and symbol components. Image component is represented by remote sensing image(s), while symbol component is represented by cartographical symbols. An image map has to have three essential attributes: cartographical projection, map scale and symbol component by means of map language. The authors also present aspects of topographic and thematic image maps.

  20. Concept mapping as learning tool in problem-oriented learning

    Fürstenau, B.; Kneppers, L.; Sánchez, J.; Cañas, A.J.; Novak, J.D.

    2010-01-01

    In two studies we investigated whether concept mapping or summary writing is more effective in supporting students’ learning from authentic problems in the field of business. We interpret concept mapping and summary writing as elaboration tools aiming at helping students to understand new informatio

  1. Concept Mapping Improves Metacomprehension Accuracy among 7th Graders

    Redford, Joshua S.; Thiede, Keith W.; Wiley, Jennifer; Griffin, Thomas D.

    2012-01-01

    Two experiments explored concept map construction as a useful intervention to improve metacomprehension accuracy among 7th grade students. In the first experiment, metacomprehension was marginally better for a concept mapping group than for a rereading group. In the second experiment, metacomprehension accuracy was significantly greater for a…

  2. PowerPoint and Concept Maps: A Great Double Act

    Simon, Jon

    2015-01-01

    This article explores how concept maps can provide a useful addition to PowerPoint slides to convey interconnections of knowledge and help students see how knowledge is often non-linear. While most accounting educators are familiar with PowerPoint, they are likely to be less familiar with concept maps and this article shows how the tool can be…

  3. Can Elementary Students Gather Information from Concept Maps?

    Marulcu, Ismail; Karakuyu, Yunus; Dogan, Mevlut

    2013-01-01

    In this study, we investigated whether concept maps were used as often and as effectively in elementary science and technology classrooms as recommended by the National Ministry of Education (MEB) in the new curricula in Turkey. In the new elementary science and technology curricula, the MEB provides a general concept map for each unit. We used…

  4. Collaborative Concept Mapping Activities in a Classroom Scenario

    Elorriaga, J. A.; Arruarte, A.; Calvo, I.; Larrañaga, M.; Rueda, U.; Herrán, E.

    2013-01-01

    The aim of this study is to test collaborative concept mapping activities using computers in a classroom scenario and to evaluate the possibilities that Elkar-CM offers for collaboratively learning non-technical topics. Elkar-CM is a multi-lingual and multi-media software program designed for drawing concept maps (CMs) collaboratively. Concept…

  5. Effects of Concept Mapping on Creativity in Photo Stories

    Simper, Natalie; Reeve, Richard; Kirby, J. R.

    2016-01-01

    This research tested the use of concept map planning to support the development of creativity in photo stories, hypothesizing that skills taught to support organization would improve creativity. Concept maps are a type of graphic organizer, used to represent an ordering of ideas with nodes and linking words that form propositional statements. They…

  6. Learning from Animated Concept Maps with Concurrent Audio Narration

    Nesbit, John C.; Adesope, Olusola O.

    2011-01-01

    An animated concept map is a presentation of a network diagram in which nodes and links are sequentially added or modified. An experiment compared learning from animated concept maps and text by randomly assigning 133 undergraduates to study 1 of 4 narrated animations presenting semantically equivalent information accompanied by identical audio…

  7. Concept Mapping Revisited: Nurturing Children's Writing Skills in Science

    Isabelle, Aaron

    2015-01-01

    Concept mapping has long been used an assessment tool by educators to illustrate students' conceptual development of a topic over time. In this article, we chronicle the use of concept maps in a language arts environment. Focusing on a literacy tutoring program for struggling readers/writers centered on hands-on science experiments, we explain how…

  8. Animated and Static Concept Maps Enhance Learning from Spoken Narration

    Adesope, Olusola O.; Nesbit, John C.

    2013-01-01

    An animated concept map represents verbal information in a node-link diagram that changes over time. The goals of the experiment were to evaluate the instructional effects of presenting an animated concept map concurrently with semantically equivalent spoken narration. The study used a 2 x 2 factorial design in which an animation factor (animated…

  9. Concept Maps: An Alternative Methodology to Assess Young Children

    Atiles, Julia T.; Dominique-Maikell, Nikole; McKean, Kathleen

    2014-01-01

    The authors investigated the utility and efficacy of using concepts maps as a research tool to assess young children. Pre- and post- concept maps have been used as an assessment and evaluation tool with teachers and with older students, typically children who can read and write; this article summarizes an investigation into the utility of using…

  10. Designing a Multichannel Map Service Concept

    Hanna-Marika Halkosaari

    2013-01-01

    Full Text Available This paper introduces a user-centered design process for developing a multichannel map service. The aim of the service is to provide hikers with interactive maps through several channels. In a multichannel map service, the same spatial information is available through various channels, such as printed maps, Web maps, mobile maps, and other interactive media. When properly networked, the channels share a uniform identity so that the user experiences the different channels as a part of a single map service. The traditional methods of user-centered design, such as design probes, personas, and scenarios, proved useful even in the emerging field of developing multichannel map services. The findings emphasize the need to involve users and multidisciplinary teams in the conceptual phases of designing complex services aimed at serving various kinds of users.

  11. DEVELOPING A STRATEGY CONCEPT ON MICRO LEVELS

    S. P. Burlankov

    2014-01-01

    Full Text Available Relevance of the topic of the study is that the conflicting tendencies of economic development, the need to consider a variety of factors internal and external environment in a changing operating environment in the paramount problem of providing concept enterprises as concept distributed in time. Variety of factors that influence the activity of enterprises, the ambiguity estimates of their effect, often lack the possibility of their accounting and forecasting, the complication of the problem to identify the interdependence of external and internal parameters of management lead to serious negative consequences, and often to the destruction of production and the economic system. This raises the need to develop new approaches and management techniques the intra interaction, based on the use of tools of market relations and the transformation of the elements of the market at the enterprise level. Insufficiently complete theoretical study concept issues, lack of models, diagrams, algorithms for the formation mechanism of industrial relations on the principles of intra-enterprise, ensuring longevity economic enterprises by integrating and mobilizing intra-building, deter-mined the choice of the research topic. Strategy - an integrated model of action designed to achieve the objectives of the enterprise. Content of the strategy is a set of decision rules used to determine the main directions of activity. In the literature on strategic planning, there are two opposing views on the understanding of the strategy. In the first case the strategy - it is a concrete long-term plan to achieve a certain goal, and develop a strategy - it is the process of finding a purpose and making long-term plan. This approach is based on the fact that all the emerging changes are predictable, occur-ring in the environment of the processes are deterministic and amenable to complete control and management. At the same time, both within the organization and outside it there

  12. Mapping Concepts of Agency in Educational Contexts.

    Matusov, Eugene; von Duyke, Katherine; Kayumova, Shakhnoza

    2016-09-01

    The purpose of this conceptual paper is to explore and map the "espoused theories" (Argyris and Schön 1978) of agency used in educational contexts. More precisely, we limit the focus on the normative view of student agency assumed within dominant school practices, desired by educational practitioners, leaving out non-normative emerging agencies such as student agency of resistance. Agency is a "tricky" concept, and often scholars who use the concept of agency do not define or operationalize it (e.g., Archer 2000). One reason is that there is no consensus among scholars about the notion of agency, especially when applied to educational contexts (Hitlin and Elder Sociological Theory, 25 (2), 170-191, 2007). Moreover, the recent neoliberal framing of individuals' agency as fully autonomous, flexible, and self-entrepreneur is adding the dilemma of agency manipulation in the sphere of education (Gershon 2011; Sidorkin 2004). To tackle this dilemma in educational contexts, we suggest to further interrogating the normative notion of agency in all its modes and develop a more nuanced conceptualization. We hope that such conceptualization would produce an understanding of the diverse manifestations and definitions of agency within a human ideal, educational content, behaviors, and social settings. We observed diverse uses of the normative term "agency" in educational discourse. We examined the term as used by researchers and practitioners. We also looked at the different ways it has been used in philosophical discussions of education, political framing of the civic role of schooling, disciplinary policy statements, school mission statements, and in everyday common use. It is worthy to note that our categorization of the use and meaning of the normative term "agency" depends on the scholars' epistemological paradigmatic assumptions, socio-political and historical situatedness, and ontological projects being translated into diverse scholarships of education. As a result of

  13. Using Concept Mapping to Enhance the Research Interview

    Ian M. Kinchin BSc, MPhil, PhD, CBiol, FSB.

    2010-03-01

    Full Text Available In this paper the authors report the use of concept mapping as a means of summarizing interview transcripts in the study of the information-seeking behavior of employees in an organization. Concept mapping differs from traditional methods of textual coding for interview analysis by making underlying cognitive structures transparent and giving a focus to the sets of propositions by which individuals construct meaning. Concept map structure correlates with the perceived richness of interview data. They provide quick summaries of the interview quality and may help to identify topics for further probing to elicit new information. In this study rich interviews provide complex concept map structures, whereas less successful interviews provide simpler, spoke structures. Issues in using concept maps with research interviews are discussed, including use as a retrospective interview probe, as a check on evidence saturation, as a form of data display or as a form of creative coding.

  14. CONCEPT MAPS – IMPROVEMENT TOOL FOR ACCOUNTING INFORMATION

    Oana DRĂGAN

    2014-12-01

    Full Text Available Concept maps, viewed as an innovative method for learning and evolution, are used to synthesize the knowledge of the participants to the learning process and are based on the main concepts and the relationship between them. They offer a visual representation of the information held by an individual, caught through his ability to synthesize the notions/the key concepts. The current study intends to show the importance and efficiency of using the concept maps in economics, especially in the accounting department, a method designed to settle the learning process and, also, to offer a sustainable value. The current empirical study is based on the manner in which the accounting knowledge is displayed by a sample group of 19 practitioners. The originality, the relevance of the concept maps method is underlined by the idea of the practitioners creating their own concept maps designed to point out the importance of the cognitive structure when describing the relationships between different accounting principles.

  15. Understanding of earth and space science concepts: Strategies for concept building in elementary teacher preparation

    Bulunuz, Nermin

    Research on conceptual change provides strong evidence that not only children but also many adults have incorrect or incomplete understanding of science concepts. This mixed methods study was concerned with preservice and inservice teachers' understanding of six earth and space science concepts commonly taught in elementary school: reasons for seasons, phases of the moon, reasons for the wind, the rock cycle, soil formation, and earthquakes. The first part of the study determined and compared the level of conceptual understanding held by both groups on topics they will need to teach in the Georgia Performance Standards [GPS]. The second part focused on whether readings or hands-on learning stations, in some cases combined with concept mapping, improves preservice teachers' understanding of these concepts. The third part described the application of conceptual change strategies of one group of preservice teachers during their field placements. The overall sample was two cohorts of preservice teachers, one cohort of preservice teachers from an alternative initial certification program, and two masters' cohorts consisting of inservice teachers. Four data sources were: a six item open-ended survey, concept maps, the field assignments, and the researcher's field notes. Rubrics were used to score answers to each survey question. Concept map scores were calculated based on the criteria developed by Novak and Gowin (1984). The first part of the study shows that both preservice and inservice teachers have low conceptual understanding of the earth science concepts taught in elementary school. Independent samples t-tests results indicate that both groups have similar understanding about these concepts. A two way ANOVA with repeated measures analysis demonstrated that readings and learning stations are both successful in building preservice teacher's understanding and that benefits from the hands-on learning stations approached statistical significance. A paired samples t

  16. Concept Maps Applied to Mars Exploration Public Outreach

    Briggs, Geoffrey; Canas, Alberto; Shamma, David; Scargle, Jeffrey; Novak, Joseph

    2004-01-01

    This paper describes CMEX Mars, an effort in the creation of a comprehensive set of concept maps to describe all aspects of Mars exploration. These concept maps, created using the CmapTools software developed by the Institute for Human and Machine Cognition, are available on the Internet at http:/cmex.arc.nasa.gov/CMEX and are linked among themselves as well as to resources on the Internet. The work described took place mainly between 1998 and 2001 and combined the goals of: 1) developing a library of concept maps for educational outreach while also 2) refining the capabilities of the software used to create the interactive maps and 3) making them available on the Internet. Here we focus on the library of Mars exploration concept maps that has been created.

  17. Heliophysics Concept Maps for Education and Public Outreach

    Nichols-Yehling, M.; Ali, N. A.; Paglierani, R.; Mendez, B. J.

    2014-07-01

    The NASA Science Mission Directorate Heliophysics Science Education and Public Outreach Forum team has created a set of Heliophysics Concept Maps. The concepts are based on content related to the three major questions in the NASA Heliophysics Science Roadmap: What causes the Sun to vary? How do the Earth and the heliosphere respond? What are the impacts on humanity? These maps tie into the AAAS Project 2061 Benchmarks for Scientific Literacy, a set of K-12 learning goals that are widely used by education professionals for curriculum development and program planning. The purpose of this effort was to identify key concepts related to heliophysics and map their progression to show how students' understanding of heliophysics might develop from kindergarten through higher education. This effort creates more comprehensive maps specific to heliophysics that provide content at a deeper level than what is in the existing Benchmarks. It also extends the concept maps to higher education, an audience not included in the Benchmarks.

  18. Concept Mapping as a Learning Tool in Occupational Therapy Education.

    Grice, Kimatha

    2016-07-01

    This paper describes concept mapping and its use as a teaching and learning tool in an entry level occupational therapy program. In order for students to demonstrate their mastery of the concepts associated with a particular topic or body of knowledge, assignments involving concept maps were developed and used in two courses in an entry level occupational therapy program. Students were then surveyed about their perceptions and attitudes regarding the assignments. Students found the process of creating concept maps valuable to their learning of the content and the majority also enjoyed the process as a learning activity. The use of concept mapping as a way to encourage independent, individualized, and student-centered learning is discussed.

  19. Integrating Concept Mapping and the Learning Cycle To Teach Diffusion and Osmosis Concepts to High School Biology Students.

    Odom, Arthur L.; Kelly, Paul V.

    2001-01-01

    Explores the effectiveness of concept mapping, the learning cycle, expository instruction, and a combination of concept mapping/learning cycle in promoting conceptual understanding of diffusion and osmosis. Concludes that the concept mapping/learning cycle and concept mapping treatment groups significantly outperformed the expository treatment…

  20. Using the Concept Attainment Strategy to Enhance Reading Comprehension

    Boulware, Beverly J.; Crow, Mary Lynn

    2008-01-01

    The Concept Attainment Strategy is an instructional technique proposed by Jerome Bruner that targets the "big idea" or concept underlining concrete or abstract examples. This strategy focuses on the developing comprehension of words and ideas associated with a concept rather than on its name or what the concept is called. Specifically it develops…

  1. Concept maps as network data: analysis of a concept map using the methods of social network analysis.

    McLinden, Daniel

    2013-02-01

    Concept mapping is a method that creates a visual representation that illustrates the thoughts, ideas, or planned actions that arise from a group of stakeholders on a particular issue. Social network analysis is a method that likewise creates a visual representation of data; a network map typically represents people and the connections, or lack thereof, between these people regarding a particular issue. While the goals of these two methods differ, the underlying data structures are similar; a network of relationships between data elements. Social network analysis is explored here as a supplement to concept mapping. A secondary analysis of a concept map to define to leadership needs was conducted using social network analysis. The methods and the implications for supplementing the analysis of concept maps and debriefing results with stakeholders are discussed.

  2. Conception and realization of a living map

    Taladoire, Gilles; Lille, Didier

    1998-05-01

    Our objective is to obtain a 'living map' in which the traditional elements of a map are not static but can evolve in real time and interact. We therefore developed a system with a graphic interface allowing simulations to be constructed and both natural and man-induced phenomena to be monitored in real time. For this system, we coupled an expert system and an image processing system specialized in Remote Sensing. These two components accept many kind of data (aerial photographs, satellite pictures, maps, digital elevation models, . . .) and interact in real time. The system is built with four levels and uses an object methodology. It works according to the semantic wealth of the handled objects. The hierarchy of handled graphic objects essentially includes the geo- referenced objects and the 'maps' objects. Our prototype uses the object-oriented expert system of Gensym 'G2' and the graphic visualization system developed by Latical, 'Visiter.' An example will be presented.

  3. A Network Analysis of Concept Maps of Triangle Concepts

    Haiyue, Jin; Khoon Yoong, Wong

    2010-01-01

    Mathematics educators and mathematics standards of curriculum have emphasised the importance of constructing the interconnectedness among mathematic concepts ("conceptual understanding") instead of only the ability to carry out standard procedures in an isolated fashion. Researchers have attempted to assess the knowledge networks in students'…

  4. Impact of a concept map teaching approach on nursing students' critical thinking skills.

    Kaddoura, Mahmoud; Van-Dyke, Olga; Yang, Qing

    2016-09-01

    Nurses confront complex problems and decisions that require critical thinking in order to identify patient needs and implement best practices. An active strategy for teaching students the skills to think critically is the concept map. This study explores the development of critical thinking among nursing students in a required pathophysiology and pharmacology course during the first year of a Bachelor of Science in Nursing in response to concept mapping as an interventional strategy, using the Health Education Systems, Incorporated critical thinking test. A two-group experimental study with a pretest and posttest design was used. Participants were randomly divided into a control group (n = 42) taught by traditional didactic lecturing alone, and an intervention group (n = 41), taught by traditional didactic lecturing with concept mapping. Students in the concept mapping group performed much better on the Health Education Systems, Incorporated than students in the control group. It is recommended that deans, program directors, and nursing faculties evaluate their curricula to integrate concept map teaching strategies in courses in order to develop critical thinking abilities in their students.

  5. The World Karst Aquifer Mapping project: concept, mapping procedure and map of Europe

    Chen, Zhao; Auler, Augusto S.; Bakalowicz, Michel; Drew, David; Griger, Franziska; Hartmann, Jens; Jiang, Guanghui; Moosdorf, Nils; Richts, Andrea; Stevanovic, Zoran; Veni, George; Goldscheider, Nico

    2017-01-01

    Karst aquifers contribute substantially to freshwater supplies in many regions of the world, but are vulnerable to contamination and difficult to manage because of their unique hydrogeological characteristics. Many karst systems are hydraulically connected over wide areas and require transboundary exploration, protection and management. In order to obtain a better global overview of karst aquifers, to create a basis for sustainable international water-resources management, and to increase the awareness in the public and among decision makers, the World Karst Aquifer Mapping (WOKAM) project was established. The goal is to create a world map and database of karst aquifers, as a further development of earlier maps. This paper presents the basic concepts and the detailed mapping procedure, using France as an example to illustrate the step-by-step workflow, which includes generalization, differentiation of continuous and discontinuous carbonate and evaporite rock areas, and the identification of non-exposed karst aquifers. The map also shows selected caves and karst springs, which are collected in an associated global database. The draft karst aquifer map of Europe shows that 21.6% of the European land surface is characterized by the presence of (continuous or discontinuous) carbonate rocks; about 13.8% of the land surface is carbonate rock outcrop.

  6. The use and perceptions of concept mapping as a learning tool by dietetic internship students and preceptors.

    Molaison, Elaine Fontenot; Taylor, Kimberly A; Erickson, Dawn; Connell, Carol Lawson

    2009-01-01

    Critical thinking and problem solving skills are currently emphasis areas in the education of allied health professionals. Use of concept maps to teach these skills have been utilized primarily in nursing and medical education, but little has been published about their use in dietetics education. Therefore the purpose of this study was to evaluate the potential efficacy of concept mapping as a learning tool for nutrition assessment among dietetic interns and its acceptability by internship preceptors. Nineteen dietetic interns and 31 preceptors participated in a quasi-experimental pre-/post-design in which the concept mapping strategy was taught as a replacement for the traditional nutrition care plan. The pre-concept map mean score was significantly lower than the post-concept mean score (28.35 vs. 117.96; p=0.001) based on the Student t-test, thus indicating improved critical thinking skills as evidenced through concept mapping. Overall students' perceptions of concept mapping as a teaching-learning method were more positive than the preceptors' perceptions. In conclusion, internship preceptors and dietetic interns perceived concept mapping as effective in assisting interns to engage in critical thinking, to problem solve, and understand relationships among medical nutrition therapy concepts. However, preceptors had more negative attitudes toward concept mapping than the dietetic interns related to time and effort to complete and evaluate the concept map.

  7. Concept maps and nursing theory: a pedagogical approach.

    Hunter Revell, Susan M

    2012-01-01

    Faculty seek to teach nursing students how to link clinical and theoretical knowledge with the intent of improving patient outcomes. The author discusses an innovative 9-week concept mapping activity as a pedagogical approach to teach nursing theory in a graduate theory course. Weekly concept map building increased student engagement and fostered theoretical thinking. Unexpectedly, this activity also benefited students through group work and its ability to enhance theory-practice knowledge.

  8. Concept Maps for Teaching, Learning, and Assessment in Electronics

    Valery Vodovozov

    2015-01-01

    Full Text Available The paper describes how to employ the concept mapping technology in engineering education in the field of Electronics. The overall knowledge domain ontology in the field is shown. It is underlined that the concept maps serve as a suitable tool to support instructors in promoting students’ comprehension of the studying material and in improving their understanding of new concepts. Introduction of an original educational thesaurus is proposed. Such a thesaurus helps learners to see what they have acquired from the lessons. It supports them in making connections between new and prior concepts and reinforces knowledge integration by such a promotion. The developed concept maps are regarded as a valuable instrument of many assessment procedures. They represent learners’ knowledge providing informative and reflective feedbacks tailored to learners’ personal styles and requests.

  9. Using Online Concept Mapping with Peer Learning to Enhance Concept Application

    Chang, Shujen L.; Chang, Yegmin

    2008-01-01

    This study used an online concept mapping activity (CMA) featuring peer learning to enhance learning achievement in concept application. Ninety-seven graduate students participated in this study. The students who participated in the online CMA could later apply the concepts with significantly higher performance and greater fidelity than those who…

  10. Different applications of concept maps in Higher Education

    Amparo Bes Piá

    2011-04-01

    Full Text Available Purpose: The aim of this work is to show different applications of concept maps in higher education, concretely in qualifications of the Polytechnic University of Valencia. Design/methodology/approach: Different methodologies have been used depending on the application of concept maps: as evaluation tool, as knowledge organizing tool, and as meaningful learning tool.Findings: Students consider the concept maps useful principally to select key ideas, to achieve a comprehensive view of the lesson, and to bring up the subject. Moreover, concept maps promote the meaningful and active learning, help students to understand, follow-up, and learn subjects with a high load of contents.Research limitations/implications: The most important limitation is the use of the concept maps in subjects with a high number of students.Practical implications: The realization of concept maps allows the student to develop generic competences.Originality/value: The originality of this work is to show how a same tool can be used in different subjects of different qualifications.

  11. What Do Pre-Service Physics Teachers Know and Think about Concept Mapping?

    Didis, Nilüfer; Özcan, Özgür; Azar, Ali

    2014-01-01

    In order to use concept maps in physics classes effectively, teachers' knowledge and ideas about concept mapping are as important as the physics knowledge used in mapping. For this reason, we aimed to examine pre-service physics teachers' knowledge on concept mapping, their ideas about the implementation of concept mapping in physics…

  12. The Effectiveness of Concept Maps in Teaching Physics Concepts Applied to Engineering Education: Experimental Comparison of the Amount of Learning Achieved with and without Concept Maps

    Martinez, Guadalupe; Perez, Angel Luis; Suero, Maria Isabel; Pardo, Pedro J.

    2013-01-01

    A study was conducted to quantify the effectiveness of concept maps in learning physics in engineering degrees. The following research question was posed: What was the difference in learning results from the use of concept maps to study a particular topic in an engineering course? The study design was quasi-experimental and used a post-test as a…

  13. Concept Maps as a Tool for Teaching Organic Chemical Reactions.

    Šket, Barbara; Aleksij Glažar, Saša; Vogrinc, Janez

    2015-01-01

    The purpose of the research was to establish the impact of the application of a concept map in chemistry lessons on the effective solving of tasks with organic reactions content. In the first phase of the research, a concept map was produced representing the reactions of hydrocarbons, organic halogenated compounds and organic oxygen compounds, and in the second phase the produced concept map was introduced in lessons. Its impact was tested on a sample consisting of 186 students (average age of 17.8 years), who were divided into a control group (88 students) and an experimental group (98 students). Prior to the experiment, the two groups were equalised in terms of their level of development of formal logical thinking and their average grade in chemistry. A knowledge test, consisting of five problem tasks comprising multiple parts, was used as a quantitative instrument for measuring the impact of the applied concept map. The content of the knowledge test was selected on the basis of the chemistry lesson plan (reactions of organic oxygen compounds) for general upper secondary schools (in Slovenian: gimnazije). An analysis of the task solving showed statistically significant differences in the responses of the experimental group members and the control group members (experimental group M = 15.9; SD = 6.33; control group M = 13.6; SD = 7.93; p = 0.03). The produced concept map contributed to the more effective interrelation of concepts and, consequently, to more effective problem task solving.

  14. The Impact of Concept Mapping on EFL Learners' Critical Thinking Ability

    Khodadady, Ebrahim; Ghanizadeh, Afsaneh

    2011-01-01

    The present study investigated the influence of concept mapping as a post-reading strategy on EFL learners' critical thinking ability. The study utilized a pretest-posttest control and experimental group design. To do so, thirty six EFL learners at upper intermediate and advanced levels were randomly assigned to experimental (n=18) and control…

  15. Remediating High School Students' Misconceptions Concerning Diffusion and Osmosis through Concept Mapping and Conceptual Change Text.

    Tekkaya, Ceren

    2003-01-01

    Investigates the effectiveness of combining conceptual change text and concept mapping strategies on students' understanding of diffusion and osmosis. Results indicate that while the average percentage of students in the experimental group holding a scientifically correct view rose, the percentage of correct responses in the control group…

  16. Enhancing medical research efficiency by using concept maps.

    Gurupur, Varadraj P; Kamdi, Amit S; Tuncer, Tolga; Tanik, Murat M; Tanju, Murat N

    2011-01-01

    Even with today's advances in technology, the processes involved in medical research continue to be both time consuming and labor intensive. We have built an experimental integrated tool to convert the textual information available to the researchers into a concept map using the Web Ontology Language as an intermediate source of information. This tool is based on building semantic models using concept maps. The labor-intensive sequence of processes involved in medical research is suitably replaced by using this tool built by a suitable integration of concept maps and Web Ontology Language. We analyzed this tool by considering the example of linking vitamin D deficiency with prostate cancer. This tool is intended to provide a faster solution in building relations and concepts based on the existing facts.

  17. Integrating collaborative concept mapping in case based learning

    Alfredo Tifi

    2013-03-01

    Full Text Available Different significance of collaborative concept mapping and collaborative argumentation in Case Based Learning are discussed and compared in the different perspectives of answering focus questions, of fostering reflective thinking skills and in managing uncertainty in problem solving in a scaffolded environment. Marked differences are pointed out between the way concepts are used in constructing concept maps and the way meanings are adopted in case based learning through guided argumentation activities. Shared concept maps should be given different scopes, as for example a as an advance organizer in preparing a background system of concepts that will undergo transformation while accompanying the inquiry activities on case studies or problems; b together with narratives, to enhance awareness of the situated epistemologies that are being entailed in choosing certain concepts during more complex case studies, and c after-learning construction of a holistic vision of the whole domain by means of the most inclusive concepts, while scaffoldedcollaborative writing of narratives and arguments in describing-treating cases could better serve as a source of situated-inspired tools to create-refine meanings for particular concepts.

  18. Construction of concept maps as tool for Biochemistry learning

    Silvia Lopes de Menezes

    2006-07-01

    Full Text Available The use of concept maps on the teaching of sciences has been object of worldwide research with different purposes: to detect the previous knowledge of the students on certain topics or to evaluate learning, among others. Based on Ausubel´s cognitive psychology, concept maps assume that the learning is accomplished by assimilation of new concepts and propositions to the students´ cognitive structure, contributing to establish links between the previous and new knowledge. It is especially interesting on the approach of interdisciplinary issues, as many studied in Biochemistry.The relevance of the use of concept maps on biochemistry learning was evaluated on a thirty-hour undergraduation optional course, with interdisciplinary topics, which are not usually included on introductory Biochemistry courses. The course Biochemistry of Animal Venoms was structured in seven module where the biochemical action mechanisms of the venoms of Crotalus sp (south american rattlesnake, Bothrops sp (jararaca, Loxosceles sp (brown spider, Tityus sp (yellow scorpion, Phoneutria sp (armed spider, Apis mellifera (honey bee and Latrodectus sp (black widowwere discussed. The students worked in small groups and, at each module, there were (1 an oriented study, guided by questions, texts and schemes, supervised by the teachers, (2 the construction of individual concept maps, where the local and systemic effects of the venoms should be predicted by their biochemical composition and (3 the construction of a new map by the group, incorporating the information of the individual maps. The difficulty level of these tasks was gradually increased throughout the course, with lesser time to carry out the tasks, lesser assistance during the oriented study and even lesser information on the venom effects.The course assessment was given by the number, quality and correction of the concepts relationship present in the concept maps, through a questionnaire and by the

  19. Concept mapping for virtual rehabilitation and training of the blind.

    Sanchez, Jaime; Flores, Hector

    2010-04-01

    Concept mapping is a technique that allows for the strengthening of the learning process, based on graphic representations of the learner's mental schemes. However, due to its graphic nature, it cannot be utilized by learners with visual disabilities. In response to this limitation we implemented a study that involves the design of AudiodMC, an audio-based, virtual environment for concept mapping designed for use by blind users and aimed at virtual training and rehabilitation. We analyzed the stages involved in the design of AudiodMC from a user-centered design perspective, considering user involvement and usability testing. These include an observation stage to learn how blind learners construct conceptual maps using concrete materials, a design stage to design of a software tool that aids blind users in creating concept maps, and a cognitive evaluation stage using AudiodMC. We also present the results of a study implemented in order to determine the impact of the use of this software on the development of essential skills for concept mapping (association, classification, categorization, sorting and summarizing). The results point to a high level of user acceptance, having identified key sound characteristics that help blind learners to learn concept codification and selection skills. The use of AudiodMC also allowed for the effective development of the skills under review in our research, thus facilitating meaningful learning.

  20. Student connections of linear algebra concepts: an analysis of concept maps

    Lapp, Douglas A.; Nyman, Melvin A.; Berry, John S.

    2010-01-01

    This article examines the connections of linear algebra concepts in a first course at the undergraduate level. The theoretical underpinnings of this study are grounded in the constructivist perspective (including social constructivism), Vernaud's theory of conceptual fields and Pirie and Kieren's model for the growth of mathematical understanding. In addition to the existing techniques for analysing concept maps, two new techniques are developed for analysing qualitative data based on student-constructed concept maps: (1) temporal clumping of concepts and (2) the use of adjacency matrices of an undirected graph representation of the concept map. Findings suggest that students may find it more difficult to make connections between concepts like eigenvalues and eigenvectors and concepts from other parts of the conceptual field such as basis and dimension. In fact, eigenvalues and eigenvectors seemed to be the most disconnected concepts within all of the students' concept maps. In addition, the relationships between link types and certain clumps are suggested as well as directions for future study and curriculum design.

  1. Strategy Maps in University Management: A Comparative Study

    Han, Shuangmiao; Zhong, Zhou

    2015-01-01

    In this study, the conceptual use of the strategy map approach and the strategy map which it produces have been adapted from the business sector and introduced as tools for achieving more effective strategic planning and management in higher education institutions (HEIs). This study discusses the development of strategy maps as transformational…

  2. Mapping for Depth and Variety: Using a "Six W's" Scaffold to Facilitate Concept Mapping for Different History Concepts with Different Degrees of Freedom

    Tzeng, Jeng-Yi

    2014-01-01

    This study examines how 98 students in Taiwan taking a typical high-school history class composed concept maps related to both an everyday concept and an academic-oriented unique concept with various degrees of freedom in concept mapping. In order to reveal the multidimensionality of history concepts, this study provided participants a 6W scaffold…

  3. A proposal of Potentially Meaningful Teaching Unit using concept maps

    Thaís Rafaela Hilger

    2013-12-01

    Full Text Available This paper presents preliminary results from the implementation of a Potentially Meaningful Teaching Unit in four classes of third grade of secondary educational from a public school in the city of Bagé (Rio Grande do Sul. The proposed content deals with concepts related to Quantum Physics (quantization, uncertainty principle, state and superposition of states, presented in accordance with the sequence of eight steps of Potentially Meaningful Teaching Unit, seeking meaningful learning of these concepts. Are analyzed in this work mental maps and concept maps produced in pairs, as well as the comparison between them. Also presented are some comments from students about their development in the understanding of the concepts covered in the proposal. The proposal was a well received and, although the study is still in progress and part of a broader research, already provide evidence of significant learning, which is the goal of a Potentially Meaningful Teaching Unit.

  4. Use of concept maps to promote electrocardiogram diagnosis learning in undergraduate medical students

    Dong, Ruimin; Yang, Xiaoyan; Xing, Bangrong; Zou, Zihao; Zheng, Zhenda; Xie, Xujing; Zhu, Jieming; Chen, Lin; Zhou, Hanjian

    2015-01-01

    Concept mapping is an effective method in teaching and learning, however this strategy has not been evaluated among electrocardiogram (ECG) diagnosis learning. This study explored the use of concept maps to assist ECG study, and sought to analyze whether this method could improve undergraduate students’ ECG interpretation skills. There were 126 undergraduate medical students who were randomly selected and assigned to two groups, group A (n = 63) and group B (n = 63). Group A was taught to use concept maps to learn ECG diagnosis, while group B was taught by traditional methods. After the course, all of the students were assessed by having an ECG diagnostic test. Quantitative data which comprised test score and ECG features completion index was compared by using the unpaired Student’s t-test between the two groups. Further, a feedback questionnaire on concept maps used was also completed by group A, comments were evaluated by a five-point Likert scale. The test scores of ECGs interpretation was 7.36 ± 1.23 in Group A and 6.12 ± 1.39 in Group B. A significant advantage (P = 0.018) of concept maps was observed in ECG interpretation accuracy. No difference in the average ECG features completion index was observed between Group A (66.75 ± 15.35%) and Group B (62.93 ± 13.17%). According qualitative analysis, majority of students accepted concept maps as a helpful tool. Difficult to learn at the beginning and time consuming are the two problems in using this method, nevertheless most of the students indicated to continue using it. Concept maps could be a useful pedagogical tool in enhancing undergraduate medical students’ ECG interpretation skills. Furthermore, students indicated a positive attitude to it, and perceived it as a resource for learning. PMID:26221331

  5. Use of concept maps to promote electrocardiogram diagnosis learning in undergraduate medical students.

    Dong, Ruimin; Yang, Xiaoyan; Xing, Bangrong; Zou, Zihao; Zheng, Zhenda; Xie, Xujing; Zhu, Jieming; Chen, Lin; Zhou, Hanjian

    2015-01-01

    Concept mapping is an effective method in teaching and learning, however this strategy has not been evaluated among electrocardiogram (ECG) diagnosis learning. This study explored the use of concept maps to assist ECG study, and sought to analyze whether this method could improve undergraduate students' ECG interpretation skills. There were 126 undergraduate medical students who were randomly selected and assigned to two groups, group A (n = 63) and group B (n = 63). Group A was taught to use concept maps to learn ECG diagnosis, while group B was taught by traditional methods. After the course, all of the students were assessed by having an ECG diagnostic test. Quantitative data which comprised test score and ECG features completion index was compared by using the unpaired Student's t-test between the two groups. Further, a feedback questionnaire on concept maps used was also completed by group A, comments were evaluated by a five-point Likert scale. The test scores of ECGs interpretation was 7.36 ± 1.23 in Group A and 6.12 ± 1.39 in Group B. A significant advantage (P = 0.018) of concept maps was observed in ECG interpretation accuracy. No difference in the average ECG features completion index was observed between Group A (66.75 ± 15.35%) and Group B (62.93 ± 13.17%). According qualitative analysis, majority of students accepted concept maps as a helpful tool. Difficult to learn at the beginning and time consuming are the two problems in using this method, nevertheless most of the students indicated to continue using it. Concept maps could be a useful pedagogical tool in enhancing undergraduate medical students' ECG interpretation skills. Furthermore, students indicated a positive attitude to it, and perceived it as a resource for learning.

  6. Concept Maps in Teaching of Biochemistry, an Integration between Scientific Concepts

    Denise Braga Schimidt

    2014-10-01

    Full Text Available The contents of Biochemistry discipline require previous scientific knowledge and it is often disconnected and fragmented, voiding a meaningful learning. This article describes an experience with the use of an alternative methodology to teach Biochemistry: Concept Maps. The procedural design was based on the use of subject questionnaires before and after reading the Concept Map developed from a subject studied in Biochemistry during the graduation program for the dental school of UFF (RJ, Brazil. Integration of Metabolism is consensus among teachers as a topic able to effectively correlate different concepts as it has been chosen to prepare the Map. The aim of this study was to show this teaching tool that might allow concepts’ integration. The results showed, after using the Map, a higher number of students getting right answers to all proposed questions, suggesting improvement in Significant Learning.

  7. Using Concept Maps as a Tool for Cross-Language Relevance Determination

    2007-01-01

    Concept maps, introduced by Novak, aid learnersâ understanding. I hypothesize that concept maps also can function as a summary of large documents, e.g., electronic theses and dissertations (ETDs). I have built a system that automatically generates concept maps from English-language ETDs in the computing field. The system also will provide Spanish translations of these concept maps for native Spanish speakers. Using machine translation techniques, my approach leads to concept maps that could...

  8. DEFINING THE NOTION OF CONCEPT MAPS 3.0

    Jensen, Jesper; Johnsen, Lars

    visualizations of integrated data automatically. The second key aim of this poster is to define the notion of concept maps 3.0 by adopting an existing set of recommendations for publishing data on the Web, namely the Web Data Principles (http://dret.github.io/webdata/) and transforming these into fundamental...

  9. Cognitions of Expert Supervisors in Academe: A Concept Mapping Approach

    Kemer, Gülsah; Borders, L. DiAnne; Willse, John

    2014-01-01

    Eighteen expert supervisors reported their thoughts while preparing for, conducting, and evaluating their supervision sessions. Concept mapping (Kane & Trochim, [Kane, M., 2007]) yielded 195 cognitions classified into 25 cognitive categories organized into 5 supervision areas: conceptualization of supervision, supervisee assessment,…

  10. The Facebook influence model: a concept mapping approach.

    Moreno, Megan A; Kota, Rajitha; Schoohs, Shari; Whitehill, Jennifer M

    2013-07-01

    Facebook is a popular social media Web site that has been hypothesized to exert potential influence over users' attitudes, intentions, or behaviors. The purpose of this study was to develop a conceptual framework to explain influential aspects of Facebook. This mixed methods study applied concept mapping methodology, a validated five-step method to visually represent complex topics. The five steps comprise preparation, brainstorming, sort and rank, analysis, and interpretation. College student participants were identified using purposeful sampling. The 80 participants had a mean age of 20.5 years, and included 36% males. A total of 169 statements were generated during brainstorming, and sorted into between 6 and 22 groups. The final concept map included 13 clusters. Interpretation data led to grouping of clusters into four final domains, including connection, comparison, identification, and Facebook as an experience. The Facebook Influence Concept Map illustrates key constructs that contribute to influence, incorporating perspectives of older adolescent Facebook users. While Facebook provides a novel lens through which to consider behavioral influence, it can best be considered in the context of existing behavioral theory. The concept map may be used toward development of potential future intervention efforts.

  11. Incidental Learning of Geospatial Concepts across Grade Levels: Map Overlay

    Battersby, Sarah E.; Golledge, Reginald G.; Marsh, Meredith J.

    2006-01-01

    In this paper, the authors evaluate map overlay, a concept central to geospatial thinking, to determine how it is naively and technically understood, as well as to identify when it is leaner innately. The evaluation is supported by results from studies at three grade levels to show the progression of incidentally learned geospatial knowledge as…

  12. Enhancing Collaborative and Meaningful Language Learning Through Concept Mapping

    Marriott, Rita De Cássia Veiga; Torres, Patrícia Lupion

    This chapter aims to investigate new ways of foreign-language teaching/learning via a study of how concept mapping can help develop a student's reading, writing and oral skills as part of a blended methodology for language teaching known as LAPLI (Laboratorio de Aprendizagem de LInguas: The Language Learning Lab). LAPLI is a student-centred and collaborative methodology which encourages students to challenge their limitations and expand their current knowledge whilst developing their linguistic and interpersonal skills. We explore the theories that underpin LAPLI and detail the 12 activities comprising its programme with specify reference to the use of "concept mapping". An innovative table enabling a formative and summative assessment of the concept maps is formulated. Also presented are some of the qualitative and quantitative results achieved when this methodology was first implemented with a group of pre-service students studying for a degree in English and Portuguese languages at the Catholic University of Parana (PUCPR) in Brazil. The contribution of concept mapping and LAPLI to an under standing of language learning along with a consideration of the difficulties encountered in its implementation with student groups is discussed and suggestions made for future research.

  13. Concept Maps as Cognitive Visualizations of Writing Assignments

    Villalon, Jorge; Calvo, Rafael A.

    2011-01-01

    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…

  14. A First-cut Concept Map: The Irregular Adversary (Insurgent)

    2012-12-01

    by the Minister of National Defence, 2012 © Sa Majesté la Reine (en droit du Canada), telle que représentée par le ministre de la Défense nationale...Hoffman, R. (2008). Concept mapping and its applications. Report to the QinetiQ Ltd on the Project “ Critiquing in IO, EBA and Intelligence Analysis No

  15. Uncovering Students' Thinking about Thinking Using Concept Maps

    Ritchhart, Ron; Turner, Terri; Hadar, Linor

    2009-01-01

    A method for uncovering students' thinking about thinking, specifically their meta-strategic knowledge, is explored within the context of an ongoing, multi-year intervention designed to promote the development of students' thinking dispositions. The development of a concept-map instrument that classroom teachers can use and an analytic framework…

  16. How Not to Lose Your Students with Concept Maps

    Bentley, Francoise Judith Benay; Kennedy, Sarah; Semsar, Katharine

    2011-01-01

    Four physiology courses participating in a science education program used concept maps for the first time. At the conclusion of the term, students responded to an end-of-term survey about the activity. Following varied results, we sought to identify factors that students indicated are important for the acceptance of the technique. To encourage…

  17. Concept Maps: An Instructional Tool to Facilitate Meaningful Learning

    Safdar, Muhammad; Hussain, Azhar; Shah, Iqbal; Rifat, Qudsia

    2012-01-01

    This paper describes the procedure of developing an instructional tool, "concept mapping" and its effectiveness in making the material meaningful to the students. In Pakistan, the traditional way of teaching science subjects at all levels at school relies heavily on memorization. The up-to-date data obtained from qualitative and…

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

    Bramwell-Lalor, Sharon; Rainford, Marcia

    2014-01-01

    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…

  19. Concept of Flood Risk Map and Its Application

    ZHENG Yuanchang

    2001-01-01

    @@ 1 The concept of flood risk map and its mapping procedure Flood risk management is the process for analysis and assessment of flood risks as well as to form nd implement the disaster mitigation plans. Flood risk analysis is the basic work of flood risk assessment and management that can provide people with the possibilities of flood occurrence and its risk in specific areas and consequently raise the public awareness of flood help to form a reasonable flood prevention plan. However, flood risk mapping is a popular measure adopted by many countries and it provides possible flood areas and water levels as well as possible losses in a friendly way. To form a flood risk map, it is neccessary to allocate the historical information,compute the flood risk and analyze the data.

  20. Concept Mapping as a Research Tool to Evaluate Conceptual Change Related to Instructional Methods

    Miller, Kevin J.; Koury, Kevin A.; Fitzgerald, Gail E.; Hollingsead, Candice; Mitchem, Katherine J.; Tsai, Hui-Hsien; Park, Meeaeng Ko

    2009-01-01

    Concept maps are commonly used in a variety of educational settings as a learning aid or instructional tool. Additionally, their potential as a research tool has been recognized. This article defines features of concept maps, describes the use of pre- and postconcept maps as a research tool, and offers a protocol for employing concept maps as an…

  1. Sets, sequences and mappings the basic concepts of analysis

    Anderson, Kenneth

    2009-01-01

    Students progressing to advanced calculus are frequently confounded by the dramatic shift from mechanical to theoretical and from concrete to abstract. This text bridges the gap, offering a systematic development of the real number system and careful treatment of mappings, sequences, limits, continuity, and metric spaces.The first five chapters consist of a systematic development of many of the important properties of the real number system, plus detailed treatment of such concepts as mappings, sequences, limits, and continuity. The sixth and final chapter discusses metric spaces and generaliz

  2. Aural mapping of STEM concepts using literature mining

    Bharadwaj, Venkatesh

    Recent technological applications have made the life of people too much dependent on Science, Technology, Engineering, and Mathematics (STEM) and its applications. Understanding basic level science is a must in order to use and contribute to this technological revolution. Science education in middle and high school levels however depends heavily on visual representations such as models, diagrams, figures, animations and presentations etc. This leaves visually impaired students with very few options to learn science and secure a career in STEM related areas. Recent experiments have shown that small aural clues called Audemes are helpful in understanding and memorization of science concepts among visually impaired students. Audemes are non-verbal sound translations of a science concept. In order to facilitate science concepts as Audemes, for visually impaired students, this thesis presents an automatic system for audeme generation from STEM textbooks. This thesis describes the systematic application of multiple Natural Language Processing tools and techniques, such as dependency parser, POS tagger, Information Retrieval algorithm, Semantic mapping of aural words, machine learning etc., to transform the science concept into a combination of atomic-sounds, thus forming an audeme. We present a rule based classification method for all STEM related concepts. This work also presents a novel way of mapping and extracting most related sounds for the words being used in textbook. Additionally, machine learning methods are used in the system to guarantee the customization of output according to a user's perception. The system being presented is robust, scalable, fully automatic and dynamically adaptable for audeme generation.

  3. The longitudinal effect of concept map teaching on critical thinking of nursing students.

    Lee, Weillie; Chiang, Chi-Hua; Liao, I-Chen; Lee, Mei-Li; Chen, Shiah-Lian; Liang, Tienli

    2013-10-01

    Concept map is a useful cognitive tool for enhancing a student's critical thinking by encouraging students to process information deeply for understanding. However, there is limited understanding of longitudinal effects of concept map teaching on students' critical thinking. The purpose of the study was to investigate the growth and the other factors influencing the development of critical thinking in response to concept map as an interventional strategy for nursing students in a two-year registered nurse baccalaureate program. The study was a quasi-experimental and longitudinal follow-up design. A convenience sample was drawn from a university in central Taiwan. Data were collected at different time points at the beginning of each semester using structured questionnaires including Critical Thinking Scale and Approaches to Learning and Studying. The intervention of concept map teaching was given at the second semester in the Medical-Surgical Nursing course. The results of the findings revealed student started with a mean critical thinking score of 41.32 and decreased at a rate of 0.42 over time, although not significant. After controlling for individual characteristics, the final model revealed that the experimental group gained a higher critical thinking score across time than the control group. The best predictive variables of initial status in critical thinking were without clinical experience and a higher pre-test score. The growth in critical thinking was predicted best by a lower pre-test score, and lower scores on surface approach and organized study. Our study suggested that concept map is a useful teaching strategy to enhance student critical thinking.

  4. Tailor made preservation strategies : Food Innovation Concepts

    Blankestijn, J.

    2013-01-01

    High quality, long shelf life, clean label, less salt: food must comply with many requirements. From genomics and mild preservation to a ‘Quick Scan’ for process hygiene, TNO helps manufacturers to develop a tailor made preservation strategy.

  5. Challenges and complications in neighborhood mapping: from neighborhood concept to operationalization

    Deng, Yongxin

    2016-07-01

    This paper examines complications in neighborhood mapping and corresponding challenges for the GIS community, taking both a conceptual and a methodological perspective. It focuses on the social and spatial dimensions of the neighborhood concept and highlights their relationship in neighborhood mapping. Following a brief summary of neighborhood definitions, five interwoven factors are identified to be origins of neighborhood mapping difficulties: conceptual vagueness, uncertainty of various sources, GIS representation, scale, and neighborhood homogeneity or continuity. Existing neighborhood mapping methods are grouped into six categories to be assessed: perception based, physically based, inference based, preexisting, aggregated, and automated. Mapping practices in various neighborhood-related disciplines and applications are cited as examples to demonstrate how the methods work, as well as how they should be evaluated. A few mapping strategies for the improvement of neighborhood mapping are prescribed from a GIS perspective: documenting simplifications employed in the mapping procedure, addressing uncertainty sources, developing new data solutions, and integrating complementary mapping methods. Incorporation of high-resolution data and introduction of more GIS ideas and methods (such as fuzzy logic) are identified to be future opportunities.

  6. Academic Motivation: Concepts, Strategies, and Counseling Approaches

    Rowell, Lonnie; Hong, Eunsook

    2013-01-01

    Motivation is an important foundation of academic development in students. This article discusses academic motivation; its various component concepts in areas such as beliefs, goals, and values; and intrinsic and extrinsic motivation. It also presents major, widely studied theoretical perspectives of academic motivation and briefly illustrates…

  7. The Facebook Influence Model: A Concept Mapping Approach

    Moreno, Megan A.; Kota, Rajitha; Schoohs, Shari; Whitehill, Jennifer M.

    2013-01-01

    Facebook is a popular social media Web site that has been hypothesized to exert potential influence over users' attitudes, intentions, or behaviors. The purpose of this study was to develop a conceptual framework to explain influential aspects of Facebook. This mixed methods study applied concept mapping methodology, a validated five-step method to visually represent complex topics. The five steps comprise preparation, brainstorming, sort and rank, analysis, and interpretation. College studen...

  8. A new concept for creating the basic map

    Parzyński, Zenon

    2014-12-01

    A lot of changes have been made to the legislative regulations associated with geodesy during the implementation of the INSPIRE Directive in Poland (amongst others, the structure of databases). There have also been great changes concerning the basic map and the method of its creation and updating. A new concept for creating the basic map is presented in this article Dokonaliśmy wielu zmian w prawnych regulacjach dotyczących geodezji w trakcie implementacji Dyrektywy INSPIRE w Polsce (m.in. struktury baz danych). Bardzo duże zmiany objęły mapę zasadniczą i procedury jej tworzenia i uaktualniania. W artykule jest zaprezentowana nowa koncepcja tworzenia mapy zasadniczej.

  9. Care plans using concept maps and their effects on the critical thinking dispositions of nursing students.

    Atay, Selma; Karabacak, Ukke

    2012-06-01

    It is expected that nursing education improves abilities of students in solving problems, decision making and critical thinking in different circumstances. This study was performed to analyse the effects of care plans prepared using concept maps on the critical thinking dispositions of students. An experimental group and a control group were made up of a total of 80 freshman and sophomore students from the nursing department of a health school. The study used a pre-test post-test control group design. The critical thinking dispositions of the groups were measured using the California Critical Thinking Disposition Inventory. In addition, the care plans prepared by the experimental group students were evaluated using the criteria for evaluating care plans with concept maps. T-test was used in analysing the data. The results showed that there were no statistically significant differences in the total and sub-scale pre-test scores between the experimental group and control group students. There were also significant differences in the total and sub-scale post-test scores between the experimental group and control group students. There were significant differences between concept map care plan evaluation criteria mean scores of the experimental students. In the light of these findings, it could be argued that the concept mapping strategy improves critical thinking skills of students.

  10. Evaluation of Learning in Oncology of Undergraduate Nursing with the Use of Concept Mapping.

    Trevisani, Mariane; Cohrs, Cibelli Rizzo; de Lara Soares, Mariângela Abate; Duarte, José Marcio; Mancini, Felipe; Pisa, Ivan Torres; De Domenico, Edvane Birelo Lopes

    2016-09-01

    This study aims to identify whether the use of concept mapping (CM) strategy assists a student to extend and revise their expertise in oncology and analyze the abilities developed in a student in order to go through theoretical to practical knowledge. This study is descriptive and qualitative, with 20 undergraduate students of the Undergraduate Nursing Course of Paulista School of Nursing of Federal University of São Paulo, Brazil. The critical incident technique and content analysis were used. There were 12 categories represented by facilities, difficulties, and learning applicability in oncology provided by CM strategy during the surgical and clinical nursing discipline. The graphics resource, CMapTools®, and the clinical case data arranged in mapping for resolution generated an active search and exercise of self-learning in oncology. Despite the challenges of the use of CM as a teaching strategy-pedagogical, the results suggested an increase of autonomy and clinical reasoning in nursing practice.

  11. Concept Maps as a Research and Evaluation Tool To Assess Conceptual Change in Quantum Physics.

    Sen, Ahmet Ilhan

    2002-01-01

    Informs teachers about using concept maps as a learning tool and alternative assessment tools in education. Presents research results of how students might use concept maps to communicate their cognitive structure. (Author/KHR)

  12. Concept Mapping: A Multi-Level and Multi-Purpose Tool.

    And Others; Adamczyk, Peter

    1994-01-01

    Considers the idea that concept mapping has applications beyond those associated with student assessment. Outlines further uses for concept mapping in the classroom along with suggestions for implementing this powerful tool. (DDR)

  13. The Strategies Approach: Effective for Reviewing Grammar and Punctuation Concepts

    Quible, Zane K.

    2008-01-01

    This article is based on results of a quasi-experimental study in which the efficacy of the strategies approach for reviewing grammar and punctuation concepts was assessed in a business communication course. The control group studied rules-based review materials; the treatment group studied strategies-based review materials. On the three sets of…

  14. Mapping Changes in Science Teachers' Content Knowledge: Concept Maps and Authentic Professional Development

    Greene, Barbara A.; Lubin, Ian A.; Slater, Janis L.; Walden, Susan E.

    2013-01-01

    Two studies were conducted to examine content knowledge changes following 2 weeks of professional development that included scientific research with university scientists. Engaging teachers in scientific research is considered to be an effective way of encouraging knowledge of both inquiry pedagogy and content knowledge. We used concept maps with…

  15. Mapping for meaning. Using concept maps to integrate clinical and basic sciences in medical education

    Vink, Cijlvia Christina (Sylvia)

    2014-01-01

    Medical curricula are intended to help students to relate clinical and basic science knowledge. Localizing underlying basic science mechanisms allows teacher and students to focus on relevant relations with clinical phenomena. Concept maps are promising for medical education because of the potential

  16. Attaining Meaningful Learning of Concepts in Genetics and Ecology: An Examination of the Potency of the Concept-Mapping Technique.

    Okebukola, Peter Akinsola

    1990-01-01

    Discussed is the relationship of concept-mapping by students to the meaningful learning of genetics and ecological concepts. The implications of these results for teacher education in biology are addressed. (KR)

  17. The Effects of Integrating Computer-Based Concept Mapping for Physics Learning in Junior High School

    Chang, Cheng-Chieh; Yeh, Ting-Kuang; Shih, Chang-Ming

    2016-01-01

    It generally is accepted that concept mapping has a noticeable impact on learning. But literatures show the use of concept mapping is not benefit all learners. The present study explored the effects of incorporating computer-based concept mapping in physics instruction. A total of 61 9th-grade students participated in this study. By using a…

  18. Effects of Multidimensional Concept Maps on Fourth Graders' Learning in Web-Based Computer Course

    Huang, Hwa-Shan; Chiou, Chei-Chang; Chiang, Heien-Kun; Lai, Sung-Hsi; Huang, Chiun-Yen; Chou, Yin-Yu

    2012-01-01

    This study explores the effect of multidimensional concept mapping instruction on students' learning performance in a web-based computer course. The subjects consisted of 103 fourth graders from an elementary school in central Taiwan. They were divided into three groups: multidimensional concept map (MCM) instruction group, Novak concept map (NCM)…

  19. Concept Map Structure, Gender and Teaching Methods: An Investigation of Students' Science Learning

    Gerstner, Sabine; Bogner, Franz X.

    2009-01-01

    Background: This study deals with the application of concept mapping to the teaching and learning of a science topic with secondary school students in Germany. Purpose: The main research questions were: (1) Do different teaching approaches affect concept map structure or students' learning success? (2) Is the structure of concept maps influenced…

  20. Validity and Responsiveness of Concept Map Assessment Scores in Physical Education

    Lee, Yun Soo; Jang, Yongkyu; Kang, Minsoo

    2015-01-01

    Concept map assessment has been applied to many education areas to measure students' knowledge structure. However, the proper and valid use of concept map assessment has not been examined in physical education. The purpose of this study was to evaluate the evidence of validity and responsiveness of the concept map assessment scores in physical…

  1. Business Negotiation Strategies: the Concept, Definitions and Process

    Kęstutis Peleckis

    2013-04-01

    Full Text Available The modern business is developing in the context of rapid social and political changes, which contributes to the changes in economic and cultural priorities as well as mindset and behaviour of people. This puts new requirements on development and implementation of business negotiation strategies, aiming to ensure that during bargaining, everything is done to understand the other party and related contexts, to achieve mutual understanding, to reach common agreement and eventually find the optimal negotiating decision. The author of this article researched and analysed negotiation process concepts in the global scientific literature and practice. The article examines negotiation and bargaining concepts. Also, the global analysis of the scientific literature revealed that there is no single negotiation planning concept. The author defines the basic conceptual negotiation planning concepts. The paper deals with negotiation strategy conceptions used by scientists around the world. Conclusions present the proposals for further business negotiation research.Article in Lithuanian

  2. Investigating the nature of third grade students' experiences with concept maps to support learning of science concepts

    Merrill, Margaret L.

    To support and improve effective science teaching, educators need methods to reveal student understandings and misconceptions of science concepts and to offer all students an opportunity to reflect on their own knowledge construction and organization. Students can benefit by engaging in scientific activities in which they build personal connections between what they learn and their own experiences. Integrating student-constructed digital concept mapping into the science curriculum can reveal to both students and teachers the conceptual organization and understanding of science content, which can assist in building connections between concepts and personal experiences. I used a qualitative case study research design in which my setting was one third-grade classroom. Participants were the teacher and student in this classroom. This paper describes how a class of third grade students used concept maps to understand science concepts (specifically, "watershed systems"). During class discussions and interviews students revised concept map content and structure as their ideas developed. The results of this study demonstrated how students' understandings and misconceptions were revealed through their construction of digital concept maps over time. Each new concept map built upon the previous one for a total of seven maps per student. Analyses of the concept maps using an evaluative rubric revealed changes over time in concept map structure and content. A formal assessment of watershed concepts was administered four times during the course of the science unit. I conclude that my research model used for integrating concept maps in this science class enabled students to reflect deeply on their work and to accurately revise their knowledge construction and content. Using concept maps to inform her teaching, the teacher also made robust use of the research model.

  3. The use of concept maps for knowledge management: from classrooms to research labs.

    Correia, Paulo Rogério Miranda

    2012-02-01

    Our contemporary society asks for new strategies to manage knowledge. The main activities developed by academics involve knowledge transmission (teaching) and production (research). Creativity and collaboration are valuable assets for establishing learning organizations in classrooms and research labs. Concept mapping is a useful graphical technique to foster some of the disciplines required to create and develop high-performance teams. The need for a linking phrase to clearly state conceptual relationships makes concept maps (Cmaps) very useful for organizing our own ideas (externalization), as well as, sharing them with other people (elicitation and consensus building). The collaborative knowledge construction (CKC) is supported by Cmaps because they improve the communication signal-to-noise ratio among participants with high information asymmetry. In other words, we can identify knowledge gaps and insightful ideas in our own Cmaps when discussing them with our counterparts. Collaboration involving low and high information asymmetry can also be explored through peer review and student-professor/advisor interactions, respectively. In conclusion, when it is used properly, concept mapping can provide a competitive advantage to produce and share knowledge in our contemporary society. To map is to know, as stated by Wandersee in 1990.

  4. The Effectiveness of Concept Maps in Teaching Physics Concepts Applied to Engineering Education: Experimental Comparison of the Amount of Learning Achieved With and Without Concept Maps

    Martínez, Guadalupe; Pérez, Ángel Luis; Suero, María Isabel; Pardo, Pedro J.

    2013-04-01

    A study was conducted to quantify the effectiveness of concept maps in learning physics in engineering degrees. The following research question was posed: What was the difference in learning results from the use of concept maps to study a particular topic in an engineering course? The study design was quasi-experimental and used a post-test as a measuring instrument. The sample included 114 university students from the School of Industrial Engineering who were divided into two equivalent homogeneous groups of 57 students each. The amount of learning attained by the students in each group was compared, with the independent variable being the teaching method; the experimental group (E.G.) used concept maps, while the control group (C.G.) did not. We performed a crossover study with the two groups of students, with one group acting as the E.G. for the topic of optical fibers and as the C.G. for the topic of the fundamental particles of matter and vice versa for the other group. For each of the two topics studied, the evaluation instrument was a test of 100 dichotomous items. The resulting data were subjected to a comparative statistical analysis, which revealed a significant difference in the amount of learning attained by the E.G. students as compared with the C.G. students. The results allow us to state that for the use of concept maps, the average increment in the E.G. students' learning was greater than 19 percentage points.

  5. The Effect of Concept Mapping on Student Understanding and Correlation with Student Learning Styles

    Mosley, William G.

    This study investigated the use of concept mapping as a pedagogical strategy to promote change in the learning styles of pre-nursing students. Students' individual learning styles revealed two subsets of students; those who demonstrated a learning style that favors abstract conceptualization and those who demonstrated a learning style that favors concrete experience. Students in the experimental groups performed concept mapping activities designed to facilitate an integrative understanding of interactions between various organ systems of the body while the control group received a traditional didactic instruction without performing concept mapping activities. Both qualitative and quantitative data were collected in order to measure differences in student achievement. Analysis of the quantitative data revealed no significant change in the learning styles of students in either the control or experimental groups. Learning style groups were analyzed qualitatively for recurring or emergent themes that students identified as facilitating their learning. An analysis of qualitative data revealed that most students in the pre-nursing program were able to identify concepts within the class based upon visual cues, and a majority of these students exhibited the learning style of abstract conceptualization. As the laboratory experience for the course involves an examination of the anatomical structures of the human body, a visual identification of these structures seemed to be the most logical method to measure students' ability to identify anatomical structures.

  6. The Effects of a Concept Map-Based Support Tool on Simulation-Based Inquiry Learning

    Hagemans, Mieke G.; van der Meij, Hans; de Jong, Ton

    2013-01-01

    Students often need support to optimize their learning in inquiry learning environments. In 2 studies, we investigated the effects of adding concept-map-based support to a simulation-based inquiry environment on kinematics. The concept map displayed the main domain concepts and their relations, while dynamic color coding of the concepts displayed…

  7. Assessing System Thinking Through Different Concept-Mapping Practices

    Brandstädter, Kristina; Harms, Ute; Großschedl, Jörg

    2012-09-01

    System thinking is usually investigated by using questionnaires, video analysis, or interviews. Recently, concept-mapping (CM) was suggested as an adequate instrument for analysing students' system thinking. However, there are different ways with which to use this method. Therefore, the purpose of this study was to examine whether particular features of CM practices affect the valid assessment of students' system thinking. The particular features analysed were the medium (computer versus paper-pencil) and the directedness (highly directed versus nondirected) of CM practices. These features were evaluated with respect to their influence on (a) students' performance in CM and (b) the validity of different CM practices for system thinking. One hundred fifty-four German fourth graders (mean age: 9.95 years) and 93 eighth graders (mean age: 14.07 years) participated in the study following an experimental pre-test-post-test design. Three variations of CM practices were applied: (a) highly directed computer mapping, (b) highly directed paper-pencil mapping, and (c) nondirected paper-pencil mapping. In addition to the CM task, a paper-pencil questionnaire was employed to investigate the validity of the CM practices. Results showed that the computer positively influenced student performance in CM when compared with paper-pencil. By contrast, there was no difference between highly directed and nondirected mapping. Whereas the medium rarely influenced the validity of CM for system thinking, high directedness showed a positive influence. Considering the limitations and benefits of particular CM practices, we suggest highly directed and computer-based CM as an appropriate assessment tool-in particular, with regard to large-scale assessments of system thinking.

  8. Concept maps and the meaningful learning of science

    José Antonio C. S. Valadares

    2013-03-01

    Full Text Available The foundations of the Meaningful Learning Theory (MLT were laid by David Ausubel. The MLT was highly valued by the contributions of Joseph Novak and D. B. Gowin. Unlike other learning theories, the MLT has an operational component, since there are some instruments based on it and with the meaningful learning facilitation as aim. These tools were designated graphic organizers by John Trowbridge and James Wandersee (2000, pp. 100-129. One of them is the concept map created by Novak to extract meanings from an amalgam of information, having currently many applications. The other one is the Vee diagram or knowledge Vee, also called epistemological Vee or heuristic Vee. It was created by Gowin, and is an excellent organizer, for example to unpack and make transparent the unclear information from an information source. Both instruments help us in processing and becoming conceptually transparent the information, to facilitate the cognitive process of new meanings construction. In this work, after a brief introduction, it will be developed the epistemological and psychological grounds of MLT, followed by a reference to constructivist learning environments facilitators of the meaningful learning, the characterization of concept maps and exemplification of its use in various applications that have proved to be very effective from the standpoint of meaningful learning.

  9. Mediated Learning Experience and Concept Maps: A Pedagogical Tool for Achieving Meaningful Learning in Medical Physiology Students

    Gonzalez, Hilda Leonor; Palencia, Alberto Pardo; Umana, Luis Alfredo; Galindo, Leonor; Villafrade M., Luz Adriana

    2008-01-01

    Even though comprehension of human physiology is crucial in the clinical setting, students frequently learn part of this subject using rote memory and then are unable to transfer knowledge to other contexts or to solve clinical problems. This study evaluated the impact of articulating the concept map strategy with the mediated learning experience…

  10. The Effect of Using Concept Maps on Student Achievement in Selected Topics in Chemistry at Tertiary Level

    Singh, Indra Sen; Moono, Karren

    2015-01-01

    The performance in chemistry at tertiary level in Zambia has not been as expected. It has therefore been a matter of concern. There has been a continuous focus on exploring new teaching strategies to improve the understanding of this difficult subject. This study investigated the effectiveness of composite use of concept maps and traditional…

  11. 基于概念图策略提高护理学专业学生重症监护护士岗位胜任力的研究%Research on the promotion of ICU nursing students post competency based on concept map strategy

    王永芳

    2016-01-01

    Objective To investigate the influence of concept map teaching strategy on the post competency of ICU nursing students.Methods A total of 195 ICU nursing undergraduates from the class of 2010 were selected and divided into experimental group and control group,for the critical direction of nursing professional course the experimental group used concept map teaching strategy,while the control group adopted the traditional teaching method.After the course,we used the ICU nurses'competence scale to evaluate the two groups of nursing students'post competency.Results The master of theoretical knowledge,the ability of autonomous learning and the ability of ICU post competency of experimental group was statistically significant to the control group (P < 0.05).Conclusions The concept map teaching strategy introduced into the process of nursing teaching,which not only can improve the students' autonomous learning ability,also can improve the nursing students'job competence.%目的 探讨概念图教学策略对护理学专业学生重症监护病房岗位胜任力的影响.方法 选取济宁医学院2010级护理学专业4个班195名学生,按照班级随机分为实验组(1班、2班)和对照组(3班、4班),针对急危重症护理课程,实验组采用概念图教学策略,对照组采取传统的教学策略,课程结束后,用重症监护病房护士胜任力量表评价两组学生的岗位胜任力情况.结果 实验组学生在理论知识考核、自主学习能力以及重症监护病房岗位胜任力方面均优于对照组学生(P<0.05).结论 概念图教学策略引入护理学教学过程中,不仅提高了护理学专业学生的自主学习能力,还有利于提高她们的岗位胜任力.

  12. Mapping Strategy, Structure, Ownership and Performance in European Corporations

    Iversen, Martin; Colli, Andrea; de Jong, Abe

    2011-01-01

    This paper is the introduction to the Business History special issue on European Business Models. The volume presents results of the international project about mapping European corporations, within the strategy, structure, ownership and performance (SSOP) framework. The paper describes the histo......This paper is the introduction to the Business History special issue on European Business Models. The volume presents results of the international project about mapping European corporations, within the strategy, structure, ownership and performance (SSOP) framework. The paper describes...

  13. Use of multiple cluster analysis methods to explore the validity of a community outcomes concept map.

    Orsi, Rebecca

    2017-02-01

    Concept mapping is now a commonly-used technique for articulating and evaluating programmatic outcomes. However, research regarding validity of knowledge and outcomes produced with concept mapping is sparse. The current study describes quantitative validity analyses using a concept mapping dataset. We sought to increase the validity of concept mapping evaluation results by running multiple cluster analysis methods and then using several metrics to choose from among solutions. We present four different clustering methods based on analyses using the R statistical software package: partitioning around medoids (PAM), fuzzy analysis (FANNY), agglomerative nesting (AGNES) and divisive analysis (DIANA). We then used the Dunn and Davies-Bouldin indices to assist in choosing a valid cluster solution for a concept mapping outcomes evaluation. We conclude that the validity of the outcomes map is high, based on the analyses described. Finally, we discuss areas for further concept mapping methods research.

  14. Adolescents' Emotion Regulation Strategies, Self-Concept, and Internalizing Problems

    Hsieh, Manying; Stright, Anne Dopkins

    2012-01-01

    This study examined the relationships among adolescents' emotion regulation strategies (suppression and cognitive reappraisal), self-concept, and internalizing problems using structural equation modeling. The sample consisted of 438 early adolescents (13 to 15 years old) in Taiwan, including 215 boys and 223 girls. For both boys and girls,…

  15. Comparing Two Forms of Concept Map Critique Activities to Facilitate Knowledge Integration Processes in Evolution Education

    Schwendimann, Beat A.; Linn, Marcia C.

    2016-01-01

    Concept map activities often lack a subsequent revision step that facilitates knowledge integration. This study compares two collaborative critique activities using a Knowledge Integration Map (KIM), a form of concept map. Four classes of high school biology students (n?=?81) using an online inquiry-based learning unit on evolution were assigned…

  16. The utility of concept mapping for actualizing participatory research

    Scott R. Rosas

    2012-01-01

    Full Text Available Concept Mapping (CM is a methodology designed for researching group processes;one its main features is the participatory nature of the technique and its use in new contexts, using methods rooted in traditional applied research. A strong feature of CM is the inclusion of different groups of people interested inreaching meanings and consensus to generate commitment oriented to the development of the communities involved. Another strength, is the overcoming of the shortcomings of ethnographic techniques, because it includes all groups of interest (stakeholders to combine knowledge, actions and change. Its use (CMrequires to develop of multilevel relationships among the groups, and the valuing of different perspectives, as well as the balancing of the researcher´s approach and that of the participants, using robust models and analytics that yield objective data.

  17. Automatic Scaffolding and Measurement of Concept Mapping for EFL Students to Write Summaries

    Yang, Yu-Fen

    2015-01-01

    An incorrect concept map may obstruct a student's comprehension when writing summaries if they are unable to grasp key concepts when reading texts. The purpose of this study was to investigate the effects of automatic scaffolding and measurement of three-layer concept maps on improving university students' writing summaries. The automatic…

  18. Using Concept Maps to Assess Interdisciplinary Integration of Green Engineering Knowledge

    Borrego, Maura; Newswander, Chad B.; McNair, Lisa D.; McGinnis, Sean; Paretti, Marie C.

    2009-01-01

    Engineering education, like many fields, has started to explore the benefits of concept maps as an assessment technique for knowledge integration. Because they allow students to graphically link topics and represent complex interconnections among diverse concepts, we argue that concept maps are particularly appropriate for assessing…

  19. Analysing Concept Maps as an Assessment Tool in Teaching Physics and Comparison with the Achievement Tests

    Ingec, Sebnem Kandil

    2009-01-01

    Concept mapping is a technique that paves the way to represent knowledge schematically. In this research, concept mapping was used as an assessment method on the impulse-momentum topic. The purpose of this study was to determine teacher candidates' knowledge about understanding of the concepts of impulse and momentum by comparing and contrasting…

  20. Group concept mapping for evaluation and development in nursing education.

    Hagell, Peter; Edfors, Ellinor; Hedin, Gita; Westergren, Albert; Hammarlund, Catharina Sjödahl

    2016-09-01

    The value of course evaluations has been debated since they frequently fail to capture the complexity of education and learning. Group Concept Mapping (GCM), a participant-centred mixed-method was explored as a tool for evaluation and development in nursing education and to better understand students' learning experiences, using data from a GCM-based evaluation of a research training assignment integrating clinical practice and research data collection within a Swedish university nursing program. Student nurses (n = 47) participated in a one-day GCM exercise. Focus group brainstorming regarding experiences from the assignment that the students considered important and instructive yielded 98 statements that were individually sorted based on their student-perceived relationships, and rated regarding their importance/instructiveness and need for development. Quantitative analysis of sort data produced a 2-dimensional map representing their conceptual relationships, and eight conceptual areas. Average cluster ratings were plotted relative to each other and provided a decision aid for development and planning by identifying areas (i.e., "Research methodology", "Patients' perspectives", and "Interviewer role") considered highly important/instructive and in high need for development. These experiences illustrate the use and potential of GCM as an interactive participant-centred approach to evaluation, planning and development in nursing and other higher health science educations.

  1. A comparison of mapping strategies from DDC to CLC

    Fang; LI; Yihua; ZHANG

    2012-01-01

    Purpose:This study aims to discuss the strategies for mapping from Dewey Decimal Classification(DDC)numbers to Chinese Library Classification(CLC)numbers based on co-occurrence mapping while minimizing manual intervention.Design/methodology/approach:Several statistical tables were created based on frequency counts of the mapping relations with samples of USMARC records,which contain both DDC and CLC numbers.A manual table was created through direct mapping.In order to find reasonable mapping strategies,the mapping results were compared from three aspects including the sample size,the choice between one-to-one and one-to-multiple mapping relations,and the role of a manual mapping table.Findings:Larger sample size provides more DDC numbers in the mapping table.The statistical table including one-to-multiple DDC-CLC relations provides a higher ratio of correct matches than that including only one-to-one relations.The manual mapping table cannot produce a better result than the statistical tables.Therefore,we should make full use of statistical mapping tables and avoid the time-consuming manual mapping as much as possible.Research limitations:All the sample sizes were small.We did not consider DDC editions in our study.One-to-multiple DDC-CLC relations in the records were collected in the mapping table,but how to select one appropriate CLC number in the matching process needs to be further studied.Practical implications:The ratio of correct matches based on the statistical mapping table came up to about 90%by CLC top-level classes and 76%by the second-level classes in our study.The statistical mapping table will be improved to realize the automatic classification of e-resources and shorten the cataloging cycle significantly.Originality/value:The mapping results were investigated from different aspects in order to find suitable mapping strategies from DDC to CLC while minimizing manual intervention.The findings have facilitated the establishment of DDC-CLC mapping

  2. Digital soil mapping: strategy for data pre-processing

    Alexandre ten Caten

    2012-08-01

    Full Text Available The region of greatest variability on soil maps is along the edge of their polygons, causing disagreement among pedologists about the appropriate description of soil classes at these locations. The objective of this work was to propose a strategy for data pre-processing applied to digital soil mapping (DSM. Soil polygons on a training map were shrunk by 100 and 160 m. This strategy prevented the use of covariates located near the edge of the soil classes for the Decision Tree (DT models. Three DT models derived from eight predictive covariates, related to relief and organism factors sampled on the original polygons of a soil map and on polygons shrunk by 100 and 160 m were used to predict soil classes. The DT model derived from observations 160 m away from the edge of the polygons on the original map is less complex and has a better predictive performance.

  3. The Full-sky Astrometric Mapping Explorer Concept Study

    Horner, S. D.; Germain, M. E.; Greene, T. P.; Harris, F. H.; Johnson, M. S.; Johnston, K. J.; Monet, D. G.; Murison, M. A.; Phillips, J. D.; Reasenberg, R. D.; Seidelmann, P. K.; Talabac, S. J.; Urban, S. E.; van Buren, D.; Vassar, R. H.

    1999-05-01

    NASA has selected the Full-sky Astrometric Mapping Explorer (FAME) to be one of five MIDEX missions to be funded for a concept study. This concept study will be submitted to NASA on 18 June, with final selection, scheduled for September, of two of these missions for flight in 2003 or 2004. FAME is designed to perform an all-sky, astrometric survey with unprecedented accuracy. It will create a rigid astrometric catalog of 40,000,000 stars with visual band magnitudes 5 DSS colors. During the concept study, the team has worked to optimize the scientific return from FAME while minimizing cost and risk. The optical design was modified for improved accuracy of individual observations and improved mechanical design. The optical, mechanical, and thermal design of the instrument have been improved. Tests using CCDs in TDI mode are being conducted to confirm the accuracy obtainable from individual observations as well as determine the optimal clocking scheme for astrometric devices operated in TDI mode. The use of solar radiation pressure for spacecraft precession has undergone further feasibility study, as have the mechanisms for deploying the solar shield. Numerous other trade studies have been conducted, including orbit/communications, on board processing, and the use of neutral density filters for astrometry of bright stars versus other options. A detailed error budget has been formulated and the mission requirements have been defined. We look forward to selection for launch and a successful FAME mission that will redefine the extragalactic distance scale and provide a large, rich database of information on stellar properties that will enable numerous science investigations into stellar structure and evolution, the dynamics of the Milky Way, and stellar companions including brown dwarfs and giant planets. FAME is a joint development effort of the US Naval Observatory, the Smithsonian Astrophysical Observatory, the Infrared Processing and Analysis Center, Lockheed Martin

  4. A genealogical map of the concept of habit.

    Barandiaran, Xabier E; Di Paolo, Ezequiel A

    2014-01-01

    The notion of information processing has dominated the study of the mind for over six decades. However, before the advent of cognitivism, one of the most prominent theoretical ideas was that of Habit. This is a concept with a rich and complex history, which is again starting to awaken interest, following recent embodied, enactive critiques of computationalist frameworks. We offer here a very brief history of the concept of habit in the form of a genealogical network-map. This serves to provide an overview of the richness of this notion and as a guide for further re-appraisal. We identify 77 thinkers and their influences, and group them into seven schools of thought. Two major trends can be distinguished. One is the associationist trend, starting with the work of Locke and Hume, developed by Hartley, Bain, and Mill to be later absorbed into behaviorism through pioneering animal psychologists (Morgan and Thorndike). This tradition conceived of habits atomistically and as automatisms (a conception later debunked by cognitivism). Another historical trend we have called organicism inherits the legacy of Aristotle and develops along German idealism, French spiritualism, pragmatism, and phenomenology. It feeds into the work of continental psychologists in the early 20th century, influencing important figures such as Merleau-Ponty, Piaget, and Gibson. But it has not yet been taken up by mainstream cognitive neuroscience and psychology. Habits, in this tradition, are seen as ecological, self-organizing structures that relate to a web of predispositions and plastic dependencies both in the agent and in the environment. In addition, they are not conceptualized in opposition to rational, volitional processes, but as transversing a continuum from reflective to embodied intentionality. These are properties that make habit a particularly attractive idea for embodied, enactive perspectives, which can now re-evaluate it in light of dynamical systems theory and complexity research.

  5. A genealogical map of the concept of habit

    Xabier E Barandiaran

    2014-07-01

    Full Text Available The notion of information processing has dominated the study of the mind for over six decades. However, before the advent of cognitivism, one of the most prominent theoretical ideas was that of Habit. This is a concept with a rich and complex history, which is again starting to awaken interest, following recent embodied, enactive critiques of computationalist frameworks. We offer here a very brief history of the concept of habit in the form of a genealogical network-map. This serves to provide an overview of the richness of this notion and as a guide for further re-appraisal. We identify 77 thinkers and their influences, and group them into seven schools of thought. Two major trends can be distinguished. One is the associationist trend, starting with the work of Locke and Hume, developed by Hartley, Bain and Mill to be later absorbed into behaviourism through pioneering animal psychologists (Morgan and Thorndike. This tradition conceived of habits atomistically and as automatisms (a conception later debunked by cognitivism. Another historical trend we have called organicism inherits the legacy of Aristotle and develops along German idealism, French spiritualism, pragmatism, and phenomenology. It feeds into the work of continental psychologists in the early 20th century, influencing important figures such as Merleau-Ponty, Piaget, and Gibson. But it has not yet been taken up by mainstream cognitive neuroscience and psychology. Habits, in this tradition, are seen as ecological, self-organizing structures that relate to a web of predispositions and plastic dependencies both in the agent and in the environment. In addition, they are not conceptualized in opposition to rational, volitional processes, but as transversing a continuum from reflective to embodied intentionality. These are properties that make habit a particularly attractive idea for embodied, enactive perspectives, which can now re-evaluate it in light of dynamical systems theory and

  6. A genealogical map of the concept of habit

    Barandiaran, Xabier E.; Di Paolo, Ezequiel A.

    2014-01-01

    The notion of information processing has dominated the study of the mind for over six decades. However, before the advent of cognitivism, one of the most prominent theoretical ideas was that of Habit. This is a concept with a rich and complex history, which is again starting to awaken interest, following recent embodied, enactive critiques of computationalist frameworks. We offer here a very brief history of the concept of habit in the form of a genealogical network-map. This serves to provide an overview of the richness of this notion and as a guide for further re-appraisal. We identify 77 thinkers and their influences, and group them into seven schools of thought. Two major trends can be distinguished. One is the associationist trend, starting with the work of Locke and Hume, developed by Hartley, Bain, and Mill to be later absorbed into behaviorism through pioneering animal psychologists (Morgan and Thorndike). This tradition conceived of habits atomistically and as automatisms (a conception later debunked by cognitivism). Another historical trend we have called organicism inherits the legacy of Aristotle and develops along German idealism, French spiritualism, pragmatism, and phenomenology. It feeds into the work of continental psychologists in the early 20th century, influencing important figures such as Merleau-Ponty, Piaget, and Gibson. But it has not yet been taken up by mainstream cognitive neuroscience and psychology. Habits, in this tradition, are seen as ecological, self-organizing structures that relate to a web of predispositions and plastic dependencies both in the agent and in the environment. In addition, they are not conceptualized in opposition to rational, volitional processes, but as transversing a continuum from reflective to embodied intentionality. These are properties that make habit a particularly attractive idea for embodied, enactive perspectives, which can now re-evaluate it in light of dynamical systems theory and complexity research

  7. One map policy (OMP) implementation strategy to accelerate mapping of regional spatial planing (RTRW) in Indonesia

    Hasyim, Fuad; Subagio, Habib; Darmawan, Mulyanto

    2016-06-01

    A preparation of spatial planning documents require basic geospatial information and thematic accuracies. Recently these issues become important because spatial planning maps are impartial attachment of the regional act draft on spatial planning (PERDA). The needs of geospatial information in the preparation of spatial planning maps preparation can be divided into two major groups: (i). basic geospatial information (IGD), consist of of Indonesia Topographic maps (RBI), coastal and marine environmental maps (LPI), and geodetic control network and (ii). Thematic Geospatial Information (IGT). Currently, mostly local goverment in Indonesia have not finished their regulation draft on spatial planning due to some constrain including technical aspect. Some constrain in mapping of spatial planning are as follows: the availability of large scale ofbasic geospatial information, the availability of mapping guidelines, and human resources. Ideal conditions to be achieved for spatial planning maps are: (i) the availability of updated geospatial information in accordance with the scale needed for spatial planning maps, (ii) the guideline of mapping for spatial planning to support local government in completion their PERDA, and (iii) capacity building of local goverment human resources to completed spatial planning maps. The OMP strategies formulated to achieve these conditions are: (i) accelerating of IGD at scale of 1:50,000, 1: 25,000 and 1: 5,000, (ii) to accelerate mapping and integration of Thematic Geospatial Information (IGT) through stocktaking availability and mapping guidelines, (iii) the development of mapping guidelines and dissemination of spatial utilization and (iv) training of human resource on mapping technology.

  8. Concept Mapping as an Instrument for Evaluating an Instruction Unit on Holography (Concept Maps als Evaluierungsinstrumente einer Unterrichtseinheit zur Holographie)

    Horn, M E; Horn, Martin Erik; Mikelskis, Helmut F.

    2004-01-01

    Due to its amazing three-dimensional effects, holography is a very motivating, yet very demanding subject for physics classes at the upper level in school. For this reason an instruction unit on holography that supplement holographic experiments with computer-supported work sessions and a simulation program was developed. The effects of the lessons on holography were determined by a pre-post-test design. In addition to videotaping the lessons, knowledge and motivational tests as well as student interviews, students were asked to prepare concept maps, which were used to track processes of model construction. The way this knowledge was applied largely depends on the students' understanding of models. In particular it was shown that the participating students' demonstrated capacity for distinguishing between the different models of light is of great importance. Only students with a developed capacity for distinguishing between models are able to reason in an problem-oriented manner. They recognize the limits of ...

  9. Mapping biological ideas: Concept maps as knowledge integration tools for evolution education

    Schwendimann, Beat Adrian

    Many students leave school with a fragmented understanding of biology that does not allow them to connect their ideas to their everyday lives (Wandersee, 1989; Mintzes, Wandersee, & Novak, 1998; Mintzes, Wandersee, & Novak, 2000a). Understanding evolution ideas is seen as central to building an integrated knowledge of biology (Blackwell, Powell, & Dukes, 2003; Thagard & Findlay, 2010). However, the theory of evolution has been found difficult to understand as it incorporates a wide range of ideas from different areas (Bahar et al., 1999; Tsui & Treagust, 2003) and multiple interacting levels (Wilensky & Resnick, 1999; Duncan & Reiser, 2007; Hmelo-Silver et al., 2007). Research suggests that learners can hold a rich repertoire of co-existing alternative ideas of evolution (for example, Bishop & Anderson, 1990; Demastes, Good, & Peebles, 1996; Evans, 2008), especially of human evolution (for example, Nelson, 1986; Sinatra et al., 2003; Poling & Evans, 2004). Evolution ideas are difficult to understand because they often contradict existing alternative ideas (Mayr, 1982; Wolpert, 1994; Evans, 2008). Research suggests that understanding human evolution is a key to evolution education (for example, Blackwell et al., 2003; Besterman & Baggott la Velle, 2007). This dissertation research investigates how different concept mapping forms embedded in a collaborative technology-enhanced learning environment can support students' integration of evolution ideas using case studies of human evolution. Knowledge Integration (KI) (Linn et al., 2000; Linn et al., 2004) is used as the operational framework to explore concept maps as knowledge integration tools to elicit, add, critically distinguish, group, connect, and sort out alternative evolution ideas. Concept maps are a form of node-link diagram for organizing and representing connections between ideas as a semantic network (Novak & Gowin, 1984). This dissertation research describes the iterative development of a novel biology

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

    Beat A. Schwendimann

    2015-03-01

    Full Text Available 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.

  11. Having trouble with your strategy? Then map it.

    Kaplan, R S; Norton, D P

    2000-01-01

    If you were a military general on the march, you'd want your troops to have plenty of maps--detailed information about the mission they were on, the roads they would travel, the campaigns they would undertake, and the weapons at their disposal. The same holds true in business: a workforce needs clear and detailed information to execute a business strategy successfully. Until now, there haven't been many tools that can communicate both an organization's strategy and the processes and systems needed to implement that strategy. But authors Robert Kaplan and David Norton, cocreators of the balanced scorecard, have adapted that seminal tool to create strategy maps. Strategy maps let an organization describe and illustrate--in clear and general language--its objectives, initiatives, targets markets, performance measures, and the links between all the pieces of its strategy. Employees get a visual representation of how their jobs are tied to the company's overall goals, while managers get a clearer understanding of their strategies and a means to detect and correct any flaws in those plans. Using Mobil North American Marketing and Refining Company as an example, Kaplan and Norton walk through the creation of a strategy map and its four distinct regions--financial, customer, internal process, and learning and growth--which correspond to the four perspectives of the balanced scorecard. The authors show step by step how the Mobil division used the map to transform itself from a centrally controlled manufacturer of commodity products to a decentralized, customer-driven organization.

  12. Comprehensive Review on Divisible Load Theory: Concepts, Strategies, and Approaches

    Shamsollah Ghanbari

    2014-01-01

    Full Text Available There is extensive literature concerning the divisible load theory. The divisible load theory is mainly applied for scheduling in the area of distributed computing. It is based on the fact that the load can be divided into some arbitrarily independent parts, in which each part can be processed independently by a processor. This paper reviews the literature concerning the divisible load theory, while focusing on the details of the basic concepts, approaches, strategies, typologies, and open problems.

  13. Inception horizon concept as a basis for sinkhole hazard mapping

    Vouillamoz, J.; Jeannin, P.-Y.; Kopp, L.; Chantry, R.

    2012-04-01

    The office for natural hazards of the Vaud canton (Switzerland) is interested for a pragmatic approach to map sinkhole hazard in karst areas. A team was created by merging resources from a geoengineering company (CSD) and a karst specialist (SISKA). Large areas in Vaud territory are limestone karst in which the collapse hazard is essentially related to the collapse of soft-rocks covering underground cavities, rather than the collapse of limestone roofs or underground chambers. This statement is probably not valid for cases in gypsum and salt. Thus, for limestone areas, zones of highest danger are voids covered by a thin layer of soft-sediments. The spatial distributions of void and cover-thickness should therefore be used for the hazard assessment. VOID ASSESSMENT Inception features (IF) are millimetre to decimetre thick planes (mainly bedding but also fractures) showing a mineralogical, a granulometrical or a physical contrast with the surrounding formation that make them especially susceptible to karst development (FILIPPONI ET AL., 2009). The analysis of more than 1500 km of cave passage showed that karst conduits are mainly developed along such discrete layers within a limestone series. The so-called Karst-ALEA method (FILIPPONI ET AL., 2011) is based on this concept and aims at assessing the probability of karst conduit occurrences in the drilling of a tunnel. This approach requires as entries the identification of inception features (IF), the recognition of paleo-water-table (PWT), and their respective spatial distribution in a 3D geological model. We suggest the Karst-ALEA method to be adjusted in order to assess the void distribution in subsurface as a basis for sinkhole hazard mapping. Inception features (horizons or fractures) and paleo-water-tables (PWT) have to be first identified using visible caves and dolines. These features should then be introduced into a 3D geological model. Intersections of HI and PWT located close to landsurface are areas with a

  14. Urban Noise and Strategies of Sound Mapping

    Kreutzfeldt, Jacob

    2012-01-01

    project from the Copenhagen Munincipelity initiated in 2006, as a starting point to discuss the politics of urban sound. It points out an important challenge for the methodology of urban sonic environments: namely that sound as a senso-motoric register may be poorly evaluated through concepts of noise...... of urban sound may not only be operational in leading to better sonic environments, but rather such studies could be a useful resource for planners, architects, designers, politicians etc. whishing to analyze the social dynamics of urban life. This article takes the case of Gang i København, a strategic...... and harmonics, taken to express disturbance and well-being respectively. A cultural theory of urban sonic environments would focus on the sociality of sound and investigate the ways in which people interact and make meaning through sound. Arguing for the relevance of a method to register and describe auditory...

  15. Mediated learning experience and concept maps: a pedagogical tool for achieving meaningful learning in medical physiology students.

    González, Hilda Leonor; Palencia, Alberto Pardo; Umaña, Luis Alfredo; Galindo, Leonor; Villafrade M, Luz Adriana

    2008-12-01

    Even though comprehension of human physiology is crucial in the clinical setting, students frequently learn part of this subject using rote memory and then are unable to transfer knowledge to other contexts or to solve clinical problems. This study evaluated the impact of articulating the concept map strategy with the mediated learning experience on meaningful learning during the cardiovascular module of a medical physiology course at Universidad Autónoma de Bucaramanga. This research was based on the ideas of David Ausubel (meaningful learning), Joseph Novak (concept maps), and Reuven Feuerstein (mediated learning experience). Students were randomly allocated to either an intervention group (mediated learning experience articulated with concept mapping) or a control group (traditional methodology). The intervention group constructed concept maps related to cardiovascular physiology and used them to solve problems related to this subject. The control group attended traditional discussion sessions and problem-solving sessions. All students were evaluated with two types of exams: problem-solving and multiple-choice exams. The intervention group performed significantly better on the problem-solving exams, but the difference was not significant in the multiple-choice exam. It was concluded that intervention promoted meaningful learning that allowed the students to transfer this knowledge to solve problems. The implemented strategy had a greater impact on the students who came into the study with the lowest cognitive competence, possibly because they were empowered by the intervention.

  16. Using concept maps in a modified team-based learning exercise.

    Knollmann-Ritschel, Barbara E C; Durning, Steven J

    2015-04-01

    Medical school education has traditionally been driven by single discipline teaching and assessment. Newer medical school curricula often implement an organ-based approach that fosters integration of basic science and clinical disciplines. Concept maps are widely used in education. Through diagrammatic depiction of a variety of concepts and their specific connections with other ideas, concept maps provide a unique perspective into learning and performance that can complement other assessment methods commonly used in medical schools. In this innovation, we describe using concepts maps as a vehicle for a modified a classic Team-Based Learning (TBL) exercise. Modifications to traditional TBL in our innovation included replacing an individual assessment using multiple-choice questions with concept maps as well as combining the group assessment and application exercise whereby teams created concept maps. These modifications were made to further assess understanding of content across the Fundamentals module (the introductory module of the preclerkship curriculum). While preliminary, student performance and feedback from faculty and students support the use of concept maps in TBL. Our findings suggest concept maps can provide a unique means of determining assessment of learning and generating feedback to students. Concept maps can also demonstrate knowledge acquisition, organization of prior and new knowledge, and synthesis of that knowledge across disciplines in a unique way providing an additional means of assessment in addition to traditional multiple-choice questions.

  17. Moral concepts set decision strategies to abstract values.

    Svenja Caspers

    Full Text Available Persons have different value preferences. Neuroimaging studies where value-based decisions in actual conflict situations were investigated suggest an important role of prefrontal and cingulate brain regions. General preferences, however, reflect a superordinate moral concept independent of actual situations as proposed in psychological and socioeconomic research. Here, the specific brain response would be influenced by abstract value systems and moral concepts. The neurobiological mechanisms underlying such responses are largely unknown. Using functional magnetic resonance imaging (fMRI with a forced-choice paradigm on word pairs representing abstract values, we show that the brain handles such decisions depending on the person's superordinate moral concept. Persons with a predominant collectivistic (altruistic value system applied a "balancing and weighing" strategy, recruiting brain regions of rostral inferior and intraparietal, and midcingulate and frontal cortex. Conversely, subjects with mainly individualistic (egocentric value preferences applied a "fight-and-flight" strategy by recruiting the left amygdala. Finally, if subjects experience a value conflict when rejecting an alternative congruent to their own predominant value preference, comparable brain regions are activated as found in actual moral dilemma situations, i.e., midcingulate and dorsolateral prefrontal cortex. Our results demonstrate that superordinate moral concepts influence the strategy and the neural mechanisms in decision processes, independent of actual situations, showing that decisions are based on general neural principles. These findings provide a novel perspective to future sociological and economic research as well as to the analysis of social relations by focusing on abstract value systems as triggers of specific brain responses.

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

    Bramwell-Lalor, Sharon; Rainford, Marcia

    2014-03-01

    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 groups performed significantly better than their peers in the control group on both the lower-order (F(1) = 21.508; p < .001) and higher-order (F(1) = 42.842, p < .001) cognitive items of the biology test. A mean effect size of .56 was calculated representing the contribution of treatment to the students' performance on the test items.

  19. A standardised, holistic framework for concept-map analysis combining topological attributes and global morphologies

    Stefan Yoshi Buhmann

    2015-03-01

    Full Text Available Motivated by the diverse uses of concept maps in teaching and educational research, we have developed a systematic approach to their structural analysis. The basis for our method is a unique topological normalisation procedure whereby a concept map is first stripped of its content and subsequently geometrically re-arranged into a standardised layout as a maximally balanced tree following set rules. This enables a quantitative analysis of the normalised maps to read off basic structural parameters: numbers of concepts and links, diameter, in- and ex-radius and degree sequence and subsequently calculate higher parameters: cross-linkage, balance and dimension. Using these parameters, we define characteristic global morphologies: ‘Disconnected’, ‘Imbalanced’, ‘Broad’, ‘Deep’ and ‘Interconnected’ in the normalised map structure. Our proposed systematic approach to concept-map analysis combining topological normalisation, determination of structural parameters and global morphological classification is a standardised, easily applicable and reliable framework for making the inherent structure of a concept map tangible. It overcomes some of the subjectivity inherent in analysing and interpreting maps in their original form while also avoiding the pitfalls of an atomistic analysis often accompanying quantitative concept-map analysis schemes. Our framework can be combined and cross-compared with a content analysis to obtain a coherent view of the two key elements of a concept map: structure and content. The informed structural analysis may form the starting point for interpreting the underlying knowledge structures and pedagogical meanings.

  20. Indicatoren voor de zorgtoewijzing bij persoonlijkheidsstoornissen: resultaten van een concept map analyse

    J.G. van Manen (Janine); M.A. Goossensen (Anne); P.M.F.J.J. Knapen; T. Ingenhoven (Theo); H. de Saeger (Hilde); C. Cornelissen (Kees); J.H. Kamphuis (Jan Henk); R. Timman (Reinier); R. Verheul (Roel); J.J. van Busschbach (Jan)

    2010-01-01

    textabstractUsing the concept map method, this study revealed patient characteristics that are important for treatment selection decisions in patients with personality disorders. Concept mapping is a specific type of structured conceptualization process and describes the underlying structure of spec

  1. WWW-intensive concept mapping for metacognition in solving ill-structured problems

    Stoyanov, Slavi; Kommers, Piet

    2006-01-01

    Concept mapping is one of the most intimate and most dynamic learning support activities that needs still a drastic further evolution of methods and tools. WWW-based concept mapping gains momentum quite fast now and needs a solid reviewing of the various approaches and the empirical effects. This ar

  2. How Does Creating a Concept Map Affect Item-Specific Encoding?

    Grimaldi, Phillip J.; Poston, Laurel; Karpicke, Jeffrey D.

    2015-01-01

    Concept mapping has become a popular learning tool. However, the processes underlying the task are poorly understood. In the present study, we examined the effect of creating a concept map on the processing of item-specific information. In 2 experiments, subjects learned categorized or ad hoc word lists by making pleasantness ratings, sorting…

  3. Environmental Connections and Concept Mapping: Implementing a New Learning Technology at Lewis & Clark College

    Proctor, James D.; Bernstein, Jennifer

    2013-01-01

    What is environment? The answer to this question is fundamental to how we teach environmental studies and sciences (ESS). We follow recent scholarly literature in approaching environment as connection, not as some category of reality, and consider pedagogical implications via concept mapping, a new learning technology. Concept maps potentially…

  4. Using Concept Maps to Facilitate Collaborative Simulation-Based Inquiry Learning

    Gijlers, A.H.; Jong, de T.

    2013-01-01

    This study investigates the effect of a shared concept-mapping task on high school students' learning about kinematics in a collaborative simulation-based inquiry setting. Pairs of students were randomly assigned to a concept-mapping condition (12 pairs) or a control condition (13 pairs). Students i

  5. Neighbourhood Analysis to Foster Meaningful Learning Using Concept Mapping in Science Education

    Correia, P. R. M.; Cicuto, C. A. T.

    2014-01-01

    One critical aspect that hinders the systematic use of concept mapping in everyday classrooms is the difficulty of providing high-quality feedback to students so as to keep improving and revising their concept maps (Cmaps). The development of an innovative way to analyse, at a glance, students' Cmaps is presented to allow a diagnostic assessment…

  6. Incorporating Concept Maps in a Slide Presentation Tool for the Classroom Environment.

    Gopal, Kreshna; Morapakkam, Karthik

    This paper presents a slide presentation software that incorporates a concept map, which explicitly shows how the various slides (and other multimedia components) presented are related to each other. Furthermore, presentations are conceived as hypermedia systems, where the presenter can navigate among slides (and the concept map) instead of the…

  7. Quality and Rigor of the Concept Mapping Methodology: A Pooled Study Analysis

    Rosas, Scott R.; Kane, Mary

    2012-01-01

    The use of concept mapping in research and evaluation has expanded dramatically over the past 20 years. Researchers in academic, organizational, and community-based settings have applied concept mapping successfully without the benefit of systematic analyses across studies to identify the features of a methodologically sound study. Quantitative…

  8. Concept mapping and text writing as learning tools in problem-oriented learning

    Fürstenau, B.; Kneppers, L.; Dekker, R.; Cañas, A.J.; Novak, J.D.; Vanhaer, J.

    2012-01-01

    In two studies we investigated whether concept mapping or summary writing better support students while learning from authentic problems in the field of business. We interpret concept mapping and summary writing as elaboration tools aiming at helping students to understand new information, and to in

  9. Joining the Pieces: Using Concept Maps for Integrated Learning and Assessment in an Introductory Management Course

    Connolly, Heather; Spiller, Dorothy

    2016-01-01

    This paper reports on and evaluates the use of concept mapping as a learning tool in a large first year Management course. The goal was to help students make personal sense of course learning and to build their understanding of links and relationships between key course ideas. Concept mapping was used for three summative assessment pieces,…

  10. Concept-Mapping Tools and the Development of Students' Critical-Thinking Skills

    Tseng, Sheng-Shiang

    2015-01-01

    Developing students' critical-thinking skills has recently received attention at all levels of education. This article proposes the use of concept-mapping tools to improve students' critical-thinking skills. The article introduces a Web-based concept-mapping tool--Popplet--and demonstrates its application for teaching critical-thinking skills in…

  11. And then the internet happened: Thoughts on the future of concept mapping.

    McLinden, Daniel

    2017-02-01

    Over 25 years ago, in the late twentieth century, concept mapping emerged as a mixed method approach to inquiry that enables a group of people to conceptualize their thinking about a specific topic. Since then, the application of concept mapping has spread widely and an easy prediction for the future is that this trend is likely to continue; a more important and greater challenge is to think about the ways in which concept mapping may and should evolve. Discussed here are thoughts about the future of concept mapping including some predictions of likely directions and suggestions for new possibilities. Thoughts on the future are grounded in concept mapping applications that have emerged and gained ground in recent years; these include exploring wicked problems in communities and integrating concept mapping with other methods of inquiry. Thoughts on the future are also grounded in the social and cultural milieu in which we find ourselves at this time. The influence of social media and internet technologies has led to the emergence peer production and crowdsourcing as approaches to co-create information, knowledge, products and services. These tactics may create fertile ground for the further spread of concept mapping. This same collaborative milieu has produced the open software movement which in turn, offers opportunities to enhancing the methodology of concept mapping.

  12. Best Practices in Educational Psychology: Using Evolving Concept Maps as Instructional and Assessment Tools

    Buehl, Michelle M.; Fives, Helenrose

    2011-01-01

    We describe the implementation of evolving concept maps in two different graduate-level educational psychology courses: "The Adolescent Learner" and "Theories of Learning and Cognition." We provide an explicit description of how we used evolving concept maps as instructional and assessment tools in our respective classes, changes in the…

  13. Sequential Pattern Analysis: Method and Application in Exploring How Students Develop Concept Maps

    Chiu, Chiung-Hui; Lin, Chien-Liang

    2012-01-01

    Concept mapping is a technique that represents knowledge in graphs. It has been widely adopted in science education and cognitive psychology to aid learning and assessment. To realize the sequential manner in which students develop concept maps, most research relies upon human-dependent, qualitative approaches. This article proposes a method for…

  14. An Innovative Concept Map Approach for Improving Students' Learning Performance with an Instant Feedback Mechanism

    Wu, Po-Han; Hwang, Gwo-Jen; Milrad, Marcelo; Ke, Hui-Ru; Huang, Yueh-Min

    2012-01-01

    Concept maps have been widely employed for helping students organise their knowledge as well as evaluating their knowledge structures in a wide range of subject matters. Although researchers have recognised concept maps as being an important educational tool, past experiences have also revealed the difficulty of evaluating the correctness of a…

  15. Concept Map Engineering: Methods and Tools Based on the Semantic Relation Approach

    Kim, Minkyu

    2013-01-01

    The purpose of this study is to develop a better understanding of technologies that use natural language as the basis for concept map construction. In particular, this study focuses on the semantic relation (SR) approach to drawing rich and authentic concept maps that reflect students' internal representations of a problem situation. The…

  16. A Time Sequence-Oriented Concept Map Approach to Developing Educational Computer Games for History Courses

    Chu, Hui-Chun; Yang, Kai-Hsiang; Chen, Jing-Hong

    2015-01-01

    Concept maps have been recognized as an effective tool for students to organize their knowledge; however, in history courses, it is important for students to learn and organize historical events according to the time of their occurrence. Therefore, in this study, a time sequence-oriented concept map approach is proposed for developing a game-based…

  17. COMSATCOM service technical baseline strategy development approach using PPBW concept

    Nguyen, Tien M.; Guillen, Andy T.

    2016-05-01

    This paper presents an innovative approach to develop a Commercial Satellite Communications (COMSATCOM) service Technical Baseline (TB) and associated Program Baseline (PB) strategy using Portable Pool Bandwidth (PPBW) concept. The concept involves trading of the purchased commercial transponders' Bandwidths (BWs) with existing commercial satellites' bandwidths participated in a "designated pool bandwidth"3 according to agreed terms and conditions. Space Missile Systems Center (SMC) has been implementing the Better Buying Power (BBP 3.0) directive4 and recommending the System Program Offices (SPO) to own the Program and Technical Baseline (PTB) [1, 2] for the development of flexible acquisition strategy and achieving affordability and increased in competition. This paper defines and describes the critical PTB parameters and associated requirements that are important to the government SPO for "owning" an affordable COMSATCOM services contract using PPBW trading concept. The paper describes a step-by-step approach to optimally perform the PPBW trading to meet DoD and its stakeholders (i) affordability requirement, and (ii) fixed and variable bandwidth requirements by optimizing communications performance, cost and PPBW accessibility in terms of Quality of Services (QoS), Bandwidth Sharing Ratio (BSR), Committed Information Rate (CIR), Burstable Information Rate (BIR), Transponder equivalent bandwidth (TPE) and transponder Net Presence Value (NPV). The affordable optimal solution that meets variable bandwidth requirements will consider the operating and trading terms and conditions described in the Fair Access Policy (FAP).

  18. Entropy and Energy in Characterizing the Organization of Concept Maps in Learning Science

    Ismo T. Koponen

    2010-06-01

    Full Text Available Knowledge structures are often represented in the form of networks or maps of concepts. The coherence and connectivity of such knowledge representations is known to be closely related to knowledge production, acquisition and processing. In this study we use network theory in making the clustering and cohesion of concept maps measurable, and show how the distribution of these properties can be interpreted through the Maximum Entropy (MaxEnt method. This approach allows to introduce new concepts of the “energy of cognitive load” and the “entropy of knowledge organization” to describe the organization of knowledge in the concept maps.

  19. Fostering Multimedia Learning with Collaborative Concept Mapping: The Effect of Cognitive Aid on Performance and on Collaboration

    Acuña, Santiago Roger; Aymes, Gabriela López; Medrano, Carlos Sergio López

    2014-01-01

    This paper analyzes the use of collaborative concept maps in multimedia learning tasks. Specifically, the effect of a cognitive aid (providing students a list of main concepts to generate a concept map) on the performance of collaborative concept mapping and on the level of collaboration in this task is discussed. The study was carried out with 57…

  20. Three Reading Comprehension Strategies: TELLS, Story Mapping, and QARs.

    Sorrell, Adrian L.

    1990-01-01

    Three reading comprehension strategies are presented to assist learning-disabled students: an advance organizer technique called "TELLS Fact or Fiction" used before reading a passage, a schema-based technique called "Story Mapping" used while reading, and a postreading method of categorizing questions called "Question-Answer Relationships." (JDD)

  1. Perspectives on the strategic uses of concept mapping to address public health challenges.

    Anderson, Lynda A; Slonim, Amy

    2017-02-01

    We examine the adaptation of approaches used to plan and implement the steps of concept mapping to meet specialized needs and requirements in several public health projects. Seven published concept mapping projects are detailed to document how each of the phases were modified to meet the specific aims of each project. Concept mapping was found to be a useful tool to complement public health roles such as assessment, program development, and priority setting. The phases of concept mapping allow for a blending of diverse perspectives, which is critical to public health efforts. The adaptability of concept mapping permits the use of multiple modalities such as the addition of face-to-face brainstorming; use of qualitative methods, including structured interviews; and review and use of published literature and guidelines. Another positive aspect of concept mapping for public health practice is its ability to identify program elements, provide a visual map of generated ideas and their relationships to one another, and assist in identifying priorities. Our reflections on the adaptability should help inform another generation in designing concept mapping projects and related products that may benefit from unique adaptations and the rapidly expanding social media technology and platforms.

  2. Using Concept Maps for Nursing Education in Iran: A Systematic Review

    Morteza Ghojazadeh

    2014-05-01

    Full Text Available Introduction: Considering the importance, complexity, and problems in nursing education, using efficient and new methods in nursing education seems to be necessary. One of the most important of these methods which has received attention in recent years is the use of concept maps. Therefore, the aim of this study was systematic review of studies conducted in this field. Methods: Required information for this systematic review study was collected using keywords of concept map, learning, retention, nursing education, critical thinking skill, and Iran and their English synonyms in data bases of Iranmedex, Magiran, Science Direct, PubMed, Google scholar, Medlib, and SID. No time limitation was considered for searching articles. Articles published in Farsi and English have been searched. Results: Results show that concept maps have a significant effect on improving critical thinking of learners. Compared to other educational methods such as lectures; using concept maps show higher efficiency in deep and meaningful learning. Besides, concept maps have a significant effect on learning (relationship of theory and practice, improvement of clinical experiences, organizing concepts, and self-regulation. Conclusion: According to the importance of nursing education and its available problems on one hand, and the use and applicability of concept maps on the other hand (as well as ignorance about this educational method, it seems necessary to plan for the development of using concept maps in educational nursing.

  3. UltraColor: a new gamut-mapping strategy

    Spaulding, Kevin E.; Ellson, Richard N.; Sullivan, James R.

    1995-04-01

    Many color calibration and enhancement strategies exist for digital systems. Typically, these approaches are optimized to work well with one class of images, but may produce unsatisfactory results for other types of images. For example, a colorimetric strategy may work well when printing photographic scenes, but may give inferior results for business graphic images because of device color gamut limitations. On the other hand, a color enhancement strategy that works well for business graphics images may distort the color reproduction of skintones and other important photographic colors. This paper describes a method for specifying different color mapping strategies in various regions of color space, while providing a mechanism for smooth transitions between the different regions. The method involves a two step process: (1) constraints are applied so some subset of the points in the input color space explicitly specifying the color mapping function; (2) the color mapping for the remainder of the color values is then determined using an interpolation algorithm that preserves continuity and smoothness. The interpolation algorithm that was developed is based on a computer graphics morphing technique. This method was used to develop the UltraColor gamut mapping strategy, which combines a colorimetric mapping for colors with low saturation levels, with a color enhancement technique for colors with high saturation levels. The result is a single color transformation that produces superior quality for all classes of imagery. UltraColor has been incorporated in several models of Kodak printers including the Kodak ColorEase PS and the Kodak XLS 8600 PS thermal dye sublimation printers.

  4. Concept Maps in the Classroom: A New Approach to Reveal Students' Conceptual Change

    Sellmann, Daniela; Liefländer, Anne K.; Bogner, Franz X.

    2015-01-01

    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'…

  5. Effects of the use of concept maps on historical overview knowledge

    Honing, T.; Claessens, W.; Admiraal, W.

    2012-01-01

    Based on literature we hypothesized that connecting concrete to abstract concepts, and the combined use of substantial and meta-concepts are essential in learning historical overview knowledge. We argue that the use of concept maps provides a usable tool or instrument to do both. In a quasiexperimen

  6. The Contribution of Conceptual Change Texts Accompanied by Concept Mapping to Eleventh-Grade Students Understanding of Cellular Respiration Concepts

    Al Khawaldeh, Salem A.; Al Olaimat, Ali M.

    2010-04-01

    The present study conducted to investigate the contribution of conceptual change texts, accompanied by concept mapping instruction to eleventh-grade students' understanding of cellular respiration concepts, and their retention of this understanding. Cellular respiration concepts test was developed as a result of examination of related literature and interviews with teachers regarding their observations of students' difficulties. The test was administrated as pre-test, post-test, and delayed post-test to a total of 70 eleventh-grade students in two classes of the same high school in an urban area, taught by the same teacher. The experimental group was a class of 34 students who received conceptual change texts accompanied by concept mapping instruction. A class of 36 students comprised the control group who received traditional instruction. Besides treatment, previous understanding and logical thinking ability were other independent variables involved in this study. The results showed that logical thinking, treatment, previous understanding of cellular respiration concepts each made a statistically significant contribution to the variation in students' understanding of cellular respiration concepts. The result also showed that conceptual change texts accompanied by concept mapping instruction was significantly better than traditional instruction in retention of this understanding.

  7. Ontology-based concept map learning path reasoning system using SWRL rules

    Chu, K.-K.; Lee, C.-I. [National Univ. of Tainan, Taiwan (China). Dept. of Computer Science and Information Learning Technology

    2010-08-13

    Concept maps are graphical representations of knowledge. Concept mapping may reduce students' cognitive load and extend simple memory function. The purpose of this study was on the diagnosis of students' concept map learning abilities and the provision of personally constructive advice dependant on their learning path and progress. Ontology is a useful method with which to represent and store concept map information. Semantic web rule language (SWRL) rules are easy to understand and to use as specific reasoning services. This paper discussed the selection of grade 7 lakes and rivers curriculum for which to devise a concept map learning path reasoning service. The paper defined a concept map e-learning ontology and two SWRL semantic rules, and collected users' concept map learning path data to infer implicit knowledge and to recommend the next learning path for users. It was concluded that the designs devised in this study were feasible and advanced and the ontology kept the domain knowledge preserved. SWRL rules identified an abstraction model for inferred properties. Since they were separate systems, they did not interfere with each other, while ontology or SWRL rules were maintained, ensuring persistent system extensibility and robustness. 15 refs., 1 tab., 8 figs.

  8. The use of concept mapping in measurement development and evaluation: Application and future directions.

    Rosas, Scott R; Ridings, John W

    2017-02-01

    The past decade has seen an increase of measurement development research in social and health sciences that featured the use of concept mapping as a core technique. The purpose, application, and utility of concept mapping have varied across this emerging literature. Despite the variety of uses and range of outputs, little has been done to critically review how researchers have approached the application of concept mapping in the measurement development and evaluation process. This article focuses on a review of the current state of practice regarding the use of concept mapping as methodological tool in this process. We systematically reviewed 23 scale or measure development and evaluation studies, and detail the application of concept mapping in the context of traditional measurement development and psychometric testing processes. Although several limitations surfaced, we found several strengths in the contemporary application of the method. We determined concept mapping provides (a) a solid method for establishing content validity, (b) facilitates researcher decision-making, (c) insight into target population perspectives that are integrated a priori, and (d) a foundation for analytical and interpretative choices. Based on these results, we outline how concept mapping can be situated in the measurement development and evaluation processes for new instrumentation.

  9. Analyzing Concept Maps as an Assessment (Evaluation Tool in Teaching Mathematics

    Ahmet S.   Ozdemir

    2005-01-01

    Full Text Available In this research concept mapping has been used as a testing instrument. In our country’s education system, the relationship between the scores which are given to concept maps and the scores which are given to traditional written exams and multiple choice examinations in teaching mathematics, has been analyzed. Especially the examinations about functions, numbers, exponent numbers, rooted numbers and absolute values have been evaluated. Literature class scores which are assumed to reflect the student’s oral thinking and their ability to express their thoughts have been compared with concept mapping’s scores. At the end of the research, it is understood that someone can make reliable testing and evaluation by using concept mapping. There is no meaningful correlation between concept mapping and multiple choice type examinations. On the other hand, there is a meaningful correlation between the scores of concept mapping and traditional mathematics examinations. About p<0.1 meaningfulness has been determined between concept mapping testing and literature examinations. In this research comments have been made on these results and various suggestions have been given according to these results.

  10. Enriching traditional biology lectures digital concept maps and their influence on cognition and motivation

    Steffen Schaal

    2010-04-01

    Full Text Available Higher education deals with complex knowledge and university teaching should focus on conceptual understanding. Adequate knowledge structures are essential and active knowledge construction should be supported for meaningful learning. But traditional lectures mostly are structured by slides which may misleadingly cause linear representations of knowledge. In this study, a framework for digital concept maps was developed to complement lectures in human biology. The course was aimed at student science teachers at the undergraduate level. The work is based on theoretical research on computer-supported learning, on knowledge structures perspectives within learning environments as well as on self-determination theory. Each session was supplemented by a digital, multimedia-enriched concept map. After each single lecture, students had free access to the concept maps to reinforce the latest topics. The objective of the study was to examine if the use of complementary concept maps (i influences achievement and (ii if motivational variables influence the use of the concept maps. In both cases, influences of computer-user self-efficacy were expected (iii. The students’ (N = 171 concept map use was logged, achievement was tested and motivational variables were surveyed (e.g. interest/ enjoyment, perceived competence, effort/ importance, value/usefulness. The logfile-data allowed distinguishing learners according to their concept map use. Results reveal the benefit of additional concept maps for achievement, positive motivational aspects and computer-user self-efficacy as mediating factors showed some influence. The emphasize of further research should be on students’ active engagement in structuring their individual learning by constructing concept maps themselves, especially in science education courses.

  11. Stakeholder analysis and mapping as targeted communication strategy.

    Shirey, Maria R

    2012-09-01

    This department highlights change management strategies that may be successful in strategically planning and executing organizational change initiatives. With the goal of presenting practical approaches helpful to nurse leaders advancing organizational change, content includes evidence-based projects, tools, and resources that mobilize and sustain organizational change initiatives. In this article, the author highlights the importance of stakeholder theory and discusses how to apply the theory to conduct a stakeholder analysis. This article also provides an explanation of how to use related stakeholder mapping techniques with targeted communication strategies.

  12. Concept Maps powered by computer software: a strategy for enhancing reading comprehension in English for Specific Purposes Mapas conceituais mediados pelo computador: uma estratégia para aumentar o nível de compreensão escrita em inglês para fins específicos

    Reinildes Dias

    2011-01-01

    Full Text Available This paper focuses on the procedures of an action-research (STRINGER, 2007 that was conducted with undergraduates enrolled in an ESP course at Faculdade de Letras (UFMG. The impelling drive was the creation of a means to solve an educational problem, namely, the enhancement of students' reading comprehension of texts in English for academic purposes. The problem-solving process involved the use of concept maps (NOVAK; CAÑAS, 2008 powered by the CMap Tools software (CAÑAS et al., 2004 to meet the educational needs of a localized teaching situation. Data indicate that concept mapping, facilitated by computer software, can be a useful strategy to improve comprehension. Support for the investigation comes from the theories underlying the ESP approach, meaningful learning, learning as a social enterprise, and collaborative learning.Este artigo enfoca os procedimentos de uma pesquisa-ação (STRINGER, 2007 implementada em uma turma de alunos de graduação de um curso de inglês instrumental na Faculdade de Letras (UFMG. O impulso motivador foi a tentativa de criação de um meio para resolver um problema educativo localizado: o aumento do nível de compreensão de textos em inglês para fins acadêmicos. O processo de busca de uma possível solução envolveu o uso de mapas conceituais (NOVAK; CAÑAS, 2008, mediados pelo programa de computador CMap Tools (CAÑAS et al., 2004. Os dados indicam que a criação de mapas conceituais, empoderada pelo uso do CMap Tools, pode ser uma estratégia útil para aumentar o nível de compreensão escrita dos alunos. A investigação teve como suporte teórico os princípios da abordagem de inglês para fins específicos, aprendizagem significativa, aprendizagem como um ato social e aprendizagem colaborativa.

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

    Dowd, Jason E; Duncan, Tanya; Reynolds, Julie A

    2015-01-01

    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.

  14. Concept Maps for Improved Science Reasoning and Writing: Complexity Isn’t Everything

    Dowd, Jason E.; Duncan, Tanya; Reynolds, Julie A.

    2015-01-01

    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. PMID:26538388

  15. Mapping strategy for multiple atrial tachyarrhythmias in a transplant heart

    Jin, Qi; Pehrson, Steen; Jacobsen, Peter Karl;

    2015-01-01

    BACKGROUND: Different atrial arrhythmias can coexist in the recipient and donor atria after heart transplantation. CASE PRESENTATION: We report an unusual case of a patient with three different types of atrial arrhythmia after heart transplantation: an atrial fibrillation in the recipient atria....... CONCLUSIONS: It is critical to understand the surgical anatomy of a bi-atrial anastomosis and its relevant electrical activation pattern before ablation. Appropriate electroanatomical mapping strategy with RMN can facilitate the successful ablation of post-transplant atrial arrhythmias....

  16. Ethnographic Interventions: A Strategy And Experiments In Mapping Sociospatial Practices

    Nadia Mounajjed

    2007-01-01

    Full Text Available A growing awareness exists of the possibilities of architectural research adopting working methods used by artists. Many artists have adapted ethnographic methodologies to map site specificity and issues related to community and sociospatial practices. This paper draws on related examples of art practice to formulate a specific research strategy: ethnographic intervention. Ethnographic intervention has three characteristics: (a ethnographic mapping of spatial practices on site, (b the possibility of a horizontal replication of the study, and (c an intervention protocol. We define ethnographic mapping as a critical process directed towards a specific cultural, social, or architectural situation. This involves re-presenting the situation through observing, documenting, videorecording, and photography. We explore the necessity of horizontal replication for producing reliable studies. Finally, we discuss the development of a multi-stage intervention protocol as a creative and flexible instrument, involving design and preparation, data collection, interpretation, and narration. Three case studies illustrate how this strategy has been conceived, applied, and developed at architectural sites. The article concludes with a discussion of the outcomes, usefulness, and possible applications of this strategy in other disciplines.

  17. Concept mapping. Does it improve critical thinking ability in practical nursing students?

    Maneval, Rhonda E; Filburn, Monica J; Deringer, Susan O; Lum, Glen D

    2011-01-01

    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.

  18. Collaborative and Multilingual Approach to Learn Database Topics Using Concept Maps

    Ana Arruarte

    2014-01-01

    Full Text Available Authors report on a study using the concept mapping technique in computer engineering education for learning theoretical introductory database topics. In addition, the learning of multilingual technical terminology by means of the collaborative drawing of a concept map is also pursued in this experiment. The main characteristics of a study carried out in the database subject at the University of the Basque Country during the 2011/2012 course are described. This study contributes to the field of concept mapping as these kinds of cognitive tools have proved to be valid to support learning in computer engineering education. It contributes to the field of computer engineering education, providing a technique that can be incorporated with several educational purposes within the discipline. Results reveal the potential that a collaborative concept map editor offers to fulfil the above mentioned objectives.

  19. Collaborative and multilingual approach to learn database topics using concept maps.

    Arruarte, Ana; Calvo, Iñaki; Elorriaga, Jon A; Larrañaga, Mikel; Conde, Angel

    2014-01-01

    Authors report on a study using the concept mapping technique in computer engineering education for learning theoretical introductory database topics. In addition, the learning of multilingual technical terminology by means of the collaborative drawing of a concept map is also pursued in this experiment. The main characteristics of a study carried out in the database subject at the University of the Basque Country during the 2011/2012 course are described. This study contributes to the field of concept mapping as these kinds of cognitive tools have proved to be valid to support learning in computer engineering education. It contributes to the field of computer engineering education, providing a technique that can be incorporated with several educational purposes within the discipline. Results reveal the potential that a collaborative concept map editor offers to fulfil the above mentioned objectives.

  20. Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning

    Amadieu, Franck; Van Gog, Tamara; Paas, Fred; Tricot, André; Mariné, Claudette

    2009-01-01

    Citation: Amadieu, F., Van Gog, T., Paas, F., Tricot, A., & Mariné, C. (2009). Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning. Learning and Instruction, 19, 376-386.

  1. Using Concept Mapping to Teach Young EFL Learners Reading Skills

    Teo, Adeline; Shaw, Yun F.; Chen, Jimmy; Wang, Derek

    2016-01-01

    Many English as a foreign language (EFL) students fail to be effective readers because they lack knowledge of vocabulary and appropriate reading strategies. We believe that teaching proper reading strategies can help second-language learners overcome their reading problems, especially when the instruction begins in elementary school. Effective…

  2. Using a concept map as a tool for strategic planning: The Healthy Brain Initiative.

    Anderson, Lynda A; Day, Kristine L; Vandenberg, Anna E

    2011-09-01

    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.

  3. A new strategy for developing Vs30 maps

    Wald, David J.; McWhirter, Leslie; Thompson, Eric; Hering, Amanda S.

    2011-01-01

    Despite obvious limitations as a proxy for site amplification, the use of time-averaged shear-wave velocity over the top 30m (Vs30) is useful and widely practiced, most notably through its use as an explanatory variable in ground motion prediction equations (and thus hazard maps and ShakeMaps, among other applications). Local, regional, and global Vs30 maps thus have diverse and fundamental uses in earthquake and engineering seismology. As such, we are developing an improved strategy for producing Vs30 maps given the common observational constraints available in any region for various spatial scales. We investigate a hierarchical approach to mapping Vs30, where the baseline model is derived from topographic slope because it is available globally, but geological maps and Vs30 observations contribute, where available. Using the abundant measured Vs30 values in Taiwan as an example, we analyze Vs30 versus slope per geologic unit and observe minor trends that indicate potential interaction of geologic and slope terms. We then regress Vs30 for the geologic Vs30 medians, topographic-slope, and cross-term coefficients for a hybrid model. The residuals of this hybrid model still exhibit a strong spatial correlation structure, so we use the kriging-with-a-trend method (the trend is the hybrid model) to further refine the Vs30 map so as to honor the Vs30 observations. Unlike the geology or slope models alone, this strategytakes advantage of the predictive capabilities of the two models, yet effectively defaults to ordinary kriging in the vicinity of the observed data, thereby achieving consistency with the observed data.

  4. An assessment of high school students' conceptual structures of heat and temperature through concept maps

    Aykutlu, Isil; Bezen, Sevim; Bayrak, Celal

    2017-02-01

    This study is a qualitative one conducted in order to determine 9th, 10th, and 11th grade high school students' conceptual structures of heat and temperature through concept maps. The study was realized with the participation of a total of 80 students. As data gathering tool, a concept map developed by the researchers, which includes such items as heat, temperature, and matter, was used. Students were asked to form a concept map by using the concepts in the form and the concepts they thought were related with these. Data obtained from the research was analyzed via content analysis. As a result of the study, it was determined that students have misconceptions and lack of knowledge of heat and temperature. Lastly, the following can be given as examples of students' misconceptions or lack of knowledge: they think temperature comes into being as a result of heat and that heat is a kind of energy.

  5. The potential contributions of concept maps for learning website to assessment for learning practices

    Mehmet Filiz

    2015-03-01

    Full Text Available The purpose of this paper is to examine the promising contributions of the Concept Maps for Learning (CMfL website to assessment for learning practices. The CMfL website generates concept maps from relatedness degree of concepts pairs through the Pathfinder Scaling Algorithm. This website also confirms the established principles of effective assessment for learning, for it is capable of automatically assessing students’ higher order knowledge, simultaneously identifying strengths and weaknesses, immediately providing useful feedback and being user-friendly. According to the default assessment plan, students first create concept maps on a particular subject and then they are given individualized visual feedback followed by associated instructional material (e.g., videos, website links, examples, problems, etc. based on a comparison of their concept map and a subject matter expert’s map. After studying the feedback and instructional material, teachers can monitor their students’ progress by having them create revised concept maps. Therefore, we claim that the CMfL website may reduce the workload of teachers as well as provide immediate and delayed feedback on the weaknesses of students in different forms such as graphical and multimedia. For the following study, we will examine whether these promising contributions to assessment for learning are valid in a variety of subjects.

  6. Using Concept Mapping to Build Concept the Competence of School Principals

    Mustamin Mustamin

    2012-08-01

    Full Text Available More and more the competence concept of school principals have an impact on two conditions, namely: (1 to develop the concept can complement and support each other; and (2 to develop the concept of possible contradict, giving rise to different interpretations. Therefore, this becomes the main issue researchers to identify the competence concept of school principals with adaptation of Jackson-Trochim method that is capable of illustrating the concept of competencies. Results of adaptation Jackson-Trochim method that school principals should have three types of competencies to lead the school effectively and efficiently. Kind of competencies are such as school leadership, instructional leadership, and operational leadership. Based on these results, the adaptationof Jackson-Trochim method to build the competence concept of school principals suggests this concept obtained may serve as a reference for school principals continue to build competencies in the future

  7. The articulation of integration of clinical and basic sciences in concept maps : differences between experienced and resident groups

    Vink, Sylvia; van Tartwijk, Jan; Verloop, Nico; Gosselink, Manon; Driessen, Erik; Bolk, Jan

    2016-01-01

    To determine the content of integrated curricula, clinical concepts and the underlying basic science concepts need to be made explicit. Preconstructed concept maps are recommended for this purpose. They are mainly constructed by experts. However, concept maps constructed by residents are hypothesize

  8. A Different Approach to Preparing Novakian Concept Maps: The Indexing Method

    Turan Oluk, Nurcan; Ekmekci, Güler

    2016-01-01

    People who claim that applying Novakian concept maps in Turkish is problematic base their arguments largely upon the structural differences between the English and Turkish languages. This study aims to introduce the indexing method to eliminate problems encountered in Turkish applications of Novakian maps and to share the preliminary results of…

  9. Word-Sense Disambiguation for Ontology Mapping: Concept Disambiguation using Virtual Documents and Information Retrieval Techniques

    Schadd, Frederik C.; Roos, Nico

    2015-01-01

    ? 2014, Springer-Verlag Berlin Heidelberg.Ontology mapping is a crucial task for the facilitation of information exchange and data integration. A mapping system can use a variety of similarity measures to determine concept correspondences. This paper proposes the integration of word-sense disambigua

  10. Appropriating Invention through Concept Maps in Writing for Multimedia and the Web

    Bacabac, Florence Elizabeth

    2015-01-01

    As an alternative approach to web preproduction, I propose the use of concept maps for invention of website projects in business and professional writing courses. This mapping device approximates our students' initial site plans since rough ideas are formed based on a substantial exploratory technique. Incorporated in various disciplines, the…

  11. Using Concept Maps to Elicit and Study Student Teachers' Perceptions about Inclusive Education: A Tanzanian Experience

    Wormnaes, Siri; Mkumbo, Kitila; Skaar, Bjørn; Refseth, Yngve

    2015-01-01

    In this study, concept map activities were used to trigger group discussions about inclusive education, with a focus on learners with disabilities. The participants were 226 Tanzanian student teachers. This article reports and discusses how the maps were analysed and what they indicate about the students' thinking about certain aspects of…

  12. Cross-Cultural Concept Mapping of Standardized Datasets

    Kano Glückstad, Fumiko

    2012-01-01

    This work compares four feature-based similarity measures derived from cognitive sciences. The purpose of the comparative analysis is to verify the potentially most effective model that can be applied for mapping independent ontologies in a culturally influenced domain [1]. Here, datasets based o...

  13. Cross-Cultural Concept Mapping of Standardized Datasets

    Kano Glückstad, Fumiko

    2012-01-01

    This work compares four feature-based similarity measures derived from cognitive sciences. The purpose of the comparative analysis is to verify the potentially most effective model that can be applied for mapping independent ontologies in a culturally influenced domain [1]. Here, datasets based...

  14. Finite element concept to derive isostatic residual maps - Application to Gorda Plate and Sierra Nevada regions

    K Mallick; K K Sharma

    2001-03-01

    A new space-domain operator based on the shape function concept of finite element analysis has been developed to derive the residual maps of the Gorda Plate of western United States. The technique does not require explicit assumptions on isostatic models. Besides delineating the Gorda Plate boundary, the residual maps exhibit a close match both in their anomaly patterns and magnitudes with previously computed residual maps based on the theory of isostasy.

  15. Successful experiences in the application of Concept Maps in Engineering in Computing, Mexico

    Beatriz Guardian Soto

    2013-02-01

    Full Text Available Today there is an enormous amount of work related to new models and styles of learning and instruction in the field of engineering. In the case of the engineering degree in computing that is taught in the Mexico National Polytechnic Institute (IPN, there is a working group led by an expert of international waisted whose success and work thereon, processes are reflected in this text through experiences gained in the last 8 years with students and teachers, thus generatingthe requirements and tools for the globalised world and the knowledge society in which we find ourselves. Lessons learned are in subjects as the theory of automata (TA, compilers (Cs, analysis of algorithms (AA, (R, Artificial Intelligence (AI, computer programming (P networks, degree project (PT and strategic planning (PE mainly, among others to facilitate the understanding of concepts and applications by the student and believe that through the teaching strategy using concept maps developed by j. Novak results have been favorable in dynamism, understanding and generating meaningful learning in the long term, providing well, solid elements for your professional practice. Listed proposals obtained by teachers and exercises developed by teachers and students.

  16. Discrimination of mixed quantum states. Reversible maps and unambiguous strategies

    Kleinmann, Matthias

    2008-06-30

    The discrimination of two mixed quantum states is a fundamental task in quantum state estimation and quantum information theory. In quantum state discrimination a quantum system is assumed to be in one of two possible - in general mixed - non-orthogonal quantum states. The discrimination then consists of a measurement strategy that allows to decide in which state the system was before the measurement. In unambiguous state discrimination the aim is to make this decision without errors, but it is allowed to give an inconclusive answer. Especially interesting are measurement strategies that minimize the probability of an inconclusive answer. A starting point for the analysis of this optimization problem was a result by Eldar et al. [Phys. Rev. A 69, 062318 (2004)], which provides non-operational necessary and sufficient conditions for a given measurement strategy to be optimal. These conditions are reconsidered and simplified in such a way that they become operational. The simplified conditions are the basis for further central results: It is shown that the optimal measurement strategy is unique, a statement that is e.g. of importance for the complexity analysis of optimal measurement devices. The optimal measurement strategy is derived for the case, where one of the possible input states has at most rank two, which was an open problem for many years. Furthermore, using the optimality criterion it is shown that there always exists a threshold probability for each state, such that below this probability it is optimal to exclude this state from the discrimination strategy. If the two states subject to discrimination can be brought to a diagonal structure with (2 x 2)-dimensional blocks, then the unambiguous discrimination of these states can be reduced to the unambiguous discrimination of pure states. A criterion is presented that allows to identify the presence of such a structure for two self-adjoint operators. This criterion consists of the evaluation of three

  17. The Effects of Hypermedia Knowledge and Learning Style on the Construction of Group Concept Maps.

    Reed, W. Michael; Oughton, John M.

    1998-01-01

    Analyzes students' visual renderings of concepts related to the term "hypermedia" to determine whether groups, membership of which was based on a mixture of learning styles or a mixture of hypermedia knowledge, constructed concept maps that differed in terms of several factors. Learning style seemed to explain the types of interactions more than…

  18. Details and justifications for the MAP concept specification for acceleration above 63 GeV

    Berg, J. Scott [Brookhaven National Lab. (BNL), Upton, NY (United States). Collider-Accelerator Dept.

    2014-02-28

    The Muon Accelerator Program (MAP) requires a concept specification for each of the accelerator systems. The Muon accelerators will bring the beam energy from a total energy of 63 GeV to the maximum energy that will fit on the Fermilab site. Justifications and supporting references are included, providing more detail than will appear in the concept specification itself.

  19. Does Constructivist Approach Applicable through Concept Maps to Achieve Meaningful Learning in Science?

    Jena, Ananta Kumar

    2012-01-01

    This study deals with the application of constructivist approach through individual and cooperative modes of spider and hierarchical concept maps to achieve meaningful learning on science concepts (e.g. acids, bases & salts, physical and chemical changes). The main research questions were: Q (1): is there any difference in individual and…

  20. The Comparative Effect of Individually-Constructed vs. Collaboratively-Constructed Computer-Based Concept Maps

    Kwon, So Young; Cifuentes, Lauren

    2009-01-01

    The researchers investigated the comparative effects of individually-constructed and collaboratively-constructed computer-based concept mapping on middle school science concept learning. One hundred and sixty one students completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups,…

  1. A Concept Map Knowledge Model of Intelligence Analysis

    2011-05-01

    preschool to higher education levels (e.g., Cañas et al. 2008, Sánchez et al. 2010). Since 2005, CMaps have been adopted as a main pedagogical tool in...Thompson 2009), which are grouped based on their functions into three categories: diagnostic , challenge, and imaginative techniques. In addition, the map...the techniques: Imaginative techniques (15 links), Diagnostic techniques (11 links), and Challenge techniques (ten links). 3.1.2.5 CMaps 5 and 6

  2. The use of concept maps as an indicator of significant learning in Calculus

    Naíma Soltau Ferrão

    2014-03-01

    Full Text Available This paper contains reflections and results of a research that aimed to apply and analyze the use of concept maps in Higher Education as an indicator of significant learning concerning derivative as mathematical object with students that finished Differential and Integral Calculus. This is a qualitative approach, situated in the area of mathematics education, based on Ausubel's Theory of Meaningful Learning and on technique of Novak's Concept Mapping. As data acquisition instruments, use of classroom observations, questionnaire, brainstorming and digital conceptual mapping, made by an undergraduate physics course. To analyze we defined four aspects to be observed in the maps constructed by students: (i validity of propositions formed with concepts, (ii hierarchization, (iii cross-links between the propositions, and (vi the presence of applications. The identification of these elements, taken as reference to analyze the maps, allowed the collection of information about how each student has structured and correlated the set of concepts learned on the derivative of a function along their course. Based on the results, we have identified in the digital conceptual maps effective tools to evaluate the students in terms of meaningful learning about specific contents of Differential and Integral Calculus by the hierarchy of concepts, progressive differentiation and integrative reconciliation as defined in the Theory of Meaningful Learning.

  3. A Study of Concept Mapping as an Instructional Intervention in an Undergraduate General Chemistry Calorimetry Laboratory

    Stroud, Mary W.

    This investigation, rooted in both chemistry and education, considers outcomes occurring in a small-scale study in which concept mapping was used as an instructional intervention in an undergraduate calorimetry laboratory. A quasi-experimental, multiple-methods approach was employed since the research questions posed in this study warranted the use of both qualitative and quantitative perspectives and evaluations. For the intervention group of students, a convenience sample, post-lab concept maps, written discussions, quiz responses and learning surveys were characterized and evaluated. Archived quiz responses for non-intervention students were also analyzed for comparison. Students uniquely constructed individual concept maps containing incorrect, conceptually correct and "scientifically thin" calorimetry characterizations. Students more greatly emphasized mathematical relationships and equations utilized during the calorimetry experiment; the meaning of calorimetry concepts was demonstrated to a lesser extent.

  4. The topographic grain concept in DEM-based geomorphometric mapping

    Józsa, Edina

    2016-04-01

    A common drawback of geomorphological analyses based on digital elevation datasets is the definition of search window size for the derivation of morphometric variables. The fixed-size neighbourhood determines the scale of the analysis and mapping, which can lead to the generalization of smaller surface details or the elimination of larger landform elements. The methods of DEM-based geomorphometric mapping are constantly developing into the direction of multi-scale landform delineation, but the optimal threshold for search window size is still a limiting factor. A possible way to determine the suitable value for the parameter is to consider the topographic grain principle (Wood, W. F. - Snell, J. B. 1960, Pike, R. J. et al. 1989). The calculation is implemented as a bash shell script for GRASS GIS to determine the optimal threshold for the r.geomorphon module. The approach relies on the potential of the topographic grain to detect the characteristic local ridgeline-to-channel spacing. By calculating the relative relief values with nested neighbourhood matrices it is possible to define a break-point where the increase rate of local relief encountered by the sample is significantly reducing. The geomorphons approach (Jasiewicz, J. - Stepinski, T. F. 2013) is a cell-based DEM classification method for the identification of landform elements at a broad range of scales by using line-of-sight technique. The landforms larger than the maximum lookup distance are broken down to smaller elements therefore the threshold needs to be set for a relatively large value. On the contrary, the computational requirements and the size of the study sites determine the upper limit for the value. Therefore the aim was to create a tool that would help to determine the optimal parameter for r.geomorphon tool. As a result it would be possible to produce more objective and consistent maps with achieving the full efficiency of this mapping technique. For the thorough analysis on the

  5. Using Concept Mapping to Build Concept the Competence of School Principals

    Mustamin Mustamin

    2012-09-01

    Full Text Available More and more the competence concept of school principals have an impact on two conditions, namely: (1 to develop the concept can complement and support each other; and (2 to develop the concept of possible contradict, giving rise to different interpretations. Therefore, this becomes the main issue researchers to identify the competence concept of school principals with adaptation of Jackson-Trochim method that is capable of illustrating the concept of competencies. Results of adaptation Jackson-Trochim method that school principals should have three types of competencies to lead the school effectively and efficiently. Kind of competencies are such as school leadership, instructional leadership, and operational leadership. Based on these results, the adaptation of Jackson-Trochim method to build the competence concept of school principals suggests this concept obtained may serve as a reference for school principals continue to build competencies in the future

  6. Management strategies to reduce conception/creation risks of intellectual property

    Ramona PAKOCS

    2015-06-01

    Full Text Available This paper is focused on finding the best management strategies to reduce conception/creation risks of intellectual property. For this we performed a SWOT analysis of conception /creation risks of intellectual property, which was analysed in a Brainstorming session, where several management strategies for risk reduction were found. Then a multi-criterion analysis was conducted which resulted in finding the best management strategy to reduce conception/creation risks of intellectual property.

  7. Concept - or no concept

    Thorsteinsson, Uffe

    1999-01-01

    Discussion about concept in industrial companies. A method for mapping of managerial concept in specific area is shown......Discussion about concept in industrial companies. A method for mapping of managerial concept in specific area is shown...

  8. A Study to Determine the Contribution Made by Concept Maps to a Computer Architecture and Organization Course

    Aydogan, Tuncay; Ergun, Serap

    2016-01-01

    Concept mapping is a method of graphical learning that can be beneficial as a study method for concept linking and organization. Concept maps, which provide an elegant, easily understood representation of an expert's domain knowledge, are tools for organizing and representing knowledge. These tools have been used in educational environments to…

  9. Effects of concept map teaching on students' critical thinking and approach to learning and studying.

    Chen, Shiah-Lian; Liang, Tienli; Lee, Mei-Li; Liao, I-Chen

    2011-08-01

    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.

  10. A fast and scalable radiation hybrid map construction and integration strategy.

    Agarwala, R; Applegate, D L; Maglott, D; Schuler, G D; Schäffer, A A

    2000-03-01

    This paper describes a fast and scalable strategy for constructing a radiation hybrid (RH) map from data on different RH panels. The maps on each panel are then integrated to produce a single RH map for the genome. Recurring problems in using maps from several sources are that the maps use different markers, the maps do not place the overlapping markers in same order, and the objective functions for map quality are incomparable. We use methods from combinatorial optimization to develop a strategy that addresses these issues. We show that by the standard objective functions of obligate chromosome breaks and maximum likelihood, software for the traveling salesman problem produces RH maps with better quality much more quickly than using software specifically tailored for RH mapping. We use known algorithms for the longest common subsequence problem as part of our map integration strategy. We demonstrate our methods by reconstructing and integrating maps for markers typed on the Genebridge 4 (GB4) and the Stanford G3 panels publicly available from the RH database. We compare map quality of our integrated map with published maps for GB4 panel and G3 panel by considering whether markers occur in the same order on a map and in DNA sequence contigs submitted to GenBank. We find that all of the maps are inconsistent with the sequence data for at least 50% of the contigs, but our integrated maps are more consistent. The map integration strategy not only scales to multiple RH maps but also to any maps that have comparable criteria for measuring map quality. Our software improves on current technology for doing RH mapping in areas of computation time and algorithms for considering a large number of markers for mapping. The essential impediments to producing dense high-quality RH maps are data quality and panel size, not computation.

  11. Student Connections of Linear Algebra Concepts: An Analysis of Concept Maps

    Lapp, Douglas A.; Nyman, Melvin A.; Berry, John S.

    2010-01-01

    This article examines the connections of linear algebra concepts in a first course at the undergraduate level. The theoretical underpinnings of this study are grounded in the constructivist perspective (including social constructivism), Vernaud's theory of conceptual fields and Pirie and Kieren's model for the growth of mathematical understanding.…

  12. Using Concept Mapping to Uncover Students' Knowledge Structures of Chemical Bonding Concepts

    Burrows, Nikita L.; Mooring, Suazette Reid

    2015-01-01

    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,…

  13. Letting youths choose for themselves: concept mapping as a participatory approach for program and service planning.

    Minh, Anita; Patel, Sejal; Bruce-Barrett, Cindy; OʼCampo, Patricia

    2015-01-01

    Ensuring that the voices of youths are heard is key in creating services that align with the needs and goals of youths. Concept mapping, a participatory mixed-methods approach, was used to engage youths, families, and service providers in an assessment of service gaps facing youth in an underserviced neighborhood in Toronto, Canada. We describe 6 phases of concept mapping: preparation, brainstorming, sorting and rating, analysis, interpretation, and utilization. Results demonstrate that youths and service providers vary in their conceptualizations of youth service needs and priorities. Implications for service planning and for youth engagement in research are discussed.

  14. Nursing care plans versus concept maps in the enhancement of critical thinking skills in nursing students enrolled in a baccalaureate nursing program.

    Sinatra-Wilhelm, Tina

    2012-01-01

    Appropriate and effective critical thinking and problem solving is necessary for all nurses in order to make complex decisions that improve patient outcomes, safety, and quality of nursing care. With the current emphasis on quality improvement, critical thinking ability is a noteworthy concern within the nursing profession. An in-depth review of literature related to critical thinking was performed. The use of nursing care plans and concept mapping to improve critical thinking skills was among the recommendations identified. This study compares the use of nursing care plans and concept mapping as a teaching strategy for the enhancement of critical thinking skills in baccalaureate level nursing students. The California Critical Thinking Skills Test was used as a method of comparison and evaluation. Results indicate that concept mapping enhances critical thinking skills in baccalaureate nursing students.

  15. The Effect of Concept Map Using on Student Success in The Teaching of Biology II Subjects Presented in Science Teacher Programme

    Tohit GÜNEŞ

    2006-12-01

    Full Text Available In this study, the effects of concept maps on meaningful learning of science 2.grade students to 8 biological topics presented in Biology II course has been comparatively investigated with classical method. For this purpose 140 students have been divided into two groups (70 control and 70 experimental and the subjects have been explained with classical method in control group and concept maps have been prepared in experimental group. Before and after the application, both groups received pre-test and post–test. The data were evaluated using by SPSS 11.5 statistical program. And success relations between samplings were determined using by t-test analyzing.According to data, it has been observed that the experimental group were more successful than control group (t=6,48, p< 0.001. It suggests that Concept maps can be used as teaching strategy in some difficult biology subjects.

  16. Concept Maps as Expressions of Teachers' Meaning-Making while Beginning to Teach Semiconductors

    Rollnick, Marissa; Mundalamo, Fhatuwani; Booth, Shirley

    2013-08-01

    The challenge of teaching new subject matter is a familiar one for most teachers. This paper investigates the content knowledge gains made by seven teachers as they learn to teach the topic of semiconductors through a process of self-study. `Semiconductors' is a new topic in the curriculum which looks at the sub-microscopic properties of materials used in electronics and is important because of its applications in modern technology. We present a phenomenographic analysis of 21 concept maps produced by seven teachers at various stages of their self-study project. Four categories of description emerged in the analysis, viz. no meaning, orientation to understanding of subject matter (SMK), a pedagogical content knowledge (PCK) context focus, and a PCK strategy focus. The last category proved to be the most interesting as it suggested that the teacher saw the learning of SMK and learning to teach the SMK as a single process. This finding was considered as important in understanding how teachers learn new SMK for teaching. We found that experienced teachers make sense of their new SMK in different ways. There is a variation of orientation in their learning and sense-making. The data also showed progression of teachers' understanding of the topic through the self-study process. The findings suggest that learning SMK for the purposes of teaching is different to learning for fulfilling the requirements of a study programme.

  17. Effective self-regulated science learning through multimedia-enriched skeleton concept maps

    Marée, Ton J.; van Bruggen, Jan M.; Jochems, Wim M. G.

    2013-04-01

    Background: This study combines work on concept mapping with scripted collaborative learning. Purpose: The objective was to examine the effects of self-regulated science learning through scripting students' argumentative interactions during collaborative 'multimedia-enriched skeleton concept mapping' on meaningful science learning and retention. Programme description: Each concept in the enriched skeleton concept map (ESCoM) contained annotated multimedia-rich content (pictures, text, animations or video clips) that elaborated the concept, and an embedded collaboration script to guide students' interactions. Sample: The study was performed in a Biomolecules course on the Bachelor of Applied Science program in the Netherlands. All first-year students (N=93, 31 women, 62 men, aged 17-33 years) took part in this study. Design and methods: The design used a control group who received the regular course and an experimental group working together in dyads on an ESCoM under the guidance of collaboration scripts. In order to investigate meaningful understanding and retention, a retention test was administered a month after the final exam. Results: Analysis of covariance demonstrated a significant experimental effect on the Biomolecules exam scores between the experimental group and the control, and the difference between the groups on the retention test also reached statistical significance. Conclusions: Scripted collaborative multimedia ESCoM mapping resulted in meaningful understanding and retention of the conceptual structure of the domain, the concepts, and their relations. Not only was scripted collaborative multimedia ESCoM mapping more effective than the traditional teaching approach, it was also more efficient in requiring far less teacher guidance.

  18. Application of concept map in pharmaceutical botany instruction%概念图在药用植物学教学中的应用

    虎艳; 陈建军

    2015-01-01

    Concept map is two-dimensional level representation of concepts,showing the relationship between concepts.Concept map is widely accepted by teachers and students,resulting from its unique features,that is,effectiveness to achieve knowledge objectives,orientation to carry out teaching goal and openness to cultivate abilities.Implementing ways and application strategies of concept map used in pharmaceutical botany instruction and instruction evaluation were discussed in higher vocational colleges,practical effects showing that the application of concept map could improve pharmaceutical botany instruction.%概念图是对概念的二维等级表征形式,显示了概念之间的关系.概念图由于其独有的特性而受到师生的广泛认同,其特性为实现知识目标方面的有效性,落实教学目标方面的导向性,以及培养能力方面的开放性.本文探讨了概念图在高等职业院校药用植物学教学和评价中的实施途径及其应用策略.实践结果表明,概念图在药用植物学教学中的应用可以提高教学效果.

  19. Acquiring concepts and features of novel words by two types of learning: direct mapping and inference.

    Chen, Shuang; Wang, Lin; Yang, Yufang

    2014-04-01

    This study examined the semantic representation of novel words learnt in two conditions: directly mapping a novel word to a concept (Direct mapping: DM) and inferring the concept from provided features (Inferred learning: IF). A condition where no definite concept could be inferred (No basic-level meaning: NM) served as a baseline. The semantic representation of the novel word was assessed via a semantic-relatedness judgment task. In this task, the learned novel word served as a prime, while the corresponding concept, an unlearned feature of the concept, and an unrelated word served as targets. ERP responses to the targets, primed by the novel words in the three learning conditions, were compared. For the corresponding concept, smaller N400s were elicited in the DM and IF conditions than in the NM condition, indicating that the concept could be obtained in both learning conditions. However, for the unlearned feature, the targets in the IF condition produced an N400 effect while in the DM condition elicited an LPC effect relative to the NM learning condition. No ERP difference was observed among the three learning conditions for the unrelated words. The results indicate that conditions of learning affect the semantic representation of novel word, and that the unlearned feature was only activated by the novel word in the IF learning condition.

  20. Concept mapping as an approach for expert-guided model building: The example of health literacy.

    Soellner, Renate; Lenartz, Norbert; Rudinger, Georg

    2017-02-01

    Concept mapping served as the starting point for the aim of capturing the comprehensive structure of the construct of 'health literacy.' Ideas about health literacy were generated by 99 experts and resulted in 105 statements that were subsequently organized by 27 experts in an unstructured card sorting. Multidimensional scaling was applied to the sorting data and a two and three-dimensional solution was computed. The three dimensional solution was used in subsequent cluster analysis and resulted in a concept map of nine "clusters": (1) self-regulation, (2) self-perception, (3) proactive approach to health, (4) basic literacy and numeracy skills, (5) information appraisal, (6) information search, (7) health care system knowledge and acting, (8) communication and cooperation, and (9) beneficial personality traits. Subsequently, this concept map served as a starting point for developing a "qualitative" structural model of health literacy and a questionnaire for the measurement of health literacy. On the basis of questionnaire data, a "quantitative" structural model was created by first applying exploratory factor analyses (EFA) and then cross-validating the model with confirmatory factor analyses (CFA). Concept mapping proved to be a highly valuable tool for the process of model building up to translational research in the "real world".

  1. Designs of Concept Maps and Their Impacts on Readers' Performance in Memory and Reasoning while Reading

    Tzeng, Jeng-Yi

    2010-01-01

    From the perspective of the Fuzzy Trace Theory, this study investigated the impacts of concept maps with two strategic orientations (comprehensive and thematic representations) on readers' performance of cognitive operations (such as perception, verbatim memory, gist reasoning and syntheses) while the readers were reading two history articles that…

  2. Differences in Stakeholder Perceptions about Training Evaluation: A Concept Mapping/Pattern Matching Investigation.

    Michalski, Greg V.; Cousins, J. Bradley

    2000-01-01

    Used concept mapping and pattern matching in exploratory research to investigate differences in stakeholder perceptions of training results and evaluation. Group perceptions and the individual perceptions of 39 managers, product developers, and training professionals show that all stakeholder groups agreed reasonably well about the importance of…

  3. Learning about A level physics students’ understandings of particle physics using concept mapping

    Gourlay, H.

    2017-01-01

    This paper describes a small-scale piece of research using concept mapping to elicit A level students’ understandings of particle physics. Fifty-nine year 12 (16- and 17 year-old) students from two London schools participated. The exercise took place during school physics lessons. Students were instructed how to make a concept map and were provided with 24 topic-specific key words. Students’ concept maps were analysed by identifying the knowledge propositions they represented, enumerating how many students had made each one, and by identifying errors and potential misconceptions, with reference to the specification they were studying. The only correct statement made by a majority of students in both schools was that annihilation takes place when matter and antimatter collide, although there was evidence that some students were unable to distinguish between annihilation and pair production. A high proportion of students knew of up, down and strange quarks, and that the electron is a lepton. However, some students appeared to have a misconception that everything is made of quarks. Students found it harder to classify tau particles than they did electrons and muons. Where students made incorrect links about muons and tau particles their concept maps suggested that they thought they were mesons or quarks.

  4. A concept mapping study on perpetuating factors of functional somatic symptoms from clinicians' perspective

    Janssens, Karin A M; Houtveen, Jan H; Tak, Lineke M; Bonvanie, Irma J; Scholtalbers, Anna; van Gils, Anne; Geenen, Rinie; Rosmalen, Judith G M

    2017-01-01

    OBJECTIVE: The aim of this concept mapping study was to identify the structure and alleged importance of perpetuating factors of functional somatic symptoms (FSS) from the perspective of professionals. Further, we examined to which extent these factors have been addressed in scientific literature. M

  5. Aggregating Concept Map Data to Investigate the Knowledge of Beginning CS Students

    Mühling, Andreas

    2016-01-01

    Concept maps have a long history in educational settings as a tool for teaching, learning, and assessing. As an assessment tool, they are predominantly used to extract the structural configuration of learners' knowledge. This article presents an investigation of the knowledge structures of a large group of beginning CS students. The investigation…

  6. Using concept mapping for needs analysis for a social support system in learning network

    Nadeem, Danish; Stoyanov, Slavi; Koper, Rob

    2011-01-01

    Nadeem, D., Stoyanov, S., & Koper, R. (2011). Using concept mapping for needs analysis for a social support system in learning network. International Journal of Interactive Mobile Technologies, 5(1), 41-45. Available on: http://online-journals.org/i-jim/issue/view/102

  7. Concept mapping as a method to enhance evidence-based public health.

    van Bon-Martens, Marja J H; van de Goor, Ien A M; van Oers, Hans A M

    2017-02-01

    In this paper we explore the suitability of concept mapping as a method for integrating knowledge from science, practice, and policy. In earlier research we described and analysed five cases of concept mapping procedures in the Netherlands, serving different purposes and fields in public health. In the current paper, seven new concept mapping studies of co-produced work are added to extend this analysis. For each of these twelve studies we analysed: (1) how the method was able to integrate knowledge from practice with scientific knowledge by facilitating dialogue and collaboration between different stakeholders in the field of public health, such as academic researchers, practitioners, policy-makers and the public; (2) how the method was able to bring theory development a step further (scientific relevance); and (3) how the method was able to act as a sound basis for practical decision-making (practical relevance). Based on the answers to these research questions, all but one study was considered useful for building more evidence-based public health, even though the extent to which they underpinned actual decision-making varied. The chance of actually being implemented in practice seems strongly related to the extent to which the responsible decision-makers are involved in the way the concept map is prepared and executed.

  8. Concept Mapping and Peirce's Semiotic Paradigm Meet in the Classroom Environment.

    Kankkunen, Markku

    2001-01-01

    Considers the problem of how to track a student's real progress in learning and evaluates the success of concept mapping in constructing a learning environment in a Finnish primary school. Highlights include the semiotic paradigm developed by Charles Sanders Peirce; and results of a longitudinal study. (Author/LRW)

  9. Concept Map as an Assessment Tool in Secondary School Mathematics: An Analysis of Teachers' Perspectives

    Mutodi, Paul; Chigonga, Benard

    2016-01-01

    This paper reports on teachers' views on concept mapping: its applicability; reliability; advantages and; difficulties. A close-ended questionnaire was administered to 50 purposefully selected secondary school mathematics teachers from Sekhukhune District, Limpopo, South Africa. The findings indicate that mathematics teachers generally perceive…

  10. Effects of Concept Mapping Instruction Approach on Students' Achievement in Basic Science

    Ogonnaya, Ukpai Patricia; Okafor, Gabriel; Abonyi, Okechukwu S.; Ugama, J. O.

    2016-01-01

    The study investigated the effects of concept mapping on students' achievement in basic science. The study was carried out in Ebonyi State of Nigeria. The study employed a quasi-experimental design. Specifically the pretest posttest non-equivalent control group research design was used. The sample was 122 students selected from two secondary…

  11. Gender Fair Efficacy of Concept Mapping Tests in Identifying Students' Difficulties in High School Organic Chemistry

    Gafoor, Kunnathodi Abdul; Shilna, V.

    2014-01-01

    In view of the perceived difficulty of organic chemistry unit for high schools students, this study examined the usefulness of concept mapping as a testing device to assess students' difficulty in the select areas. Since many tests used for identifying students misconceptions and difficulties in school subjects are observed to favour one or the…

  12. Appropriate care for shelter-based abused women: concept mapping with Dutch clients and professionals

    Jonker, I.E.; Jansen, C.C.M.; Christians, M.G.M.; Wolf, J.R.L.M.

    2014-01-01

    We conducted a concept mapping exercise to gain insight into the perspectives held by abused women and professionals with regard to appropriate care in Dutch women's shelters. Three brainstorming sessions generated 92 statements that were then rated by 56 clients and 51 professionals. A total of 11

  13. Dynamic Assessment of EFL Learners' Listening Comprehension via Computerized Concept Mapping

    Ebadi, Saman; Latif, Shokoufeh Vakili

    2015-01-01

    In Vygotsky's theory, learner's Zone of Proximal Development (ZPD) and autonomous performance could be further developed through social interaction with an expert. Computerized concept mapping enjoys the advantage of meeting learners' differences and therefore can be applied as a scaffold to support learning process.Taking a dynamic assessment…

  14. An Electronic Engineering Curriculum Design Based on Concept-Mapping Techniques

    Toral, S. L.; Martinez-Torres, M. R.; Barrero, F.; Gallardo, S.; Duran, M. J.

    2007-01-01

    Curriculum design is a concern in European Universities as they face the forthcoming European Higher Education Area (EHEA). This process can be eased by the use of scientific tools such as Concept-Mapping Techniques (CMT) that extract and organize the most relevant information from experts' experience using statistics techniques, and helps a…

  15. Use of Bibliographic Systems and Concept Maps: Innovative Tools to Complete a Literature Review

    Martelo, Maira L.

    2011-01-01

    This article presents a process for utilizing a bibliographic system built with Microsoft Excel as well as concept maps to organize and to synthesize information that can be included in a literature review. A review of the conceptual framework behind these tools is included as well as a detailed description about how to build the system in Excel.…

  16. Investigating the Impact of Concept Mapping Software on Greek Students with Attention Deficit (AD)

    Riga, Asimina; Papayiannis, Nikolaos

    2015-01-01

    The present study investigates if there is a positive effect of the use of concept mapping software on students with Attention Deficit (AD) when learning descriptive writing in the secondary level of education. It also examines what kind of difficulties AD students may have come across during this learning procedure. Sample students were selected…

  17. Use of Concept Mapping in an Undergraduate Introductory Exercise Physiology Course

    Henige, Kim

    2012-01-01

    Physiology is often considered a challenging course for students. It is up to teachers to structure courses and create learning opportunities that will increase the chance of student success. In an undergraduate exercise physiology course, concept maps are assigned to help students actively process and organize information into manageable and…

  18. WWC Quick Review of "Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping"

    What Works Clearinghouse, 2011

    2011-01-01

    The study examined whether using the retrieval-practice studying technique--in which students alternate between reading a passage and writing memorable information from that passage--improved student learning of a science passage more than the study-once, repeated-study, or concept-mapping techniques. The study found that students using the…

  19. Differences in Concept Mapping, Hypertext Architecture, and the Analyst-Intuition Dimension of Cognitive Style

    Graff, Martin

    2005-01-01

    There is now evidence to suggest that the degree to which hypertext or web-based instructional systems facilitate recall of information appears to be contingent on an individual's cognitive or information processing style. Concept maps also reflect the way in which individuals process information and therefore it is possible that cognitive style…

  20. Effects of Prior Knowledge and Concept-Map Structure on Disorientation, Cognitive Load, and Learning

    Amadieu, Franck; van Gog, Tamara; Paas, Fred; Tricot, Andre; Marine, Claudette

    2009-01-01

    This study explored the effects of prior knowledge (high vs. low; HPK and LPK) and concept-map structure (hierarchical vs. network; HS and NS) on disorientation, cognitive load, and learning from non-linear documents on "the infection process of a retrograde virus (HIV)". Participants in the study were 24 adults. Overall subjective ratings of…

  1. The Contributions of Digital Concept Maps to Assessment for Learning Practices

    Filiz, Mehmet; Trumpower, David; Atas, Sait

    2013-01-01

    We have been developing a digital concept maps website (www.conceptmapsforlearning.com) based on the principles of effective assessment for learning. The purpose of this paper is to reveal its promising contributions to formative evaluation practices. The website reduces the workload of teachers as well as provides immediate and delayed feedback…

  2. The use of concept maps to detect and correct concept errors (mistakes

    Ladislada del Puy Molina Azcárate

    2013-02-01

    Full Text Available This work proposes to detect and correct concept errors (EECC to obtain Meaningful Learning (AS. The Conductive Model does not respond to the demand of meaningful learning that implies gathering thought, feeling and action to lead students up to both compromise and responsibility. In order to respond to the society competition about knowledge and information it is necessary to change the way of teaching and learning (from conductive model to constructive model. In this context it is important not only to learn meaningfully but also to create knowledge so as to developed dissertive, creative and critical thought, and the EECC are and obstacle to cope with this. This study tries to get ride of EECC in order to get meaningful learning. For this, it is essential to elaborate a Teaching Module (MI. This teaching Module implies the treatment of concept errors by a teacher able to change the dynamic of the group in the classroom. This M.I. was used among sixth grade primary school and first grade secondary school in some state assisted schools in the North of Argentina (Tucumán and Jujuy. After evaluation, the results showed great and positive changes among the experimental groups taking into account the attitude and the academic results. Meaningful Learning was shown through pupilʼs creativity, expressions and also their ability of putting this into practice into everyday life.

  3. ADDRESSING WATER FOOTPRINT CONCEPT: A DEMONSTRABLE STRATEGY FOR PAPERMAKING INDUSTRY

    Jing Shen; Xueren Qian

    2012-01-01

    Since the introduction of the water footprint concept in 2002, in the context of humankind’s ever-increasing awareness of the valuable global freshwater resources, it has received more and more attention. The application of this relatively new concept has been expected to provide ecological and environmental benefits. For the water-intensive papermaking industry, it seems that water footprint needs to be addressed. The water footprint of cellulosic paper can be divided into three components, ...

  4. An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames.

    Rohlfing, Katharina J; Wrede, Britta; Vollmer, Anna-Lisa; Oudeyer, Pierre-Yves

    2016-01-01

    The classic mapping metaphor posits that children learn a word by mapping it onto a concept of an object or event. However, we believe that a mapping metaphor cannot account for word learning, because even though children focus attention on objects, they do not necessarily remember the connection between the word and the referent unless it is framed pragmatically, that is, within a task. Our theoretical paper proposes an alternative mechanism for word learning. Our main premise is that word learning occurs as children accomplish a goal in cooperation with a partner. We follow Bruner's (1983) idea and further specify pragmatic frames as the learning units that drive language acquisition and cognitive development. These units consist of a sequence of actions and verbal behaviors that are co-constructed with a partner to achieve a joint goal. We elaborate on this alternative, offer some initial parametrizations of the concept, and embed it in current language learning approaches.

  5. An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames

    Rohlfing, Katharina J.; Wrede, Britta; Vollmer, Anna-Lisa; Oudeyer, Pierre-Yves

    2016-01-01

    The classic mapping metaphor posits that children learn a word by mapping it onto a concept of an object or event. However, we believe that a mapping metaphor cannot account for word learning, because even though children focus attention on objects, they do not necessarily remember the connection between the word and the referent unless it is framed pragmatically, that is, within a task. Our theoretical paper proposes an alternative mechanism for word learning. Our main premise is that word learning occurs as children accomplish a goal in cooperation with a partner. We follow Bruner’s (1983) idea and further specify pragmatic frames as the learning units that drive language acquisition and cognitive development. These units consist of a sequence of actions and verbal behaviors that are co-constructed with a partner to achieve a joint goal. We elaborate on this alternative, offer some initial parametrizations of the concept, and embed it in current language learning approaches. PMID:27148105

  6. Concept Mapping: A Dynamic, Individualized and Qualitative Method for Eliciting Meaning.

    Wilson, Jessie; Mandich, Angie; Magalhães, Lilian

    2016-07-01

    The purpose of this theoretical article is to explore the use of concept mapping as a qualitative research method that is represented as a form of multimodal communication. This framework strives to move mapping beyond quantitative analysis by inserting art and humanness into the process. This proposed framework provides a means to highlight the ways in which people learn, understand, and interpret the world around them. Three categories for understanding have been identified by the authors to help individuals create, interpret, and understand qualitative concept maps. These categories include the following: Voice: Tri-directional Voice and Mutual Absorption; Detail in the Parts & Recognition of the Whole: Uniqueness, Aesthetic Distance and Emplacement; and Sensory Experience: Intellectual + Emotional Investment and Humanness. Each of these categories is interconnected, and informs each other in a dialectical way, therefore creating a piece of visual data with which the participant, researcher and audience can interact.

  7. A metacognitive tool: Theoretical and operational analysis of skills exercised in structured concept maps

    Marie-Pierre Chevron

    2014-01-01

    Full Text Available Developing meaningful learning is not only difficult to achieve but also time consuming, because it requires a large number of different skills to develop and master. Many studies have shown that organizing knowledge in concept maps helps teachers and students to develop such a meaningful learning (Nesbit, J.C., Adescope, O.O., 2006. Learning with concept and knowledge maps: a meta-analysis. Rev. Educ. Res. 76:3, 413–446. Based on the work of Tyler (Tyler, R.W., 1950. Basic principles of Curriculum and Instruction. University of Chicago Press, Chicago, IL and Anderson (Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C., 2001. A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom׳s Taxonomy of Educational Objectives. Longman, New York, this study proposes to characterize and to organize precisely, rigorously, and operationally in a two-dimensional matrix, the skills exercised during the elaboration of concept maps, here referred to as context-dependent and hierarchically structured concept maps (sCM. These skills correspond to those actually needed in transfer of knowledge, and the matrix could be used as an instructional tool to assist learners and teachers in this transfer. In addition it allows them to pay attention to the cognitive processes and types of knowledge involved during sCM elaboration. Making explicit the taxonomic levels of cognitive efforts implemented while organizing knowledge in a concept map could constitute a useful metacognitive tool to focus the teachers and learners׳ attention and efforts towards achieving higher-order thinking skills and meaningful learning.

  8. Mapping Theory - a mapping of the theoretical territory related to a contemporary concept of public space

    Smith, Shelley

    2008-01-01

    This working paper maps the theoretical territory of public space - urban public space - in a contemporary urban context. By finding, selecting, registering and examining existing theoretical stand points, the paper founds a basis for the creation of theory in an architectural discourse...... and for the examination of new spatial constellations for further research in public space. In addition to this, the appendices of the working paper are a kind of database for sources and source analyses....

  9. Concept Mapping to Assess Learning and Understanding of Complexity in Courses on Global Climate Change

    Rebich-Hespanha, S.; Gautier, C.

    2010-12-01

    The complex nature of climate change science poses special challenges for educators wishing to broaden and deepen student understanding of the climate system and its sensitivity to and impacts upon human activity. Learners have prior knowledge that may limit their perception and processing of the multiple relationships between processes (e.g., feedbacks) that arise in global change science, and these existing mental models serve as the scaffold for all future learning. Because adoption of complex scientific concepts is not likely if instruction includes presentation of information or concepts that are not compatible with the learners’ prior knowledge, providing effective instruction on this complex topic requires learning opportunities that are anchored upon an evaluation of the limitations and inaccuracies of the learners’ existing understandings of the climate system. The formative evaluation that serves as the basis for planning such instruction can also be useful as a baseline against which to evaluate subsequent learning. We will present concept-mapping activities that we have used to assess students’ knowledge and understanding about global climate change in courses that utilized multiple assessment methods including presentations, writings, discussions, and concept maps. The courses in which these activities were completed use a variety of instructional approaches (including standard lectures and lab assignments and a mock summit) to help students understand the inherently interdisciplinary topic of global climate change, its interwoven human and natural causes, and the connections it has with society through a complex range of political, social, technological and economic factors. Two instances of concept map assessment will be presented: one focused on evaluating student understanding of the major components of the climate system and their interconnections, and the other focused on student understanding of the connections between climate change and

  10. A Concept-Map Integrated Dynamic Assessment System for Improving Ecology Observation Competences in Mobile Learning Activities

    Hung, Pi-Hsia; Hwang, Gwo-Jen; Su, I-Hsiang; Lin, I-Hua

    2012-01-01

    Observation competence plays a fundamental role in outdoor scientific investigation. The computerized concept mapping technique as a Mindtool has shown the potential for enhancing meaningful learning in science education. The purposes of the present study are to develop a concept map integrated mobile learning design for ecology observation and to…

  11. Concept Maps for Assessing Change in Learning: A Study of Undergraduate Business Students in First-Year Marketing in China

    von der Heidt, Tania

    2015-01-01

    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…

  12. The Effects of Concept Maps on the Academic Success and Attitudes of 11th Graders while Teaching Urinary System

    Akay, Sumeyye Ozbey; Kaya, Basturk; Kilic, Selda

    2012-01-01

    The aim of the present study is to support, enrich, and broaden the process of education using concept maps and to determine the effects of concept maps in biology classes on school success, attitude and retention of the knowledge taught. The present study was conducted as an experimental study with pre-test and post-test control groups. The…

  13. Concept Maps Provide a Window onto Preservice Elementary Teachers' Knowledge in the Teaching and Learning of Mathematics

    Chichekian, Tanya; Shore, Bruce M.

    2013-01-01

    This collaborative concept-mapping exercise was conducted in a second-year mathematics methods course. Teachers' visual representations of their mathematical content and pedagogical knowledge provided insight into their understanding of how students learn mathematics. We collected 28 preservice student teachers' concept maps and analyzed them by…

  14. Applying Computerized Concept Maps in Guiding Pupils to Reason and Solve Mathematical Problems: The Design Rationale and Effect

    Chen, I-Ching; Hu, Shueh-Cheng

    2013-01-01

    The capability of solving fundamental mathematical problems is essential to elementary school students; however instruction based on ordinary narration usually perplexes students. Concept mapping is well known for its effectiveness on assimilating and organizing knowledge, which is essential to meaningful learning. A variety of concept map-based…

  15. Concept Mapping Assessment of Media Assisted Learning in Interdisciplinary Science Education

    Schaal, Steffen; Bogner, Franz X.; Girwidz, Raimund

    2010-05-01

    Acquisition of conceptual knowledge is a central aim in science education. In this study we monitored an interdisciplinary hypermedia assisted learning unit on hibernation and thermodynamics based on cooperative learning. We used concept mapping for the assessment, applying a pre-test/post-test design. In our study, 106 9th graders cooperated by working in pairs ( n = 53) for six lessons. As an interdisciplinary learning activity in such complex knowledge domains has to combine many different aspects, we focused on long-term knowledge. Learners working cooperatively in dyads constructed computer-supported concept maps which were analysed by specific software. The data analysis encompassed structural aspects of the knowledge corresponding to a target reference map. After the learning unit, the results showed the acquisition of higher-order domain-specific knowledge structures which indicates successful interdisciplinary learning through the hypermedia learning environment. The benefit of using a computer-assisted concept mapping assessment for research in science education, and in science classrooms is considered.

  16. The Concept Attainment Strategy: Inductive Lessons on Arachnids and Isomers

    Reid, Barbara

    2011-01-01

    The concept attainment lesson, recommended by Joyce, Weil, and Calhoun (2004), is designed to give students practice in analyzing data and developing critical-thinking skills--without a complicated lab setup. The inductive lesson structure leads students step by step to an in-depth understanding of a new idea and scaffolds their thinking as they…

  17. Strategies for Teaching Object-Oriented Concepts with Java

    Sicilia, Miguel-Angel

    2006-01-01

    A considerable amount of experiences in teaching object-oriented concepts using the Java language have been reported to date, some of which describe language pitfalls and concrete learning difficulties. In this paper, a number of additional issues that have been experienced as difficult for students to master, along with approaches intended to…

  18. Using Concept Mapping for Needs Analysis for a Social Support System in Learning Network

    Danish Nadeem

    2011-01-01

    Full Text Available This paper describes the needs analysis of tool for connecting people in a Learning Network using Group Concept Mapping method. We conducted an empirical study to identify the most relevant features of such a tool. There were 11 experts from 7 different countries with technical and non-technical background who participated in the study. Each of the participants were invited by email and given a brief description about the scenario for the need of a tool in an online Learning Network to find people for help (social support system. This tool can be developed on mobile devices to search for peer learners. The participants generated 153 unique ideas about the need for social support system in Learning Network. These ideas were sorted and rated, and further analysis with Concept Mapping produced ten relevant clusters of interest. These clusters (concepts suggest the features which are relevant for a tool that would support learners in connecting with others in a Learning Network. The concept mapping methodology described in this paper has also been applied in other projects; one of them is about the “investigation of pedagogic areas in which mobile learning is an appropriate solution”. We intend to publish the work in the future publication.

  19. The theory underlying concept maps and how to construct and use them

    Alberto J. Cañas

    2010-07-01

    Full Text Available This text presents the origin of the concept map tool and some of the early history in the development of this tool. Some of the ideas from Ausubel’s (1963; 1968 assimilation theory of cognitive learning that served as a foundation for concept mapping are presented, including the important role that assimilating new concepts and propositions into a learner’s existing cognitive framework plays in meaning making. Epistemological foundations are also presented including the idea that creative production of new knowledge can be seen as a very high level of meaningful learning, and concept mapping can facilitate the process. The wide range of tools available in free CmapTools software and some applications are illustrated, including application for facilitating meaningful learning, better curriculum development, capturing and archiving tacit and explicit expert knowledge, and enhancing creative production. Using CmapTools, WWW resources, and other digital resources provide for a powerful New Model for Education leading to the creation of individual knowledge portfolios that can document significant learning and serve as a foundation for future related learning. CmapTools also provides extensive support for collaboration, publishing and sharing of knowledge models.

  20. R-CMap-An open-source software for concept mapping.

    Bar, Haim; Mentch, Lucas

    2017-02-01

    Planning and evaluating projects often involves input from many stakeholders. Fusing and organizing many different ideas, opinions, and interpretations into a coherent and acceptable plan or project evaluation is challenging. This is especially true when seeking contributions from a large number of participants, especially when not all can participate in group discussions, or when some prefer to contribute their perspectives anonymously. One of the major breakthroughs in the area of evaluation and program planning has been the use of graphical tools to represent the brainstorming process. This provides a quantitative framework for organizing ideas and general concepts into simple-to-interpret graphs. We developed a new, open-source concept mapping software called R-CMap, which is implemented in R. This software provides a graphical user interface to guide users through the analytical process of concept mapping. The R-CMap software allows users to generate a variety of plots, including cluster maps, point rating and cluster rating maps, as well as pattern matching and go-zone plots. Additionally, R-CMap is capable of generating detailed reports that contain useful statistical summaries of the data. The plots and reports can be embedded in Microsoft Office tools such as Word and PowerPoint, where users may manually adjust various plot and table features to achieve the best visual results in their presentations and official reports. The graphical user interface of R-CMap allows users to define cluster names, change the number of clusters, select rating variables for relevant plots, and importantly, select subsets of respondents by demographic criteria. The latter is particularly useful to project managers in order to identify different patterns of preferences by subpopulations. R-CMap is user-friendly, and does not require any programming experience. However, proficient R users can add to its functionality by directly accessing built-in functions in R and sharing new

  1. Semantic Similarity Computation and Concept Mapping in Earth and Environmental Science

    Zheng, J.; Ma, X.; Fox, P. A.

    2013-12-01

    Ontologies have been widely adopted and used by Earth and Environmental Science community to capture and represent knowledge in the domain. One of the major problem that prevent us to combine and reuse these ontologies to solve more interesting problems is semantic heterogeneity problem, for example, same vocabularies from different ontologies may refer to different concept; or different terms from different ontologies may have same meaning. In this proposed work, we will address the problem by (1) developing a semantic similarity computation model to compute similarity among the concepts in Earth and Environmental Science; (2) based on the computation model, we will implement concept mapping tool that creates alignment for concepts that are semantically the same; (3) we will demonstrate the effectiveness of the tool using GCMD and CLEAN vocabularies and other earth science related ontologies.

  2. Designing problem-based curricula: The role of concept mapping in scaffolding learning for the health sciences

    Susan M. Bridges

    2015-03-01

    Full Text Available While the utility of concept mapping has been widely reported in primary and secondary educational contexts, its application in the health sciences in higher education has been less frequently noted. Two case studies of the application of concept mapping in undergraduate and postgraduate health sciences are detailed in this paper. The case in undergraduate dental education examines the role of concept mapping in supporting problem-based learning and explores how explicit induction into the principles and practices of CM has add-on benefits to learning in an inquiry-based curriculum. The case in postgraduate medical education describes the utility of concept mapping in an online inquiry-based module design. Specific attention is given to applications of CMapTools™ software to support the implementation of Novakian concept mapping in both inquiry-based curricular contexts.

  3. A concept mapping study on organic food consumers in Shanghai, China.

    Hasimu, Huliyeti; Marchesini, Sergio; Canavari, Maurizio

    2017-01-01

    Despite some similarities with developed countries, the growth of organic market in China seems to follow a different path. Thus, important questions are how Chinese urban consumers perceive organic food, and what are the main concepts associated to the organic attribute. We aimed at representing in graphic form the network of mental associations with the organic concept. We used an adapted version of the "Brand concept mapping" method to acquire, process, and draw individual concept networks perceived by 50 organic food consumers in Shanghai. We then analyzed the data using network and cluster analysis to create aggregated maps for two distinct groups of consumers. Similarly to their peers in developed countries, Chinese consumers perceive organic food as healthy, safe and expensive. However, organic is not necessarily synonymous with natural produce in China, also due to a translation of the term that conveys the idea of a "technology advanced" product. Organic overlaps with the green food label in terms of image and positioning in the market, since they are easily associated and often confused. The two groups we identified show clear differences in the way the organic concept is associated to other concepts and features. The study provides useful information for practitioners: marketers of organic products in China should invest in communication to emphasize the differences with Green Food products and they should consider the possibility of segmenting organic consumers; Chinese policy makers should consider implementing information campaigns aimed at achieving a better understanding of the features of these quality labels among consumers. For researchers, the study confirms that the BCM method is effective and its integration with network and cluster analysis improves the interpretation of individual and aggregated maps.

  4. Planning Strategies for Teaching the Concept of Number to ESN(S) Children

    Finlow, David J.; Winteridge, David J.

    1978-01-01

    The psychology of learning is used to analyze learning difficulties of educationally sub-normal (severe) children. Implications for more effective teaching strategies in dealing with number concepts as well as general considerations are given. (MN)

  5. The concept map as a tool for the collaborative construction of knowledge: A microanalysis of high school physics students

    Roth, Wolff-Michael; Roychoudhury, Anita

    Although concept mapping has been shown to help students in meaningful learning, particularly when done as a collaborative activity, little has been done to understand the microprocesses during the activity itself. However, in order to be able to improve the activity as a teaching and learning heuristic, we have to know more about the microprocesses that constitute concept mapping as process and as product. This study was designed to investigate concept mapping as a means of assessing the quality of student understanding from two perspectives: the analysis of the process of constructing meaning and the analysis of the products of this cognitive activity. An interpretive research methodology was adopted for the construction of meaning from the data. Twenty-nine students from two sections of a senior level high school physics course participated in the study. The data sources included videotapes, their transcripts, and all concept maps produced. Students worked in collaborative groups during all of the concept mapping sessions. Individual concept mapping was assessed twice, once delayed by a week, another time delayed by 6 weeks. To assess what happened to the cognitive achievement as the context of concept mapping changed from collaborative to individual activity, we used a tracer. A tracer is some bit of knowledge, procedure, or action that allows the researcher to follow a task through various settings. The concept maps as products differed in their hierarchical organization, the number of links, and the benefit to the individual students. Three major processes emerged, which students used to arrive at suitable propositions. Students mediated propositions verbally and nonverbally, they took adversarial positions and appealed to authority, and they formed temporary alliances based on presumed expertise. Both product and process hold promise but also show some limitations. On the positive side, concept mapping led to sustained discourse on the topic and improved the

  6. Study on ABCD Analysis Technique for Business Models, business strategies, Operating Concepts & Business Systems

    Aithal, Sreeramana

    2016-01-01

    Studying the implications of a business model, choosing success strategies, developing viable operational concepts or evolving a functional system, it is important to analyse it in all dimensions. For this purpose, various analysing techniques/frameworks are used. This paper is a discussion on how to use an innovative analysing framework called ABCD model on a given business model, or on a business strategy or a operational concept/idea or business system. Based on four constructs Advantages,...

  7. A new approach to analyze strategy map using an integrated BSC and FUZZY DEMATEL

    Seyed Abdollah Heydariyeh

    2012-01-01

    Full Text Available Today, with ever-increasing competition in global economic conditions, the necessity of effective implementation of strategy map has become an inevitable and necessary. The strategy map represents a general and structured framework for strategic objectives and plays an important role in forming competitive advantages for organizations. It is important to find important factors influencing strategy map and prioritize them based on suitable factors. In this paper, we propose an integration of BSC and Fuzzy DEMATEL technique to rank different items influencing strategy of a production plan. The proposed technique is implemented for real-world case study of glass production.

  8. Making clinical case-based learning in veterinary medicine visible: analysis of collaborative concept-mapping processes and reflections.

    Khosa, Deep K; Volet, Simone E; Bolton, John R

    2014-01-01

    The value of collaborative concept mapping in assisting students to develop an understanding of complex concepts across a broad range of basic and applied science subjects is well documented. Less is known about students' learning processes that occur during the construction of a concept map, especially in the context of clinical cases in veterinary medicine. This study investigated the unfolding collaborative learning processes that took place in real-time concept mapping of a clinical case by veterinary medical students and explored students' and their teacher's reflections on the value of this activity. This study had two parts. The first part investigated the cognitive and metacognitive learning processes of two groups of students who displayed divergent learning outcomes in a concept mapping task. Meaningful group differences were found in their level of learning engagement in terms of the extent to which they spent time understanding and co-constructing knowledge along with completing the task at hand. The second part explored students' and their teacher's views on the value of concept mapping as a learning and teaching tool. The students' and their teacher's perceptions revealed congruent and contrasting notions about the usefulness of concept mapping. The relevance of concept mapping to clinical case-based learning in veterinary medicine is discussed, along with directions for future research.

  9. Attitudes to concept maps as a teaching/learning activity in undergraduate health professional education: influence of preferred learning style.

    Laight, David W

    2004-05-01

    Concept maps that integrate and relate concepts in a nonlinear fashion are widely accepted as an educational tool that can underpin meaningful learning in medical education. However, student take-up may be affected by a number of cognitive and non-cognitive influences. In the present study, student attitudes to pre-prepared concept maps introduced in Stage 2 conjoint MPharm and BSc Pharmacology lectures were examined in relation to preferred learning styles according to the Felder-Silverman model. There was no statistically significant influence of dichotomous learning style dimension (sensing/intuitive; visual/verbal; active/reflector; sequential/global) on the self-reported utility of such concept maps to learning. However, when strength of preference was analysed within each dimension, moderate/strong verbal learners were found to be significantly less likely to self-report concept maps as useful relative to mild verbal learners. With this important exception, these data now suggest that student attitudes to concept maps are broadly not influenced by preferred learning styles and furthermore highlight the potential of concept maps to address a variety of different learning styles and thereby facilitate 'teaching to all types'. Concept maps could therefore potentially assist motivation, engagement and deep learning in medical and biomedical science education when used as a supplement to more traditional teaching/learning activities.

  10. Client uptake of safer conception strategies: implementation outcomes from the Sakh’umndeni Safer Conception Clinic in South Africa

    Sheree R Schwartz

    2017-01-01

    Results: Overall 440 individuals utilized the service including 157 couples in which both partners attended (55% and 126 unaccompanied female partners. Over half of the couples (55% represented were in serodiscordant/unknown status relationships. Higher economic status and HIV-negative status of the women increased male partner involvement, while HIV-negative status of the men decreased male involvement. Regarding safer conception strategies, uptake of antiretroviral therapy initiation (90%, vaginal self-insemination among partnerships with HIV-negative men (75% and timed condomless intercourse strategies (48% were variable, but generally high. Overall uptake of pre-exposure prophylaxis (PrEP was 23% and was lower among HIV-negative men than women (7% vs. 44%, p 60%.Conclusions: Safer conception strategies are generally used by clients per recommendations. High uptake of strategies suggests that the proposed combination prevention methods are acceptable to clients and appropriate for scale-up; however, low uptake of PrEP and MMC among HIV-negative men needs improvement. Targeted community-based efforts to reach men unlinked to safer conception services are needed, alongside streamlined approaches for service scale-up within existing HIV and non-HIV service delivery platforms.

  11. Retrieval practice produces more learning than elaborative studying with concept mapping.

    Karpicke, Jeffrey D; Blunt, Janell R

    2011-02-11

    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.

  12. A Study to Determine the Contribution made by Concept Maps to a Computer Architecture and Organization Course

    Tuncay Aydogan

    2016-03-01

    Full Text Available Concept mapping is a method of graphical learning that can be beneficial as a study method for concept linking and organization. Concept maps, which provide an elegant, easily understood representation of an expert’s domain knowledge, are tools for organizing and representing knowledge. These tools have been used in educational environments to better connect the relationships among theory and practice as well as among other concepts covered in a course. They also help the learners build relationships between previous knowledge and newly introduced concepts, encouraging meaningful learning rather than rote learning. The overall interactions among hardware, computer basics, computer functions and etc., used to be simple and transparent enough for understanding computer systems. Nevertheless the modern computer technologies have become increasingly more complex which makes it very difficult to understand the whole system of the computers. This study is an analysis of the contribution made by concept maps to a Computer Architecture and Organization course (CAO. For a period of one semester, students were asked to prepare concept maps that they were later allowed to use when revising for their final exam. The students’ success in the exam was then evaluated and their attitudes towards the course, the concept maps and the questions on them were surveyed and analyzed. The results lead to the conclusion that not only did concept maps make a positive contribution to the students’ overall success during the course, they also helped with their exam preparation.

  13. Minority Preservice Teachers' Conceptions of Teaching Science: Sources of Science Teaching Strategies

    Subramaniam, Karthigeyan

    2013-01-01

    This study explores five minority preservice teachers' conceptions of teaching science and identifies the sources of their strategies for helping students learn science. Perspectives from the literature on conceptions of teaching science and on the role constructs used to describe and distinguish minority preservice teachers from their mainstream…

  14. Relationships between students' conceptions of constructivist learning and their regulation and processing strategies

    S.M.M. Loyens (Sofie); R.M.J.P. Rikers (Remy); H.G. Schmidt (Henk)

    2008-01-01

    textabstractThe present study investigated relationships between students' conceptions of constructivist learning on the one hand, and their regulation and processing strategies on the other hand. Students in a constructivist, problem-based learning curriculum were questioned about their conceptions

  15. Systematic errors of mapping functions which are based on the VMF1 concept

    Zus, Florian; Dick, Galina; Dousa, Jan; Wickert, Jens

    2014-05-01

    Precise GNSS positioning requires an accurate Mapping Function (MF) to model the tropospheric delay. To date the most accurate MF is the Vienna Mapping Function 1 (VMF1). It utilizes data from a numerical weather model which is known for high predictive skill (Integrated Forecast System of the European Centre of Medium range Weather Forecast). Still, the VMF1, or any other MF which is based on the VMF1 concept, is a parameterized mapping approach and this means that it is tuned for specific elevation angles, station and orbital altitudes. In this study we analyse the systematic errors caused by such tuning on a global scale. We find that in particular the parameterization of the station altitude dependency is a major concern regarding airborne applications. For the moment we do not provide an improved parameterized mapping approach to mitigate systematic errors but instead we propose a rapid direct and therefore error-free mapping approach; the so-called Potsdam Mapping Factors (PMFs).

  16. Concept mapping in legal documents. Case study : The translation of family law for Moroccan migrants

    2015-01-01

    Concept mapping in legal documents. Case study : The translation of family law for Moroccan migrants . LaHoussine Id-Youss & Frieda Steurs KU Leuven Abstract : The translation of legal documents is one of the most important activities for many translators. Looking at the internationalization of many activities, mobility of citizens and migration has increased. People migrate for economic reasons, looking for new employments elsewhere. This causes an increased used of new ...

  17. Comparing the Effect of Concept Mapping and Conventional Methods on Nursing Students’ Practical Skill Score

    Rasoul Zadeh

    2015-09-01

    Full Text Available Background Development of practical skills in the field of nursing education has remained a serious and considerable challenge in nursing education. Moreover, newly graduated nurses may have weak practical skills, which can be a threat to patients’ safety. Objectives The present study was conducted to compare the effect of concept mapping and conventional methods on nursing students’ practical skills. Patients and Methods This quasi-experimental study was conducted on 70 nursing students randomly assigned into two groups of 35 people. The intervention group was taught through concept mapping method, while the control group was taught using conventional method. A two-part instrument was used including a demographic information form and a checklist for direct observation of procedural skills. Descriptive statistics, chi-square, independent samples t-tests and paired t-test were used to analyze data. Results Before education, no significant differences were observed between the two groups in the three skills of cleaning (P = 0.251, injection (P = 0.185 and sterilizing (P = 0.568. The students mean scores were significantly increased after the education and the difference between pre and post intervention of students mean scores were significant in the both groups (P < 0.001. However, after education, in all three skills the mean scores of the intervention group were significantly higher than the control group (P < 0.001. Conclusions Concept mapping was superior to conventional skill teaching methods. It is suggested to use concept mapping in teaching practical courses such as fundamentals of nursing.

  18. Analytical Concept: Development of a Multinational Information Strategy

    2008-10-31

    home of refugees because the UNHCR already has a resourced programme in place. THEME: "Acceptance of the Coalition" (Understanding of Coalition aims...gender or sex of a person. Page 61 of 106 UNCLASSIFIED FOR PUBLIC RELEASE – Development of a Multinational Information Strategy – MNIOE Analytical...constructive dialogue between all sides. − We are encouraging the local communities to accept refugees /IDPs on a temporary basis. We will support

  19. Concept mapping methodology and community-engaged research: A perfect pairing.

    Vaughn, Lisa M; Jones, Jennifer R; Booth, Emily; Burke, Jessica G

    2017-02-01

    Concept mapping methodology as refined by Trochim et al. is uniquely suited to engage communities in all aspects of research from project set-up to data collection to interpreting results to dissemination of results, and an increasing number of research studies have utilized the methodology for exploring complex health issues in communities. In the current manuscript, we present the results of a literature search of peer-reviewed articles in health-related research where concept mapping was used in collaboration with the community. A total of 103 articles met the inclusion criteria. We first address how community engagement was defined in the articles and then focus on the articles describing high community engagement and the associated community outcomes/benefits and methodological challenges. A majority (61%; n=63) of the articles were classified as low to moderate community engagement and participation while 38% (n=39) of the articles were classified as high community engagement and participation. The results of this literature review enhance our understanding of how concept mapping can be used in direct collaboration with communities and highlights the many potential benefits for both researchers and communities.

  20. THE IMPACT OF THE CONCEPT MAPS USED FOR OUR CIRCULATORY SYSTEM ON STUDENTS ACADEMIC SUCCESS

    Mürşet ÇAKMAK

    2012-06-01

    Full Text Available This study is aimed to investigate effects of teaching “Our Circulatory System”, which is one of the subjects in Science Technology Education curriculum, with concept maps on learning level of students comparing with the traditional methods. The study was carried out in a primary school in Diyarbakır, in 2011, and it is an experimental study with a pre-post test control group. The test group included 80 (N=80 6th year students. Control group was taught using the traditional methods while test-group was trained with the concept maps. Data was collected using achievement test, which has 32 items and of which reliability co-efficient was 0,79. Research period lasted 5 weeks. The data collected was evaluated using SPSS-17. T-test analytical techniques were used to analyse. The significance level was considered as 0.05. As a result, teaching with the concept maps was found to affect students’ academic success at significant level. Some suggestions were made in the light of outcomes.

  1. An effective self-assessment based on concept map extraction from test-sheet for personalized learning

    Liew, Keng-Hou; Lin, Yu-Shih; Chang, Yi-Chun; Chu, Chih-Ping

    2013-12-01

    Examination is a traditional way to assess learners' learning status, progress and performance after a learning activity. Except the test grade, a test sheet hides some implicit information such as test concepts, their relationships, importance, and prerequisite. The implicit information can be extracted and constructed a concept map for considering (1) the test concepts covered in the same question means these test concepts have strong relationships, and (2) questions in the same test sheet means the test concepts are relative. Concept map has been successfully employed in many researches to help instructors and learners organize relationships among concepts. However, concept map construction depends on experts who need to take effort and time for the organization of the domain knowledge. In addition, the previous researches regarding to automatic concept map construction are limited to consider all learners of a class, which have not considered personalized learning. To cope with this problem, this paper proposes a new approach to automatically extract and construct concept map based on implicit information in a test sheet. Furthermore, the proposed approach also can help learner for self-assessment and self-diagnosis. Finally, an example is given to depict the effectiveness of proposed approach.

  2. Understanding of Earth and Space Science Concepts: Strategies for Concept-Building in Elementary Teacher Preparation

    Bulunuz, Nermin; Jarrett, Olga S.

    2009-01-01

    This research is concerned with preservice teacher understanding of six earth and space science concepts that are often taught in elementary school: the reason for seasons, phases of the moon, why the wind blows, the rock cycle, soil formation, and earthquakes. Specifically, this study examines the effect of readings, hands-on learning stations,…

  3. Student Engagement with Artefacts and Scientific Ideas in a Laboratory and a Concept-Mapping Activity

    Mikael Hamza, Karim; Wickman, Per-Olof

    2013-09-01

    The purpose of this study is to use a comparative approach to scrutinize the common assumption that certain school science activities are theoretical and therefore particularly suited for engaging students with scientific ideas, whereas others are practical and, thus, not equally conducive to engagement with scientific ideas. We compared two school science activities, one (laboratory work) that is commonly regarded as focusing attention on artefacts that may distract students from central science concepts and the other (concept mapping) that is thought to make students focus directly on these concepts. We observed students in either a laboratory activity about real galvanic cells or a concept-mapping activity about idealized galvanic cells. We used a practical epistemology analysis to compare the two activities regarding students' actions towards scientific ideas and artefacts. The comparison revealed that the two activities, despite their alleged differences along the theory-practice scale, primarily resulted in similar student actions. For instance, in both activities, students interacted extensively with artefacts and, to a lesser extent, with scientific ideas. However, only occasionally did students establish any explicit continuity between artefacts and scientific ideas. The findings indicate that some of the problems commonly considered to be unique for school science practical work may indeed be a feature of school science activities more generally.

  4. Autonomous Flight Rules Concept: User Implementation Costs and Strategies

    Cotton, William B.; Hilb, Robert

    2014-01-01

    The costs to implement Autonomous Flight Rules (AFR) were examined for estimates in acquisition, installation, training and operations. The user categories were airlines, fractional operators, general aviation and unmanned aircraft systems. Transition strategies to minimize costs while maximizing operational benefits were also analyzed. The primary cost category was found to be the avionics acquisition. Cost ranges for AFR equipment were given to reflect the uncertainty of the certification level for the equipment and the extent of existing compatible avionics in the aircraft to be modified.

  5. Market Entry Strategy for LifeTable Concept

    Vítečková, Klára

    2011-01-01

    The goal of this thesis is to create a suitable market entry strategy for an innovative product called LifeTable (interactive touchpad designated for restaurants and bars), so that the company will be able to establish itself in the Czech market and install 200 pieces of LifeTable during the next year. In order to approach the topic correctly, the review of available theoretical literature was carried out. Based on the theory, a thorough secondary and primary research has been conducted. The ...

  6. Developing a Robust Strategy Map in Balanced Scorecard Model Using Scenario Planning

    Mostafa Jafari

    2015-01-01

    Full Text Available The key to successful strategy implementation in an organization is for people in the organization to understand it, which requires the establishment of complicated but vital processes whereby the intangible assets are converted into tangible outputs. In this regard, a strategy map is a useful tool that helps execute this difficult task. However, such maps are typically developed based on ambiguous cause-effect relationships that result from the extrapolation of past data and flawed links with possible futures. However, if the strategy map is a mere reflection of the status quo but not future conditions and does not embrace real-world uncertainties, it will endanger the organization since it posits that the current situation will continue. In order to compensate for this deficiency, the environmental scenarios affecting an organization were identified in the present study. Then the strategy map was developed in the form of a scenario-based balanced scorecard. Besides, the effect of environmental changes on the components of the strategy map was investigated using the strategy maps illustrated over time together with the corresponding cash flow vectors. Subsequently, a method was proposed to calculate the degree of robustness of every component of the strategy map for the contingency of every scenario. Finally, the results were applied to a post office.

  7. Teaching Plate Tectonic Concepts using GeoMapApp Learning Activities

    Goodwillie, A. M.; Kluge, S.

    2012-12-01

    GeoMapApp Learning Activities ( http://serc.carleton.edu/geomapapp/collection.html ) can help educators to expose undergraduate students to a range of earth science concepts using high-quality data sets in an easy-to-use map-based interface called GeoMapApp. GeoMapApp Learning Activities require students to interact with and analyse research-quality geoscience data as a means to explore and enhance their understanding of underlying content and concepts. Each activity is freely available through the SERC-Carleton web site and offers step-by-step student instructions and answer sheets. Also provided are annotated educator versions of the worksheets that include teaching tips, additional content and suggestions for further work. The activities can be used "off-the-shelf". Or, since the educator may require flexibility to tailor the activities, the documents are provided in Word format for easy modification. Examples of activities include one on the concept of seafloor spreading that requires students to analyse global seafloor crustal age data to calculate spreading rates in different ocean basins. Another activity has students explore hot spots using radiometric age dating of rocks along the Hawaiian-Emperor seamount chain. A third focusses upon the interactive use of contours and profiles to help students visualise 3-D topography on 2-D computer screens. A fourth activity provides a study of mass wasting as revealed through geomorphological evidence. The step-by-step instructions and guided inquiry approach reduce the need for teacher intervention whilst boosting the time that students can spend on productive exploration and learning. The activities can be used, for example, in a classroom lab with the educator present and as self-paced assignments in an out-of-class setting. GeoMapApp Learning Activities are funded through the NSF GeoEd program and are aimed at students in the introductory undergraduate, community college and high school levels. The activities are

  8. A trust-region strategy for manifold-mapping optimization

    Hemker, P.W.; Echeverria, D.

    2007-01-01

    Studying the space-mapping technique by Bandler et al. [J. Bandler, R. Biernacki, S. Chen, P. Grobelny, R.H. Hemmers, Space mapping technique for electromagnetic optimization, IEEE Trans. Microwave Theory Tech. 42 (1994) 2536–2544] for the solution of optimization problems, we observe the possible d

  9. Improving information retrieval with dialogue mapping and concept mapping tools : training university teachers to use a new method and integrate information searching exercises into their own instruction

    Palmgren, Virpi; Heino, Kirsi; Nevalainen, Jouni

    2007-01-01

    The Library of Helsinki University of Technology (TKK) has almost 40 years' experience in teaching information retrieval, but has recently revised its training methods. During autumn 2006 the library and the Department of Computer Science and Engineering started an interesting co-operation. New software for making mind maps, concept maps and dialogue maps are being used for structuring information retrieval. This project got a warm reception because it can be adapted throughout the university...

  10. Concepts and strategy of functional food science: the European perspective.

    Roberfroid, M B

    2000-06-01

    Recent knowledge supports the hypothesis that, beyond meeting nutrition needs, diet may modulate various functions in the body and play detrimental or beneficial roles in some diseases. Concepts in nutrition are expanding from emphasis on survival, hunger satisfaction, and preventing adverse effects to emphasizing the use of foods to promote a state of well-being and better health and to help reduce the risk of disease. In many countries, especially Japan and the United States, research on functional foods is addressing the physiologic effects and health benefits of foods and food components, with the aim of authorizing specific health claims. The positive effects of a functional food can be either maintaining a state of well-being and health or reducing the risk of pathologic consequences. Among the most promising targets for functional food science are gastrointestinal functions, redox and antioxidant systems, and metabolism of macronutrients. Ongoing research into functional foods will allow the establishment of health claims that can be translated into messages for consumers that will refer to either enhanced function or reduction of disease risk. Only a rigorous scientific approach that produces highly significant results will guarantee the success of this new discipline of nutrition. This presents a challenge for the scientific community, health authorities, and the food industry.

  11. General strategy, clay based disposal concepts and integration (GSI)

    Keto, P.; Gunnarsson, G.; Johannesson, L.E.; Hansen, J.; Emmerich, K.; Kemper, G.; Nuesch, R.; Schuhmann, R.; Koniger, F.; Schlager, St.; Gruner, M.; Hofmann, M.; Nuesch, R.; Kobayashi, I.; Toida, M.; Sasakura, T.; Bernier, F.; Li, X.L.; Ileana Denisa, Nistor; Neculai, DoruMiron; Tudor, Sajin; Abdelkrim, Azzouz; Ilie, Siminiceanu; Viswanadham, B.V.S.; Rajesh, S.; Sengupta, S.S.; Panturu, E.; Radulescu, R.; Jinescu, C.; Panturu Razvann, Ioan; Autio, J.; Sanden, T.; Borgesson, L.; Svensson, D.; Eng, A.; Sellin, P.; Dixon, D.A.; Martino, J.B.; Vignal, B.; Fujita, T.; Wei-Hsing, Huang; Wen-Chuan, Chen; Shu-Rong, Yang; Dmitriev, S.; Prozorov, L.; Litinsky, Y.; Tkachenko, A.; Guskov, A.; Sanden, T.; Borgesson, L.; Camp, S.; Gourc, J.P.; Ple, O.; Kaelin, J.L.; Marchiol, A.; Round, C.; Johannesson, L.E.; Nilsson, U.; Adamcova, R.; Frankovska, J.; Durmekova, T.; Haasova, Z.; Gatabin, C.; Guyot, J.L.; Resnikow, S.; Karnland, O.; Nilsson, U.; Weber, H.; Wersin, P.; Gray, M.N.; Dixon, D.A.; Poulesquen, A.; Radwan, J.; Poinssot, C.; Ferry, C.; Weber, H.P.; Plotze, M

    2007-07-01

    This session gathers 20 articles (posters) dealing with: the assessment of backfill materials and methods for deposition tunnels; HTV-1: a semi technical scale testing of a multi-layer hydraulic shaft sealing system; the development of water content adjust method by mixing powdered-ice and chilled bentonite: application to the construction of bentonite engineered barriers by shot-clay method; repository design issues related to the thermal impact induced by heat emitting radioactive waste; pillared clays, using Romanian montmorillonite; the simulation of differential settlements of clay based engineered barrier systems in a geo-centrifuge; the critical issues regarding clay behaviour in the KBS-3H repository design; an alternative buffer material experiment; assessing the performance of a swelling clay tunnel seal and issues identified in the course of its operation; the activation of a Ca-bentonite as buffer material; a large diameter borehole type repository in the clays for radioactive waste long term storage; the erosion of backfill materials during the installation phase; the behaviour of the clay cover of a site for very low level nuclear waste: field flexion tests; the laboratory tests made on three different backfill candidates for the Swedish KBS- 3V concept; the engineering geological clay research for radioactive waste repository in Slovakia; the ESDRED project, module 1 - Design, fabrication, assembly, handling and packaging of buffer rings; the laboratory experiments on the sealing ability of bentonite pellets; the screening of bentonite resources for use as an engineered barrier component in deep geologic repositories; the assessment of the radionuclide release from the near-field environment of a spent nuclear fuel geological repository; and the emplacement tests with granular bentonite.

  12. Concept mapping-An effective method for identifying diversity and congruity in cognitive style.

    Stoyanov, Slavi; Jablokow, Kathryn; Rosas, Scott R; Wopereis, Iwan G J H; Kirschner, Paul A

    2017-02-01

    This paper investigates the effects of cognitive style for decision making on the behaviour of participants in different phases of the group concept mapping process (GCM). It is argued that cognitive style should be included directly in the coordination of the GCM process and not simply considered as yet another demographic variable. The cognitive styles were identified using the Kirton Adaption-Innovation Inventory, which locates each person's style on a continuum ranging from very adaptive to very innovative. Cognitive style could explain diversity in the participants' behaviour in different phases of the GCM process. At the same time, the concept map as a group's common cognitive construct can consolidate individual differences and serves as a tool for managing diversity in groups of participants. Some of the results were that: (a) the more adaptive participants generated ideas that fit to a particular, well-established and consensually agreed paradigm, frame of reference, theory or practice; (b) the more innovative participants produced ideas that were more general in scope and required changing a settled structure (paradigm, frame of reference, theory or practice); and (c) the empirical comparison of the map configurations through Procrustes analysis indicated a strong dissimilarity between cognitive styles.

  13. Concept maps representing knowledge of physics: Connecting structure and content in the context of electricity and magnetism

    Maija Nousiainen

    2010-09-01

    Full Text Available Many assume that the quality of students’ content knowledge can be connected to certain structural characteristics of concept maps, such as the clustering of concepts around other concepts, cyclical paths between concepts and the hierarchical ordering of concepts. In order to study this relationship, we examine concept maps in electricity and magnetism drawn by physics teacher students and their instructors. The structural analysis of the maps is based on the operationalisation of important structural features (i.e. the features of interest are recognised and made measurable. A quantitative analysis of 43 concept maps was carried out on this basis. The results show that structure and content are closely connected; the structural features of clustering, cyclicity and hierarchy can serve as quantitative measures in characterising structural quality as well as the quality of content knowledge in concept maps. These findings have educational implications in regard to fostering the teacher student’s organisation of knowledge and in monitoring the process of such organisation.

  14. Using concept maps to create reasoning models to teach thinking: An application for solving kinematics problems

    Guadalupe Martínez-Borreguero

    2015-03-01

    Full Text Available We present research carried out with university students taking the subject “Concept Maps in Teaching” within the Master’s Degree on Research in Teaching and Learning of the Experimental Sciences. The objective of this study was to elaborate a reasoning model, created using concept maps, that captures modes of thinking of expert teachers about solving kinematics problems. This model, used as a framework for those with less expertise in a particular form of argumentation, identifies approaches to solving certain types of problems. This paper focuses on the creation, utilisation, and validation of a reasoning model for solving kinematics problems. This model may apply to other types of learning content (concepts, procedures, but primarily arguments. The study was conducted during a school year with 60 students using a pre-test and post-test method to quantify the effectiveness of the reasoning model developed in problem solving. The statistical analysis revealed a statistically significant difference between the performance of the experimental and control groups. The results suggest that the development and use of this type of meta-reasoning, which is necessary for building a reasoning model, are of great help in teaching our students to reason about kinematics problem solving.

  15. Use of concept mapping to explore the influence of food security on food buying practices.

    Walker, Renee E; Kawachi, Ichiro

    2012-05-01

    Paradoxically, individuals with food insecurity have been observed to have higher rates of obesity compared with their counterparts with food security. The factors influencing food purchasing behaviors in households with food security vs food insecurity are poorly understood. Using the mixed methods approach of concept mapping, we examined the perceptions and preferences driving the food purchasing behaviors of households with food security vs food insecurity. Twenty-six men and women with food security and 41 men and women with food insecurity from four neighborhoods in Boston, MA, completed the concept mapping process during 2010. Prevalence of overweight and obesity was greater among participants with food insecurity (80.5%) compared with those with food security (61.5%). Participants identified 163 unique factors that influenced their food purchasing behavior. Using multivariate analyses, these factors were grouped into eight unique concepts or clusters that reflected their perceptions of factors hindering healthy eating. Average cluster ratings were similar between participants with food security and food insecurity, suggesting that similar food purchasing behaviors are employed and are perceived similarly in how they hinder or promote healthy eating. The use of emergency food assistance programs may play a role in minimizing the burden of food insecurity while providing access to foods with varying degrees of nutritional quality that may be associated with increased risk of overweight and obesity observed in individuals and households with food insecurity.

  16. Concept Map-Probability and Statistics Teaching New Ways%概念图——概率统计教学的新途径

    彭文军; 项昌军

    2012-01-01

    简述了概念图的起源、国内外发展现状,介绍了概念图的三个组成部分:结点、连线和连接语词,指出了相对于传统教学的概念图教学,在概率统计教学中的突出之处:概念图可作为教师教学的先行组织者;可作为学生复习时整理知识的工具;可作为教师检测学生学习的工具,提出了概率统计知识概念图制作的策略,并用实例说明了概念图应用于概率统计教学中的良好效果.%The origin of the concept plan, the development of the status quo at home and abroad, introduction of the concept maps of three components: nodes, connections and connection of words, pointing out that in relation to traditional teaching of the concept maps of teaching, teaching in probability and statistics prominent place: the concept map can be used as the first organizers of teachers; could serve as a refresher when students organize knowledge: tools; Detect can be used as teaching tools for students to study and put forward the concept of probability and statistics knowledge of the production strategy, and examples of a concept map used in teaching probability and statistics with good results.

  17. Spatial Thinking and Visualisation of Real-World Concepts using GeoMapApp

    Goodwillie, A. M.

    2015-12-01

    Commonly, geoscience data is presented to students in the lab and classroom in the form of data tables, maps and graphs. Successful data interpretation requires learners to become proficient with spatial thinking skills, allowing them to gain insight and understanding of the underlying real-world 3-D processes and concepts. Yet, educators at both the school and university level often witness students having difficulty in performing that translation. As a result, tools and resources that help to bridge that spatial capability gap can have useful application in the educational realm. A free, map-based data discovery and visualisation tool developed with NSF funding at Lamont-Doherty Earth Observatory caters to students and teachers alike by providing a variety of data display and manipulation techniques that enhance geospatial awareness. Called GeoMapApp (http://www.geomapapp.org), the tool provides access to hundreds of built-in authentic geoscience data sets. Examples include earthquake and volcano data, geological maps, lithospheric plate boundary information, geochemical, oceanographic, and environmental data. Barriers to entry are lowered through easy installation, seamless integration of research-grade data sets, intuitive menus, and project-saving continuity. The default base map is a cutting-edge elevation model covering the oceans and land. Dynamic contouring, artificial illumination, 3-D visualisations, data point manipulations, cross-sectional profiles, and other display techniques help students grasp the content and geospatial context of data. Data sets can also be layered for easier comparison. Students may import their own data sets in Excel, ASCII, shapefile, and gridded format, and they can gain a sense of ownership by being able to tailor their data explorations and save their own projects. GeoMapApp is adaptable to a range of learning environments from lab sessions, group projects, and homework assignments to in-class pop-ups. A new Save Session

  18. Tracking the stages of learning: concept maps as representations of liminal space

    John Cuthell

    2012-01-01

    Full Text Available The concept of liminal space has recently been applied to ways of learning: the learning journey through this space encounters difficulties and misunderstandings, that are resolved as knowledge is mastered. Since 1992 the MirandaNet Fellowship, a growing international community of educators, has investigated the ways in which this relates to the collaborative learning in the liminal space of the Internet. These professionals have explored social networking, microblogging, digital mind mapping, distributed video and other innovative technologies to determine how they can be deployed through grassroots collaboration to build the theory and practice of new professional knowledge. The use of collaborative digital mind maps affords tools for the analysis of the stages and development of collaborative learning. From these shared liminal spaces beyond the screen provocative questions emerge about the relationship between learning, collaboration and innovation.

  19. A Balanced Scorecard With Strategy Map: Measuring the Value of a Nursing Sabbatical.

    Embree, Jennifer L; Swenty, Constance F; Schaar, Gina

    2015-01-01

    Seasoned nurses frequently resign from their positions due to burnout. An innovative idea that could support nurse retention is nurse sabbaticals. Balanced scorecards with strategy maps can display financial benefit, positive customer experience, and operational and human capital development required to initiate and sustain a professional nurse sabbatical. A balanced scorecard with strategy map is an effective tool that demonstrates connection between the organizational mission and the outcomes of a nurse sabbatical program.

  20. New media in strategymapping assumptions in the field

    Gulbrandsen, Ib Tunby; Plesner, Ursula; Raviola, Elena

    2017-01-01

    There is plenty of empirical evidence for claiming that new media make a difference for how strategy is conceived and executed. Furthermore, there is a rapidly growing body of literature that engages with this theme, and offers recommendations regarding the appropriate strategic actions in relati...... as an inspiration to develop nuanced perspectives on the role of new media in strategy.......There is plenty of empirical evidence for claiming that new media make a difference for how strategy is conceived and executed. Furthermore, there is a rapidly growing body of literature that engages with this theme, and offers recommendations regarding the appropriate strategic actions in relation...... to new media. By contrast, there is relatively little attention to the assumptions behind strategic thinking in relation to new media. This article reviews the most influential strategy journals, asking how new media are conceptualized. It is shown that strategy scholars have a tendency to place...

  1. Concept maps of the subcomponents of competences in the new university degrees

    Genoveva LEVÍ ORTA

    2013-01-01

    Full Text Available This paper presents the results of an investigation directed to the elaboration of a dictionary of concepts, related to components and subcomponents of competences, which may be identified in the lists of competences which necessarily must include the new university degrees adapted to the European Space for Higher Education. The methodology used is based on Text mining ideas and procedures applied to a sample of documents of formulating competences of different grades taken from several Spanish universities, public and private, along with some documents used as reference by many of the universities in designing the new degrees. Based on the concepts of the dictionary, the documental corpus was endowed with a structure founded on the codification of competences formulations with these concepts. The structure introduced in the corpus of documents allowed us to identify educational profiles characteristic of each degree described in terms of the various components and subcomponents of competences. In addition, considering the corresponding coefficient of proximity between the concepts in the dictionary and the application of the techniques of multidimensional scaling and correspondence analysis allowed to create maps of concepts to represent the closeness or distance between the different subcomponents of competences, to identify cluster of similarity among them, to found neighborhood cluster in degrees and to establish levels of proximity between the various concepts and degrees. The results obtained about the similarities between grades and proximity to the various subcomponents of competencies largely agree with that expected a priori taking into account the subjects included in their curriculum and the traditional division into branches of knowledge and university schools.

  2. Constructing a strategy map for banking institutions with key performance indicators of the balanced scorecard.

    Wu, Hung-Yi

    2012-08-01

    This study presents a structural evaluation methodology to link key performance indicators (KPIs) into a strategy map of the balanced scorecard (BSC) for banking institutions. Corresponding with the four BSC perspectives (finance, customer, internal business process, and learning and growth), the most important evaluation indicators of banking performance are synthesized from the relevant literature and screened by a committee of experts. The Decision Making Trial and Evaluation Laboratory (DEMATEL) method, a multiple criteria analysis tool, is then employed to determine the causal relationships between the KPIs, to identify the critical central and influential factors, and to establish a visualized strategy map with logical links to improve banking performance. An empirical application is provided as an example. According to the expert evaluations, the three most essential KPIs for banking performance are customer satisfaction, sales performance, and customer retention rate. The DEMATEL results demonstrate a clear road map to assist management in prioritizing the performance indicators and in focusing attention on the strategy-related activities of the crucial indicators. According to the constructed strategy map, management could better invest limited resources in the areas that need improvement most. Although these strategy maps of the BSC are not universal, the research results show that the presented approach is an objective and feasible way to construct strategy maps more justifiably. The proposed framework can be applicable to institutions in other industries as well.

  3. Supporting Students' Learning and Socioscientific Reasoning About Climate Change—the Effect of Computer-Based Concept Mapping Scaffolds

    Eggert, Sabina; Nitsch, Anne; Boone, William J.; Nückles, Matthias; Bögeholz, Susanne

    2016-01-01

    Climate change is one of the most challenging problems facing today's global society (e.g., IPCC 2013). While climate change is a widely covered topic in the media, and abundant information is made available through the internet, the causes and consequences of climate change in its full complexity are difficult for individuals, especially non-scientists, to grasp. Science education is a field which can play a crucial role in fostering meaningful education of students to become climate literate citizens (e.g., NOAA 2009; Schreiner et al., 41, 3-50, 2005). If students are, at some point, to participate in societal discussions about the sustainable development of our planet, their learning with respect to such issues needs to be supported. This includes the ability to think critically, to cope with complex scientific evidence, which is often subject to ongoing inquiry, and to reach informed decisions on the basis of factual information as well as values-based considerations. The study presented in this paper focused on efforts to advance students in (1) their conceptual understanding about climate change and (2) their socioscientific reasoning and decision making regarding socioscientific issues in general. Although there is evidence that "knowledge" does not guarantee pro-environmental behavior (e.g. Schreiner et al., 41, 3-50, 2005; Skamp et al., 97(2), 191-217, 2013), conceptual, interdisciplinary understanding of climate change is an important prerequisite to change individuals' attitudes towards climate change and thus to eventually foster climate literate citizens (e.g., Clark et al. 2013). In order to foster conceptual understanding and socioscientific reasoning, a computer-based learning environment with an embedded concept mapping tool was utilized to support senior high school students' learning about climate change and possible solution strategies. The evaluation of the effect of different concept mapping scaffolds focused on the quality of student

  4. Supporting Students' Learning and Socioscientific Reasoning About Climate Change—the Effect of Computer-Based Concept Mapping Scaffolds

    Eggert, Sabina; Nitsch, Anne; Boone, William J.; Nückles, Matthias; Bögeholz, Susanne

    2017-02-01

    Climate change is one of the most challenging problems facing today's global society (e.g., IPCC 2013). While climate change is a widely covered topic in the media, and abundant information is made available through the internet, the causes and consequences of climate change in its full complexity are difficult for individuals, especially non-scientists, to grasp. Science education is a field which can play a crucial role in fostering meaningful education of students to become climate literate citizens (e.g., NOAA 2009; Schreiner et al., 41, 3-50, 2005). If students are, at some point, to participate in societal discussions about the sustainable development of our planet, their learning with respect to such issues needs to be supported. This includes the ability to think critically, to cope with complex scientific evidence, which is often subject to ongoing inquiry, and to reach informed decisions on the basis of factual information as well as values-based considerations. The study presented in this paper focused on efforts to advance students in (1) their conceptual understanding about climate change and (2) their socioscientific reasoning and decision making regarding socioscientific issues in general. Although there is evidence that "knowledge" does not guarantee pro-environmental behavior (e.g. Schreiner et al., 41, 3-50, 2005; Skamp et al., 97(2), 191-217, 2013), conceptual, interdisciplinary understanding of climate change is an important prerequisite to change individuals' attitudes towards climate change and thus to eventually foster climate literate citizens (e.g., Clark et al. 2013). In order to foster conceptual understanding and socioscientific reasoning, a computer-based learning environment with an embedded concept mapping tool was utilized to support senior high school students' learning about climate change and possible solution strategies. The evaluation of the effect of different concept mapping scaffolds focused on the quality of student

  5. Curbing domestic violence: Instantiating C-K theory with formal concept analysis and emergent self-organizing maps

    Poelmans, J.; Elzinga, P.; Viaene, S.; Dedene, G.

    2010-01-01

    We propose a human-centred process for knowledge discovery from unstructured text that makes use of formal concept analysis and emergent self-organizing maps. The knowledge discovery process is conceptualized and interpreted as successive iterations through the concept-knowledge (C-K) theory design

  6. Using a Concept Mapping Tool with a Photograph Association Technique (CoMPAT) to Elicit Children's Ideas about Microbial Activity

    Byrne, Jenny; Grace, Marcus

    2010-03-01

    Concept mapping is a technique used to provide a visual representation of an individual's ideas about a concept or set of related concepts. This paper describes a concept mapping tool using a photograph association technique (CoMPAT) that is considered to be a novel way of eliciting children's ideas. What children at 11 years of age know about particular concepts related to microbial activity is presented and discussed in relation to the effectiveness of CoMPAT as a tool to draw out their ideas. It is proposed that this tool could be used to explore ideas about this and other science concepts from children in other age groups, and where language may be a barrier to participation.

  7. A trust-region strategy for manifold mapping optimization.

    Hemker, P.W.; Echeverria, D.

    2006-01-01

    As a starting point we take the space-mapping iteration technique by Bandler et al. for the efficient solution of optimization problems. This technique achieves acceleration of accurate design processes with the help of simpler, easier to optimize models. We observe the difference between the soluti

  8. Ranking and Mapping the Contributions by Overseas Chinese Strategy Scholars

    Li, Weiwen; Li, Peter Ping; Shu, Cheng;

    2015-01-01

    The authors comment on an article by H. Jiao and colleagues regarding development of a ranking of overseas Chines strategy scholars in terms of their contributions to the strategy research. Topics include selection of 24 business journals ranked by the University of Texas at Dallas for their rese......The authors comment on an article by H. Jiao and colleagues regarding development of a ranking of overseas Chines strategy scholars in terms of their contributions to the strategy research. Topics include selection of 24 business journals ranked by the University of Texas at Dallas...... for their research; identifying authors who had published articles in periodicals such as "Management and Organization Review;" and development of a coding protocol and discussing coding procedure.....

  9. An analysis of strategies used by chemistry instructors to address student alternate conceptions in chemical equilibrium

    Piquette, Jeff Stephen

    This study explored general-chemistry instructors' awareness of and ability to identify common student alternate conceptions in chemical equilibrium. Instructor strategies directed at remediation of student alternate conceptions were also investigated and compared to successful, literature-based conceptual change methods. Fifty-two general chemistry instructor volunteers from 50 U.S. colleges and universities completed an interactive web-based survey that gathered their responses to open-ended questions, a rating scale, classroom scenarios, and a demographic form. The three scenarios asked respondents to evaluate hypothetical student exam answers, justify their evaluations, and report how they would assist students to better understand ideas about which they held alternate conceptions. Survey respondents who provided responses or remediation strategies that needed further clarification were sampled (n = 6); each amplified their views in an individual, researcher-led semi-structured phone interview. All survey responses and interview transcriptions were independently analyzed by three raters who followed Patton's (1990) guidelines for qualitative data analysis. Data analysis established that all 52 instructors of chemistry were able to report and identify common student alternate conceptions in chemical equilibrium. Those instructor-reported alternate conceptions were congruent with previously identified alternate conceptions (misconceptions) found in published literature, thus providing validation support for the earlier compilations. This study revealed that chemistry instructors employ a variety of strategies in efforts to address and remediate alternate conceptions. However, those strategies rarely include all four conditions outlined by Posner, Strike, Hewson, and Gertzog (1982) needed to stimulate conceptual change in students. Instructors are thus encouraged to become familiar with successful conceptual change strategies, using such methods as appropriate in

  10. Concept maps: A tool for knowledge management and synthesis in web-based conversational learning.

    Joshi, Ankur; Singh, Satendra; Jaswal, Shivani; Badyal, Dinesh Kumar; Singh, Tejinder

    2016-01-01

    Web-based conversational learning provides an opportunity for shared knowledge base creation through collaboration and collective wisdom extraction. Usually, the amount of generated information in such forums is very huge, multidimensional (in alignment with the desirable preconditions for constructivist knowledge creation), and sometimes, the nature of expected new information may not be anticipated in advance. Thus, concept maps (crafted from constructed data) as "process summary" tools may be a solution to improve critical thinking and learning by making connections between the facts or knowledge shared by the participants during online discussion This exploratory paper begins with the description of this innovation tried on a web-based interacting platform (email list management software), FAIMER-Listserv, and generated qualitative evidence through peer-feedback. This process description is further supported by a theoretical construct which shows how social constructivism (inclusive of autonomy and complexity) affects the conversational learning. The paper rationalizes the use of concept map as mid-summary tool for extracting information and further sense making out of this apparent intricacy.

  11. Using Author Bylines and Concept Maps to Illustrate the Connectedness of Scientists

    Min-Ken Liao

    2013-02-01

    Full Text Available Incorporating reading and discussing primary articles in undergraduate courses has been shown to enhance students’ learning, stimulate their interests in science, and retain them as science majors.  While instructors diligently coach students to scrutinize every section in an article thoroughly and critically, the author byline is often overlooked.  In this study, the author bylines of primary articles were used to illustrate the connectedness of scientists and the collaborative nature of science.  First year college students first learned how to construct a concept map and used concept maps to connect 14 scientists with 14 primary articles that these scientists authored.  In doing so, students visualized and understood science as human activity and science progresses as a community effort.  Pre- and post-activity questionnaires were used to evaluate whether the activity objectives were met.  Students further examined the structure and organization of a primary article after the activity and they were engaged in discussions such as how research ideas developed and evolved, the advantages and disadvantages of collaborative research, the ethics of authorships, graduate schools, and careers in science. Hopefully, perceiving the authors of primary articles as real people in a social network and science as the collaborative efforts may help students see themselves being a part of the scientific advancement and inspire them to pursue careers in science.

  12. Policy, Research and Residents’ Perspectives on Built Environments Implicated in Heart Disease: A Concept Mapping Approach

    Ivana Stankov

    2017-02-01

    Full Text Available An underrepresentation of stakeholder perspectives within urban health research arguably limits our understanding of what is a multi-dimensional and complex relationship between the built environment and health. By engaging a wide range of stakeholders using a participatory concept mapping approach, this study aimed to achieve a more holistic and nuanced understanding of the built environments shaping disease risk, specifically cardiometabolic risk (CMR. Moreover, this study aimed to ascertain the importance and changeability of identified environments through government action. Through the concept mapping process, community members, researchers, government and non-government stakeholders collectively identified eleven clusters encompassing 102 built environmental domains related to CMR, a number of which are underrepresented within the literature. Among the identified built environments, open space, public transportation and pedestrian environments were highlighted as key targets for policy intervention. Whilst there was substantive convergence in stakeholder groups’ perspectives concerning the built environment and CMR, there were disparities in the level of importance government stakeholders and community members respectively assigned to pedestrian environments and street connectivity. These findings support the role of participatory methods in strengthening how urban health issues are understood and in affording novel insights into points of action for public health and policy intervention.

  13. Concept maps: A tool for knowledge management and synthesis in web-based conversational learning

    Joshi, Ankur; Singh, Satendra; Jaswal, Shivani; Badyal, Dinesh Kumar; Singh, Tejinder

    2016-01-01

    Web-based conversational learning provides an opportunity for shared knowledge base creation through collaboration and collective wisdom extraction. Usually, the amount of generated information in such forums is very huge, multidimensional (in alignment with the desirable preconditions for constructivist knowledge creation), and sometimes, the nature of expected new information may not be anticipated in advance. Thus, concept maps (crafted from constructed data) as “process summary” tools may be a solution to improve critical thinking and learning by making connections between the facts or knowledge shared by the participants during online discussion This exploratory paper begins with the description of this innovation tried on a web-based interacting platform (email list management software), FAIMER-Listserv, and generated qualitative evidence through peer-feedback. This process description is further supported by a theoretical construct which shows how social constructivism (inclusive of autonomy and complexity) affects the conversational learning. The paper rationalizes the use of concept map as mid-summary tool for extracting information and further sense making out of this apparent intricacy. PMID:27563577

  14. The Role of IQ in the Use of Cognitive Strategies to Learn Information from a Map

    Cho, Seokhee

    2010-01-01

    The role of IQ in individual differences in real-life problem solving and strategies use was explored. Repeated trials of learning and recall of information from a map were analyzed with high IQ and average IQ Korean students. IQ correlated with the selection and use of strategies in recall. However, the performance and strategic behaviors of…

  15. A Sequential Quantitative Trait Locus Fine-Mapping Strategy Using Recombinant-Derived Progeny

    Qin Yang; Dongfeng Zhang; Mingliang Xu

    2012-01-01

    A thorough understanding of the quantitative trait loci (QTLs) that underlie agronomically important traits in crops would greatly increase agricultural productivity.Although advances have been made in QTL cloning,the majority of QTLs remain unknown because of their low heritability and minor contributions to phenotypic performance.Here we summarize the key advantages and disadvantages of current QTL fine-mapping methodologies,and then introduce a sequential QTL fine-mapping strategy based on both genotypes and phenotypes of progeny derived from recombinants.With this mapping strategy,experimental errors could be dramatically diminished so as to reveal the authentic genetic effect of target QTLs.The number of progeny required to detect QTLs at various R2 values was calculated,and the backcross generation suitable to start QTL fine-mapping was also estimated.This mapping strategy has proved to be very powerful in narrowing down QTL regions,particularly minor-effect QTLs,as revealed by fine-mapping of various resistance QTLs in maize.Application of this sequential QTL mapping strategy should accelerate cloning of agronomically important QTLs,which is currently a substantial challenge in crops.

  16. Improved Multi-strategy Concept Similarity Calculation Method%改进的多策略的概念相似度计算方法

    孙海真; 谢颖华

    2015-01-01

    Ontology mapping is the key technology to solve the heterogeneous problem among ontology, and concept similarity computation is a crucial step in ontology mapping process. In view of the problems existed in ontology mapping, an improved multi-strategy ontology mapping model is proposed. The most related concepts are filtered based on similarity of concept names. Then we calculate concept similarity by combining property-based similarity, structure-based similarity and instance-based similarity. Finally, we use the test set called benchmark provided by OAEI to test the performance of our mapping algorithm. The experimental results show that this method improves the recall and precision of ontology mapping while maintaining mapping efficiency and currency.%本体映射是解决本体异构的有效手段,而概念相似度计算是本体映射的关键环节。针对目前本体映射中概念相似度计算存在的问题,提出一种改进的多策略的概念相似度计算方法。首先根据两个概念的名称相似度进行初始映射判断,然后基于概念的属性、结构、实例计算概念相似度,并选取适当的权值进行加权综合。最后采用OAEI提供的标准数据测试集benchmark进行实验。实验结果表明,该方法在保证映射效率和通用性的同时,提高了映射结果的查全率和查准率。

  17. On the Use of Concept Maps as an Assessment Tool in Science: What we have Learned so Far

    María Araceli Ruiz Primo

    2000-05-01

    Full Text Available In this paper I describe concept maps as an assessment tool to measure one aspect of achievement, the organization of propositional (declarative knowledge in a domain. A concept map-based assessment consists of a task that elicits structured knowledge, a response format, and a scoring system. Variation in tasks, response formats, and scoring systems produce different mapping techniques that may elicit different knowledge representations, posing construct-interpretation challenges. This paper provides an overview of the research on the technical characteristics of concept maps. It briefly describes some of the studies that have been conducted to this end, and what we have learned so far about this form of assessment.

  18. Mapping of diffusion in confined systems (beyond the concept of entropic potential)

    Kalinay, Pavol

    2010-12-01

    Typical biological structures, like pores or fibers, are quasi one-dimensional (1D). We have to solve 3+1 dimensional differential equations to describe correctly transport through them or along them, but only the transport in the longitudinal direction is interesting in general. The question is to get rid of the transverse degrees of freedom in a mathematically correct way and to arrive at a pure 1D description of the system. We study this mathematical problem in the case of diffusion in a channel of varying cross section. We start with the simplest concept of entropic potential, logarithm of the number of states at some longitudinal position x, leading to the Fick-Jacobs equation. We present a rigorous mapping technique generating systematically corrections to the spatial operator of this equation in a small parameter ɛ, representing the ratio of the typical transverse and longitudinal lengths of the channel. Based on the result of this mapping, we discuss a hierarchy of various approximations, which can be applied to describe diffusion in the channel as purely one-dimensional. Finally, we give an outlook of possible extension of this mapping.

  19. What is strategy? The concept and model for its application in the Czech security strategy

    Jan Ludvík

    2011-06-01

    Full Text Available The article conceptually explains the notion of strategy. Drawing on its understanding by well-established authorities like Carl von Clausewitz, Basil Liddel Hart, André Beaufre, or Colin Gray, the authors discuss strengths and weaknesses of various views. Furthermore, the article employs Arthur Lykke’s definition of strategy to demonstrate various conceptual requirements. Strategy is thus perceived as the relationship among means, ends, and ways. Crucial implications for a development of the Czech strategic documents are further examined. The article argues that, the vital importance of coherent interconnection of all the afore-mentioned parts of the strategy has been so far neglected in this process. It is suggested that particular attention should be paid to the clear formulation of a goal, which is the prerequisite for any meaningful strategy. However, any goals must be developed with the close relation to the available or potentially attainable resources, and purposeful ways how to employ them. The whole process is best described as the hermeneutic circle.

  20. Mastering Leadership Concepts through Utilizing Critical Thinking Strategies within Educational Administration Courses at Kuwait University

    Alqahtani, Abdulmuhsen Ayedh; Al-Enezi, Mutlaq M.

    2012-01-01

    The current study aims at exploring the students' perceptions of mastering leadership concepts and critical thinking strategies implemented by faculty members in the college of education at Kuwait University, and the impact of the later on former. The data was collected using a questionnaire on a sample consisting of 411 students representing…

  1. The Impact of a Faculty Training Program on Teaching Conceptions and Strategies

    Gunersel, Adalet Baris; Etienne, Mary

    2014-01-01

    This article presents a preliminary study of a faculty development program at a university in the Northeastern United States, exploring how the program influenced instructors' teaching conceptions about teaching in general and themselves as educators, and teaching approaches , including intended and adopted strategies. Interviews with 12…

  2. The framing of politics as strategy and game: a review of concepts, operationalizations and key findings

    Aalberg, T.; Strömbäck, J.; de Vreese, C.H.

    2012-01-01

    A key concept in research on the media coverage of politics is the game or strategy frame. Contrasted with coverage of politics as issues, the framing of politics as a strategic game is marked by features such as winning and losing as the central concern and a focus on how candidates or parties are

  3. Indigenous Education and Knowledge - a de-legitimised Concept in the Education for All Strategies

    Kanstrup-Jensen, Annette

    . These conferences are important as “Education for All” strategies seem to be the main beacon of future development within education, as well as it is significant that other concepts of education than the Western are hardly given any attention in the two declarations. The point is further made...

  4. Academic Self-Concept and Learning Strategies: Direction of Effect on Student Academic Achievement

    McInerney, Dennis M.; Cheng, Rebecca Wing-yi; Mok, Magdalena Mo Ching; Lam, Amy Kwok Hap

    2012-01-01

    This study examined the prediction of academic self-concept (English and Mathematics) and learning strategies (deep and surface), and their direction of effect, on academic achievement (English and Mathematics) of 8,354 students from 16 secondary schools in Hong Kong. Two competing models were tested to ascertain the direction of effect: Model A…

  5. 知识地图与概念地图比较分析%Comparative Analysis between Knowledge Maps and Concept Maps

    张亮

    2012-01-01

    知识地图和概念地图是知识管理的重要工具。本文从"知识地图"与"概念地图"的内涵、起源、特征、功能、应用等方面对两者进行了比较分析。%Knowledge maps and concept maps are important tools for knowledge management.This article makes a comparative analysis between the two from the "knowledge map" and the "concept map" meaning,origin,characteristics,functions,applications and other aspects.

  6. Urban strategy: Noise mapping in instrument for interactive spatial planning

    Borst, H.C.; Salomons, E.M.; Lohman, W.J.A.; Zhou, H.; Miedema, H.M.E.

    2009-01-01

    Spatial planning in urban areas is complex. Besides noise from different source types, many other aspects play a role. In order to support local authorities and others involved in spatial planning, TNO has developed an interactive instrument: 'Urban Strategy', which integrates a detailed interactive

  7. Strategies of Successful Synthesis Solutions: Mapping, Mechanisms, and More

    Bodé, Nicholas E.; Flynn, Alison B.

    2016-01-01

    Organic synthesis problems require the solver to integrate knowledge and skills from many parts of their courses. Without a well-defined, systematic method for approaching them, even the strongest students can experience difficulties. Our research goal was to identify the most successful problem-solving strategies and develop associated teaching…

  8. A Descriptive Study of Pre-Service Science Teachers' Conceptual Understanding of Scientific Inquiry using Concept Maps

    Zak, Kevin M.

    Future science teachers serve a critical role in creating a scientifically literate citizenry. Their knowledge and understanding of the process by which science works, scientific inquiry, is fundamental to this goal of science education. This descriptive research study investigated pre-service secondary science teachers' conceptual understanding of scientific inquiry using concept maps. Thirty participants constructed concept maps describing the interrelationships among twelve scientific inquiry concepts. The concept maps were analyzed to determine how participants structured, organized, associated, and described the relationships between these concepts. The majority of participants did organize and associate a chain of inquiry concepts with one another into a scientific method series. Participants displayed an overall low number of associations between the twelve inquiry concepts. Of the concept pairs that were associated with one another, there was a lack of consistency in the linking words used to describe the relationship between them. Implications for science educators in the development and design of teaching about inquiry in pre-service teacher education programs and professional development opportunities are examined. Recommendations for further study into the conceptual understanding of beginning science teachers are also discussed.

  9. A Knowledge Map for Hospital Performance Concept: Extraction and Analysis: A Narrative Review Article

    Nader MARKAZI-MOGHADDAM

    2016-08-01

    Full Text Available Background: Performance is a multi-dimensional and dynamic concept. During the past 2 decades, considerable studies were performed in developing the hospital performance concept. To know literature key concepts on hospital performance, the knowledge visualization based on co-word analysis and social network analysis has been used.Methods: Documents were identified through “PubMed” searching from1945 to 2014 and 2350 papers entered the study after omitting unrelated articles, the duplicates, and articles without abstract. After pre-processing and preparing articles, the key words were extracted and terms were weighted by TF-IDF weighting schema. Support as an interestingness measure, which considers the co-occurrence of the extracted keywords and "hospital performance" phrase was calculated. Keywords having high support with "hospital performance" are selected. Term-term matrix of these selected keywords is calculated and the graph is extracted.Results: The most high frequency words after “Hospital Performance” were “mortality” and “efficiency”. The major knowledge structure of hospital performance literature during these years shows that the keyword “mortality” had the highest support with hospital performance followed by “quality of care”, “quality improvement”, “discharge”, “length of stay” and “clinical outcome”. The strongest relationship is seen between “electronic medical record” and “readmission rate”.Conclusion: Some dimensions of hospital performance are more important such as “efficiency”, “effectiveness”, “quality” and “safety” and some indicators are more highlighted such as “mortality”, “length of stay”, “readmission rate” and “patient satisfaction”. In the last decade, some concepts became more significant in hospital performance literature such as “mortality”, “quality of care” and “quality improvement”. Keywords: Hospital performance

  10. NITARP: Measuring The Effectiveness of an Authentic Research Experience in Secondary Astronomy Education Through Concept Mapping

    Deeb, Elin; Rebull, Luisa M.; Black, David V.; Gibbs, John; Larsen, Estefania

    2015-01-01

    For secondary students to make use of astronomical data in a school setting, they previously needed access to large telescopes, expensive equipment and difficult-to-use software. This has improved as online data archives have become available; however, difficulties remain, including searching and downloading the data and translating it into formats that high school students can readily analyze. To address these issues, the NASA/IPAC Teacher Archive Research Program (NITARP) selects teams consisting of teachers and students from several schools. Each year, new teams of educators attend an introductory workshop at the winter AAS conference where they select a research project that will use the archived data. Throughout the spring, educators engage in weekly teleconferences, write proposals, and begin working with their students. The teams meet at Caltech in the summer to learn how to access and analyze the IPAC data and continue to work throughout the fall. Through this experience, participants learn how to search, download, translate, and analyze authentic astronomical data. They learn the nature of scientific communication through developing and presenting their findings alongside practicing astronomers at the following winter AAS. In order to measure how successful the 2014 NITARP summer visit was in teaching participating high school students the terminology and processes necessary to analyze IPAC data, students were asked to create concept maps showing the main and subsidiary ideas and concepts related to their research. They then synthesized their group webs into a master web. When additional terms and concepts were presented, the students were able to integrate them into the master web, showing that they understood the relationship of ideas, concepts, and processes needed for their research. Our companion poster, Gibbs et al., presents the scientific aspects of this project. This research was made possible through the NASA/IPAC Teacher Archive Research Program

  11. The managers of building perceptions about the concept of organizational strategy: An exploratory study

    Maurício Caetano Nedeff

    2014-10-01

    Full Text Available Organizational Strategy for companies ensures targeting and positioning strategic in the current context. However, understanding of the term, its meaning, needs further reflection on its setting to suppress doubts from the perspective of the managers. Thus, the aim of this work is to identify the image of organizational strategy from the perspective of managers linked to building, in a city of Serra Gaucha. With regard to the research method, was employed the Technical of Configuration Ideational Images (TCID, which is a variation of the ICM (Image Configuration Method; where ICM consists of a configuration technique of objects’ image more "tangible" and the TCID technique configuration of objects’ image "intangible", purely ideational (DE TONI et al., 2006. Twenty interviews were conducted with managers, in November and December of 2010. Results of this study showed 32 attributes, which were distributed among five dimensions of strategy, proposed by Mintzberg (1987, the Five Ps – plan, pretext, pattern, position and perspective. The study allows the observation image that respondents, company managers, have in relation to the concept of Organizational Strategy. Results of this study identified that the management searched for the term strategy is more related to the dimensions Plan and Perspective. Among contributions of this paper can be highlighted of propose a method that helps to better understand the configuration of a concept, in this case, the Organizational Strategy.

  12. The expression of depression among Javanese patients with major depressive disorder: a concept mapping study.

    Brintnell, E Sharon; Sommer, Ryan W; Kuncoro, Bambang; Setiawan, G Pandu; Bailey, Patricia

    2013-08-01

    In this study, we explored the presentation of clinical depression in Java, Indonesia. Interviews were conducted with 20 Javanese patients (male and female) with major depressive disorder from both lower and higher socioeconomic levels. The recruited participants came from provincial and private mental health hospitals in the cities of Solo, Yogykarta (Jogja), Jakarta, and Malang on the island of Java, Indonesia. Concept mapping methodology using multidimensional scaling and hierarchical cluster analysis was used to identify underlying themes in the expression of depressive phenomena in this Indonesian population. The results identified themes that grouped into six clusters: interpersonal relationships, hopelessness, physical/somatic, poverty of thought, discourage, and defeat. Findings give support to the view that culture influences the expression of Indonesian depressive phenomenology, which nevertheless has some common roots with Western clinical pictures of the disorder. Cultural influences may mask symptoms of the disorder to clinicians. Diagnostic and assessment tools must be carefully selected to ensure they address culturally specific expressions of depression.

  13. [Concept maps as a tool for the diagnosis of rare diseases].

    Ortega Calvo, Manuel; Gómez-Chaparro Moreno, José Luis; González-Meneses López, Antonio; Guillén Enríquez, Javier; Varo Baena, Antonio; Fernández de la Mota, Elvira

    2012-01-01

    Rare diseases are a real public health problem for hospitals and also for primary care. We describe some metaphor-based diagnosis procedures, such as: "When you hear hoof beats don't always think horses, sometimes they could be zebras", or that one about the antiquarian who recognised a museum masterpiece while walking in the Rastro (Madrid). The "lightning diagnoses" by Skoda are an important historic record. T. Greenhalgh has tried to cover the gap between evidence based medicine and the intuitive diagnosis. We point out some clinical epidemiology rules in order to improve their early detection by family practitioners and paediatricians. In our opinion, the training in the diagnosis of rare diseases has to be different for primary care level and for hospital doctors. Concept maps are useful for diagnosis in primary care clinics.

  14. A Research on the Effects of Using Concept Cartoons and Mind Maps in Science Education

    Ertuğ Evrekli

    2011-12-01

    Full Text Available In this study, one group pre-test post test design was used and tried to find out the effects of using concept cartoons and mind maps on students’ achievements, motivations, attitudes, and perceptions of inquiry learning skills. As a result of this study, a significant differences were found in students’ achievements and motivations, however; there was no significant differences in students’ attitudes, and perceptions of inquiry learning skills. When the analysis related to attitudes and perceptions of inquiry learning skills was examined, the analysis related to attitudes and inquiry learning skill perceptions, post test measurement was found higher than pre-test measurement. Besides, in this study, the participant students were separated into two groups according to their achievement levels and examined their results concerning dependent variables. The analysis showed that there was no significant differences between groups concerning their achievement, attitude, motivation and inquiry learning skills perceptions.

  15. Distributed optimal technology networks: a concept and strategy for potable water sustainability.

    Weber, W J

    2002-01-01

    Viable strategies for ensuring adequate supplies of potable water are essential to long-term societal sustainability. The steadily increasing necessity for multiple reuse of water in urban societies is even now taxing our technical and financial abilities to meet ongoing needs for water suitable for human consumption. As a consequence, the current practice of treating the entire water demands of urban communities to the increasingly stringent standards required for drinking water is becoming an unsustainable practice, and thus a questionable strategy for planning and development of urban water systems. An innovative technology-based concept for implementation of a more sustainable strategy and practice for potable water is developed here. The concept is predicated on the inherent advantages of flexibility and responsiveness associated with decentralization of complex functions and operations. Specifically, it calls for strategic dispersal of flexible advanced treatment and control technologies throughout urban water transport and storage networks. This is in direct contradistinction to current strategies and practices of centralized and inflexible monolithic facilities. By integrating use-related satellite systems with critical components of existing systems and infrastructures, the concept can enable and facilitate optimal cost-effective applications of highly sophisticated advanced treatment and on-line monitoring and control technologies to in-place infrastructures in a holistic and sustainable manner.

  16. Mentoring Entrepreneurial Networks: mapping conceptions of participants in technological-based business incubators in Brazil.

    Pontes Regis, Helder

    2007-12-01

    Full Text Available The recent entrepreneurship research agenda includes the analysis of cognitive structures of successful entrepreneurs, revealing an important tool for the examination of an entrepreneurial career. Using techniques of cognitive maps, this study explores the concepts of a successful career and the network itself, as a whole, for career development. Fifty-three entrepreneurs were studied, in seven technological incubators in the city of Recife, Pernambuco, Brazil. Specifically, this study aimed to map the shared meanings of the incubated entrepreneurs regarding informal support networks. Such networks support the entrepreneurial career and the present study explores the characteristics and the conceptual model that underlies the networks. The data collection was achieved through interviews through a free evocation technique. The shared meanings indicate the existence of inherent thought categories that support network context in the incubator environment, mainly the mentoring networks. The results endorse the interpretation of an informal mentoring model emerging from the dominant evocations concerning a successful career and of the network itself as promoter of career development.

  17. Improving the teaching of children with severe speech-language difficulties by introducing an Authoring Concept Mapping Kit

    Kicken, Ria; Ernes, Elise; Hoogenberg-Engbers, Ilja

    2016-01-01

    ’ practice has been transformed and improved. The children’s perspective on the topic comes through in the teachers’ opinions. Concept mapping turned out to enhance meaning negotiation, active inquiry and collaboration during teaching interactive learning language. Teachers reported that it had great impact......The paper reports on case studies in which an Authoring Concept Mapping Kit was incorporated as a didactic tool in the teaching of children with severe speech-language difficulties. The Kit was introduced to replace methods such as topic webs, or complement others such as conversation exchange....... Three pilots were carried out between 2012 and 2015, with escalating numbers in participation and duration. The paper focuses on the teachers, their training, implementation, and their motivations for incorporating concept mapping in interactive learning language. The outcomes report on how the teachers...

  18. Improving learning with science and social studies text using computer-based concept maps for students with disabilities.

    Ciullo, Stephen; Falcomata, Terry S; Pfannenstiel, Kathleen; Billingsley, Glenna

    2015-01-01

    Concept maps have been used to help students with learning disabilities (LD) improve literacy skills and content learning, predominantly in secondary school. However, despite increased access to classroom technology, no previous studies have examined the efficacy of computer-based concept maps to improve learning from informational text for students with LD in elementary school. In this study, we used a concurrent delayed multiple probe design to evaluate the interactive use of computer-based concept maps on content acquisition with science and social studies texts for Hispanic students with LD in Grades 4 and 5. Findings from this study suggest that students improved content knowledge during intervention relative to a traditional instruction baseline condition. Learning outcomes and social validity information are considered to inform recommendations for future research and the feasibility of classroom implementation.

  19. Concept maps as evaluation tools of the integrative construction level of meanings in the biochemistry laboratory under a constructivist approach

    Julia Flores

    2014-12-01

    Full Text Available This descriptive-comparative work was carried out with 13 students in the areas of Biology and Chemistry of the Pedagogical Institute of Caracas in a course of Biochemistry, who formed two lab groups. Its purpose was to compare the level of integrative construction of scientific meanings achieved in the concept maps developed in an integrated manner to the V diagram around a problem situation raised on enzymes, considering previous knowledge about this disciplinary content. Two statistics were used to compare the groups: student's t test for the pre-existing knowledge and Mann-Whitney U for concept maps. A General Index of Integrative Construction of meanings (IGCIS proposed by the authors, was incorporated in a novel way to assess concept maps. The results revealed the discriminatory power of IGCIS, being able to differentiate the groups in a more consistent way and in accordance with their levels of prior knowledge.

  20. Equity and health policy in Africa: Using concept mapping in Moore (Burkina Faso

    Ridde Valéry

    2008-04-01

    Full Text Available Abstract Background This methodological article is based on a health policy research project conducted in Burkina Faso (West Africa. Concept mapping (CM was used as a research method to understand the local views of equity among stakeholders, who were concerned by the health policy under consideration. While this technique has been used in North America and elsewhere, to our knowledge it has not yet been applied in Africa in any vernacular language. Its application raises many issues and certain methodological limitations. Our objective in this article is to present its use in this particular context, and to share a number of methodological observations on the subject. Methods Two CMs were done among two different groups of local stakeholders following four steps: generating ideas, structuring the ideas, computing maps using multidimensional scaling and cluster analysis methods, and interpreting maps. Fifteen nurses were invited to take part in the study, all of whom had undergone training on health policies. Of these, nine nurses (60% ultimately attended the two-day meeting, conducted in French. Of 45 members of village health committees who attended training on health policies, only eight were literate in the local language (Moore. Seven of these (88% came to the meeting. Results The local perception of equity seems close to the egalitarian model. The actors are not ready to compromise social stability and peace for the benefit of the worst-off. The discussion on the methodological limitations of CM raises the limitations of asking a single question in Moore and the challenge of translating a concept as complex as equity. While the translation of equity into Moore undoubtedly oriented the discussions toward social relations, we believe that, in the context of this study, the open-ended question concerning social justice has a threefold relevance. At the same time, those limitations were transformed into strengths. We understand that it was

  1. Global mapping strategies for a synthetic aperture radar system in orbit about Venus

    Kerridge, S. J.

    1980-01-01

    An analysis of the global mapping of Venus using a synthetic aperture radar (SAR) is presented. The geometry of the side-looking radar, the narrow swath width, and the slow rotation of Venus combine to constrain the methods required to produce such a map within the primary mapping mission of 121.5 days. Parametric studies indicate that multiple strategies can satisfy the requirements of the mission with reasonable assumptions for the total recording capacity, the downlink data rate, and the operating time of the SAR on each revolution.

  2. Shot-gun sequencing strategy for long-range genome mapping: a pilot study.

    Zabarovsky, E R; Kashuba, V I; Pettersson, B; Petrov, N; Zakharyev, V; Gizatullin, R; Lebedeva, T; Bannikov, V; Pokrovskaya, E S; Zabarovska, V I

    1994-06-01

    We have recently proposed a strategy for construction of long-range physical maps based on random sequencing of NotI linking and jumping clones. Here, we present results of sequence comparison between 168 NotI linking (100 of them were sequenced from both sides) and 81 chromosome 3-specific jumping clones. We were able to identify 14 NotI jumping clones (17%), each joined with two NotI linking clones. The average size of chromosomal jumps was about 650 kb. The assembled 42 NotI genomic fragments correspond to 12-15% of chromosome 3. These results demonstrate the value of random sequencing of NotI linking and jumping clones for genome mapping. This mapping proposal can be used for connecting physical and genetic maps of the human genome and will be a valuable supplement to YAC and cosmid library based mapping projects.

  3. Minority Preservice Teachers' Conceptions of Teaching Science: Sources of Science Teaching Strategies

    Subramaniam, Karthigeyan

    2013-04-01

    This study explores five minority preservice teachers' conceptions of teaching science and identifies the sources of their strategies for helping students learn science. Perspectives from the literature on conceptions of teaching science and on the role constructs used to describe and distinguish minority preservice teachers from their mainstream White peers served as the framework to identify minority preservice teachers' instructional ideas, meanings, and actions for teaching science. Data included drawings, narratives, observations and self-review reports of microteaching, and interviews. A thematic analysis of data revealed that the minority preservice teachers' conceptions of teaching science were a specific set of beliefs-driven instructional ideas about how science content is linked to home experiences, students' ideas, hands-on activities, about how science teaching must include group work and not be based solely on textbooks, and about how learning science involves the concept of all students can learn science, and acknowledging and respecting students' ideas about science. Implications for teacher educators include the need to establish supportive environments within methods courses for minority preservice teachers to express their K-12 experiences and acknowledge and examine how these experiences shape their conceptions of teaching science, and to recognize that minority preservice teachers' conceptions of teaching science reveal the multiple ways through which they see and envision science instruction.

  4. C-PHIS: a concept map-based knowledge base framework to develop personal health information systems.

    Karla, Pramukh R; Gurupur, Varadraj P

    2013-10-01

    In this paper we describe the development of a Personal Health Information System using a knowledge base developed using concept maps. Here we describe a solution for providing the critical need to develop an information capturing system that helps domain experts in developing a graphical representation of the aforementioned knowledge base which can then be converted to a machine-actable form of information. A prototype application has been developed using this information capturing system that clearly demonstrates the use of the knowledge base framework using concept maps to develop Personal Health Information System for lung cancer patients.

  5. 概念图在中小学数学教学中的应用%Analysis and research on the applications of concept map in mathematics teaching of primary and secondary school

    卢转华

    2011-01-01

    90年代末概念图传入我国,并在教育领域取得一定的成果。从概念图的内涵出发,以概念图在中小学数学教学中应用的意义和策略展开议论。结合前人的研究成果,试图探讨在中小学数学教学中如何通过构建概念图进行有效教学的问题。%In the late nineties,concept maps were introduced into China,and have obtained some positive results in the field of education.This paper outlines the connotation of the concept map,discusses the meaning and strategies of the applications of concept map i

  6. A Concept Mapping Study of Physicians’ Perceptions of Factors Influencing Management and Control of Hypertension in Sub-Saharan Africa

    Juliet Iwelunmor

    2015-01-01

    Full Text Available Hypertension, once a rare problem in Sub-Saharan Africa (SSA, is predicted to be a major cause of death by 2020 with mortality rates as high as 75%. However, comprehensive knowledge of provider-level factors that influence optimal management is limited. The objective of the current study was to discover physicians’ perceptions of factors influencing optimal management and control of hypertension in SSA. Twelve physicians attending the Cardiovascular Research Training (CaRT Institute at the University of Ghana, College of Health Sciences, were invited to complete a concept mapping process that included brainstorming the factors influencing optimal management and control of hypertension in patients, sorting and organizing the factors into similar domains, and rating the importance and feasibility of efforts to address these factors. The highest ranked important and feasible factors include helping patients accept their condition and availability of adequate equipment to enable the provision of needed care. The findings suggest that patient self-efficacy and support, physician-related factors, policy factors, and economic factors are important aspects that must be addressed to achieve optimal hypertension management. Given the work demands identified by physicians, future research should investigate cost-effective strategies of shifting physician responsibilities to well-trained no-physician clinicians in order to improve hypertension management.

  7. The burden of neck pain: its meaning for persons with neck pain and healthcare providers, explored by concept mapping

    2015-01-01

    Purpose To empirically define the concept of burden of neck pain. The lack of a clear understanding of this construct from the perspective of persons with neck pain and care providers hampers adequate measurement of this burden. An additional aim was to compare the conceptual model obtained with the frequently used Neck Disability Index (NDI). Methods Concept mapping, combining qualitative (nominal group technique and group consensus) and quantitative research methods (cluster analysis and mu...

  8. SPECIALIZED MAPPING OF CRUSTAL FAULT ZONES. PART 1: BASIC THEORETICAL CONCEPTS AND PRINCIPLES

    K. Zh. Seminsky

    2015-09-01

    Full Text Available Long-term studies of shear zones have included collection of data on fractures showing no indication of displacement which are termed as 'blank' fractures. A method aimed at mapping fault structures and stress fields has been developed on the basis of results of paragenetic analysis of measurements of abundant fractures. The method is termed as 'specialized mapping', firstly, due to its specific structural goal so that to distinguish it from the conventional geological mapping of regions in nature, and, secondly, because of the specific procedure applied to refer to fractures as references to decipher fault-block patterns of natural regions. In Part 1, basic theoretical concepts and principles of specialized mapping are described. Part 2 is being prepared for publication in one of the next issues of the journal; it will cover stages of the proposed method and describe some of the cases of its application.In terms of general organizational principles, specialized mapping is similar to other methods based on structural paragenetic analysis and differs from such methods in types of paragenesises viewed as references to reveal crustal fault zones. Such paragenesises result from stage-by-stage faulting (Fig 2 and Fig. 7 during which stress fields of the 2nd order are regularly changeable within the shear zone. According to combined experimental and natural data, a complete paragenesis of fractures in the shear zone includes a major (1st order fault plane and fractures of other seven types, R, R’, n, n’, t, t’ and T (2nd order (Fig. 4 and Fig 8. At the fracture level, each of them corresponds to a paragenesis including three nearly perpendicular systems of early ruptures (Fig. 1, which are based on two classical patterns of conjugated fractures, one of which is consistent with the position of the fault plane (Fig. 3. Taking into account that strike-slip, reverse and normal faults are similar in terms of mechanics (i.e. they are formed due to

  9. The Analysis of Concept Maps Research Evolution Based on Knowledge Mapping%概念图研究演进的知识图谱分析

    寇继虹; 楼雯

    2012-01-01

    以ISlWebofknowledge收录的文献题录作为数据样本,利用可视化动态网络分析工具——CiteSpaceⅡ对所采集的数据进行文献共引分析和聚类分析,绘制出概念图研究发展演进的知识图谱,揭示了概念图研究的三个不同时期,得出各个时期的代表人物和代表文献;展现了概念图研究和应用的热点领域,以科研评价、教育教学、生物医学和企业知识学习为代表;呈现出以概念图的定量化分析、知识管理、三维概念图、概念图的网络实时协作构建以及新概念图模型和软件为代表的前沿研究领域。%Based on the bibliography references included in ISI Web of Knowledge, and by use of visualization network analysis tool-CiteSpace II to conduct co-citation and cluster analysis of collected data, this paper renders knowledge mapping on the devel- oprnent and evolution of concept mapping research, reveals three different periods of concept mapping research, and identifies repre- sentative scientists as well as relevant literatures in each period. Meanwhile, this paper demonstrates the hot research fields repre- sented by scientific research evaluation, education, biomedical and enterprise knowledge learning areas, and further presents the frontiers represented by quantitative study of concept maps, knowledge management, three-dimensional concept maps, network collaborative and real-time concept mapping and the new concept maps model and software.

  10. Prevalence of Mind Mapping as a Teaching and Learning Strategy in Physical Therapy Curricula

    Zipp, Genevieve; Maher, Catherine

    2013-01-01

    Background and Purpose: Regardless of our discipline educators seek to create environments that actively engage students in their learning journey. One teaching and learning strategy that has emerged in higher education is mind mapping (MM). The purpose of this exploratory study was to determine the prevalence of MM usage in a health science…

  11. Differential-Associative Processing or Example Elaboration: Which Strategy Is Best for Learning the Definitions of Related and Unrelated Concepts?

    Hannon, Brenda

    2012-01-01

    Definitions of related concepts (e.g., "genotype-phenotype") are prevalent in introductory classes. Consequently, it is important that educators and students know which strategy(s) work best for learning them. This study showed that a new comparative elaboration strategy, called differential-associative processing, was better for learning…

  12. Using Concept Maps as Instructional Materials to Foster the Understanding of the Atomic Model and Matter-Energy Interaction

    Aguiar, Joana G.; Correia, Paulo R. M.

    2016-01-01

    In this paper, we explore the use of concept maps (Cmaps) as instructional materials prepared by teachers, to foster the understanding of chemistry. We choose fireworks as a macroscopic event to teach basic chemical principles related to the Bohr atomic model and matter-energy interaction. During teachers' Cmap navigation, students can experience…

  13. Psychosocial Experiences Associated with Confirmed and Self-Identified Dyslexia: A Participant-Driven Concept Map of Adult Perspectives

    Nalavany, Blace Arthur; Carawan, Lena Williams; Rennick, Robyn A.

    2011-01-01

    Concept mapping (a mixed qualitative-quantitative methodology) was used to describe and understand the psychosocial experiences of adults with confirmed and self-identified dyslexia. Using innovative processes of art and photography, Phase 1 of the study included 15 adults who participated in focus groups and in-depth interviews and were asked to…

  14. Analysis of Social Worker and Educator's Areas of Intervention through Multimedia Concept Maps and Online Discussion Forums in Higher Education

    Vázquez-Cano, Esteban; López Meneses, Eloy; Sánchez-Serrano, José Luis Sarasola

    2015-01-01

    This diachronic study describes an innovative university experience consisting of the development of multimedia concept maps (MCM) in relation to social educators and social workers main intervention areas and an active discussion in online forums about the results obtained. These MCMs were prepared by students who attended the Information…

  15. The Effect of Concept Mapping on L2 Writing Performance: Examining Possible Effects of Trait-Level Writing Anxiety

    Machida, Naoko; Dalsky, David J.

    2014-01-01

    Research on anxiety in a foreign language-learning context is well-documented; however, few studies have directly focused on anxiety occurring within writing contexts despite the fact that writing anxiety is known to affect students' learning. The present study examined the effectiveness of concept mapping considering students' writing anxiety.…

  16. Perceptions of Pre-Service Social Sciences Teachers Regarding the Concept of "Geography" by Mind Mapping Technique

    Ozturk Demirbas, Cagri

    2013-01-01

    The objective of this study is to present the perceptions of preservice social sciences teachers regarding the concept of geography. In the study, the study group consists of 46 preservice social sciences teachers, who receive education at Ahi Evran University. The data were collected in December, 2010. Mind maps were used as data collection tools…

  17. Paper-Based and Computer-Based Concept Mappings: The Effects on Computer Achievement, Computer Anxiety and Computer Attitude

    Erdogan, Yavuz

    2009-01-01

    The purpose of this paper is to compare the effects of paper-based and computer-based concept mappings on computer hardware achievement, computer anxiety and computer attitude of the eight grade secondary school students. The students were randomly allocated to three groups and were given instruction on computer hardware. The teaching methods used…

  18. Higher Education Planning for a Strategic Goal with a Concept Mapping Process at a Small Private College

    Driscoll, Deborah P.

    2010-01-01

    Faculty, staff, and administrators at a small independent college determined that planning with a Concept Mapping process efficiently produced strategic thinking and action plans for the accomplishment of a strategic goal to expand experiential learning within the curriculum. One year into a new strategic plan, the college enjoyed enrollment…

  19. Detecting domestic violence: Showcasing a knowledge browser based on formal concept analysis and emergent self organizing maps

    Elzinga, P.; Poelmans, J.; Viaene, S.; Dedene, G.; Cordeiro, J.; Filipe, J.

    2009-01-01

    Over 90% of the case data from police inquiries is stored as unstructured text in police databases. We use the combination of Formal Concept Analysis and Emergent Self Organizing Maps for exploring a dataset of unstructured police reports out of the Amsterdam-Amstelland police region in the Netherla

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

    Huang, Kuo-Liang; Chen, Kuo-Hsiang; Ho, Chun-Heng

    2014-01-01

    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…

  1. How Do Concept-Maps Function for Reading Comprehension Improvement of Iranian Advanced EFL Learners of Both Genders?

    Khaghaninejad, Mohammad Saber; Arefinejad, Mansour

    2015-01-01

    This study was an attempt to examine the effect of concept mapping on reading comprehension of Iranian EFL learners. Pretest-posttest design was employed to scrutinize the possible improvement of the study's participants who were male and female learners whose ages ranged from 19 to 40 and had taken general English courses at Islamic Azad…

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

    Vink, Sylvia C.; Van Tartwijk, Jan|info:eu-repo/dai/nl/112629385; Bolk, Jan; Verloop, Nico

    2015-01-01

    Background: 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

  3. Effect of Instructor-Provided Concept Maps and Self-Directed Learning Ability on Students' Online Hypermedia Learning Performance

    Chou, Pao-Nan

    2013-01-01

    The purpose of this experimental study was to explore the instructional effectiveness of integrating varied instructor-provided concept maps into an online hypertext learning environment, and the effect of learners' self-directed learning abilities on their learning performance. The research adopted a randomized posttest with two-control-group…

  4. Effectiveness of the Conceptual Change Texts Accompanied by Concept Maps about Students' Understanding of the Molecules Carrying Genetical Information

    Tastan, Ibrahim; Dikmenli, Musa; Cardak, Osman

    2008-01-01

    This study aims to investigate the effects of concept maps, together with conceptual change texts, given to 11th grade students' on the subject of molecules carrying genetical information. The semistructured individual interviews were conducted with 5 upper class students to find misconceptions related to the subject. A success test was developed…

  5. Concept Mapping as an Innovative Tool for the Assessment of Learning: An Experimental Experience among Business Management Degree Students

    Ruiz-Palomino, Pablo; Martinez-Canas, Ricardo

    2013-01-01

    In the search to improve the quality of education at the university level, the use of concept mapping is becoming an important instructional technique for enhancing the teaching-learning process. This educational tool is based on cognitive theories by making a distinction between learning by rote (memorizing) and learning by meaning, where…

  6. Development and evaluation of RapTAT: a machine learning system for concept mapping of phrases from medical narratives.

    Gobbel, Glenn T; Reeves, Ruth; Jayaramaraja, Shrimalini; Giuse, Dario; Speroff, Theodore; Brown, Steven H; Elkin, Peter L; Matheny, Michael E

    2014-04-01

    Rapid, automated determination of the mapping of free text phrases to pre-defined concepts could assist in the annotation of clinical notes and increase the speed of natural language processing systems. The aim of this study was to design and evaluate a token-order-specific naïve Bayes-based machine learning system (RapTAT) to predict associations between phrases and concepts. Performance was assessed using a reference standard generated from 2860 VA discharge summaries containing 567,520 phrases that had been mapped to 12,056 distinct Systematized Nomenclature of Medicine - Clinical Terms (SNOMED CT) concepts by the MCVS natural language processing system. It was also assessed on the manually annotated, 2010 i2b2 challenge data. Performance was established with regard to precision, recall, and F-measure for each of the concepts within the VA documents using bootstrapping. Within that corpus, concepts identified by MCVS were broadly distributed throughout SNOMED CT, and the token-order-specific language model achieved better performance based on precision, recall, and F-measure (0.95±0.15, 0.96±0.16, and 0.95±0.16, respectively; mean±SD) than the bag-of-words based, naïve Bayes model (0.64±0.45, 0.61±0.46, and 0.60±0.45, respectively) that has previously been used for concept mapping. Precision, recall, and F-measure on the i2b2 test set were 92.9%, 85.9%, and 89.2% respectively, using the token-order-specific model. RapTAT required just 7.2ms to map all phrases within a single discharge summary, and mapping rate did not decrease as the number of processed documents increased. The high performance attained by the tool in terms of both accuracy and speed was encouraging, and the mapping rate should be sufficient to support near-real-time, interactive annotation of medical narratives. These results demonstrate the feasibility of rapidly and accurately mapping phrases to a wide range of medical concepts based on a token-order-specific naïve Bayes model and

  7. Concept mapping improves academic performance in problem solving questions in biochemistry subject

    Baig, Mukhtiar; Tariq, Saba; Rehman, Rehana; Ali, Sobia; Gazzaz, Zohair J

    2016-01-01

    Objective: To assess the effectiveness of concept mapping (CM) on the academic performance of medical students’ in problem-solving as well as in declarative knowledge questions and their perception regarding CM. Methods: The present analytical and questionnaire-based study was carried out at Bahria University Medical and Dental College (BUMDC), Karachi, Pakistan. In this analytical study, students were assessed with problem-solving questions (A-type MCQs), and declarative knowledge questions (short essay questions), and 50% of the questions were from the topics learned by CM. Students also filled a 10-item, 3-point Likert scale questionnaire about their perception regarding the effectiveness of the CM approach, and two open-ended questions were also asked. Results: There was a significant difference in the marks obtained in those problem-solving questions, which were learned by CM as compared to those topics which were taught by the traditional lectures (p<0.001), while no significant difference was observed in marks in declarative knowledge questions (p=0.704). Analysis of students’ perception regarding CM showed that majority of the students perceive that CM is a helpful technique and it is enjoyed by the students. In open-ended questions, the majority of the students commented positively about the effectiveness of CM. Conclusion: Our results indicate that CM improves academic performance in problem solving but not in declarative knowledge questions. Students’ perception about the effectiveness of CM was overwhelmingly positive. PMID:27648017

  8. Conflicting modes of reasoning in the Assisted Migration debate: a concept mapping analysis

    Klenk, N. L.; Larson, B.

    2011-12-01

    A growing body of literature in biodiversity conservation and forestry has developed around the risks and benefits of the Assisted Migration (AM) of species, including recommendations for planning and management. However, despite years of academic debate, general consensus has yet to be reached between the proponents and the opponents of AM as a policy option. We hypothesize that the continued impasse arises out of fundamentally conflicting value judgments. Using a concept mapping technique, we analyzed reasons for and against AM, including the use of scientific evidence and the nature of the values and ethical norms that shape the modes of reasoning in the debate. Our results indicate the presence of a diversity of ethical arguments in addition to the standard precautionary argument and pragmatic reasoning. We further discovered that different kinds of scientific arguments are used by proponents versus opponents of AM: the former rely mostly on detailed biological and ecological facts about species most-at-risk under climate change, while the latter focus on broader ecological theories. Our analysis suggests little dispute over the scientific foundations of the debate. Instead, we suggest that the main barrier to consensus is the advocacy of fundamental values, which are a matter of personal choice, and thus not likely to be changed. One way out of this impasse is a pragmatic mode of reasoning, which eschews the debate on fundamental values and evaluates the means and ends of AM in a case-by-case approach.

  9. The effectiveness of problem-based learning and concept mapping among Taiwanese registered nursing students.

    Tseng, Hui-Chen; Chou, Fan-Hao; Wang, Hsiu-Hung; Ko, Hsun-Kuei; Jian, Shu-Yuan; Weng, Wei-Che

    2011-11-01

    The purpose of this study was to investigate the effectiveness of adopting problem-based learning (PBL) and concept mapping (CM) in the educational programs for Taiwanese registered nursing (RN) students. We used a quasi-experimental design with experimental and control groups to evaluate the effectiveness of PBL-CM in three time schedules: before the course began (pre-test), at the end of the course (post-test), and six months after the end of the course (follow-up test). A convenience sample of 120 RN students participated, 51in the experimental group and 69 in the control group. Finding showed that the experimental group had higher scores than the control group for the Critical-Thinking Scale, Self-Directed Learning Scale, and Students' Performance in PBL Tutorial Sessions Questionnaire at the post-test and follow-up test stages. The PBL-CM increased students' critical-thinking skills and personal accountability for self-directed learning, and it would enhance the skills of independent study, reasoning, group interaction and active participation. This study offers guidelines for new nurse-training programs and continuing nursing education in clinical practice.

  10. Investigating the Nature of Third Grade Students' Experiences with Concept Maps to Support Learning of Science Concepts

    Merrill, Margaret L.

    2012-01-01

    To support and improve effective science teaching, educators need methods to reveal student understandings and misconceptions of science concepts and to offer all students an opportunity to reflect on their own knowledge construction and organization. Students can benefit by engaging in scientific activities in which they build personal…

  11. Strategy to Improvement Sustainability of Distinctively Local Snacks Based on Evaluation and Profile Mapping of SMEs Distinctively Local Snacks

    Yulia Nurendah

    2015-01-01

    Full Text Available SMEs snacks include in group industries which develop quite progressively in Indonesia. There are typical regional food or local food specialties which have been distinctively long-grown specifically in an area, however there are also some food specialties which are area-based potentially developed. Therefore, efforts to develop and empower SMEs distinctively local snacks should be done to be able to increase its competitiveness in facing the globalization and the free market.The objective of Profile Mapping of SMEs is that the development of distinctively local snacks can be implemented in an integrated, focused way, and on target. If SMEs snacks get special attention with the pattern of development and directed policy, it will become the backbone of the rise of the real sector in the region.  The study of profile mapping of SMEs distinctively local snacks is conducted by combining descriptive research method based on the results of field surveys combined with SWOT analysis Data processing and analysis with Profile Mapping of SMEs Snacks, Performance Analysis and Competitive Strategy of SMEs Snacks, SWOT Analysis, Strategy and Feasibility and concept Development models of SMEs Snacks. Bakpia becomes a top priority as a superior snack product from Jogjakarta (DIY, which can be further developed in the process of production and marketing. The attributes of main and additional ingredients, water supply, and production tools are still in average performance. In this case, the performance measure is based on the perception of bakpia producers in medium scale, while there are expectations on a high scale. Thus, there needs to be an increase in these attributes. After knowing the score of IFA, then a right strategy to be applied for SMEs position is a strategy of growth through horizontal integration which is an activity to expand SMEs by building in another location and increasing the variety of products and services. When referring to the SWOT

  12. Effects of a Question Prompt-Based Concept Mapping Approach on Students' Learning Achievements, Attitudes and 5C Competences in Project-Based Computer Course Activities

    Wang, Hsiu-Ying; Huang, Iwen; Hwang, Gwo-Jen

    2016-01-01

    Concept mapping has been widely used in various fields to facilitate students' organization of knowledge. Previous studies have, however, pointed out that it is difficult for students to construct concept maps from the abundant searched data without appropriate scaffolding. Thus, researchers have suggested that students could produce high quality…

  13. Operational concepts and implementation strategies for the design configuration management process.

    Trauth, Sharon Lee

    2007-05-01

    This report describes operational concepts and implementation strategies for the Design Configuration Management Process (DCMP). It presents a process-based systems engineering model for the successful configuration management of the products generated during the operation of the design organization as a business entity. The DCMP model focuses on Pro/E and associated activities and information. It can serve as the framework for interconnecting all essential aspects of the product design business. A design operation scenario offers a sense of how to do business at a time when DCMP is second nature within the design organization.

  14. Primary School Student Teachers' Understanding of Climate Change: Comparing the Results Given by Concept Maps and Communication Analysis

    Ratinen, Ilkka; Viiri, Jouni; Lehesvuori, Sami

    2012-11-01

    Climate change is a complex environmental problem that can be used to examine students' understanding, gained through classroom communication, of climate change and its interactions. The present study examines a series of four science sessions given to a group of primary school student teachers (n = 20). This includes analysis of the communication styles used and the students' pre- and post-conceptualisation of climate change based on results obtained via essay writing and drawings. The essays and drawings concerned the students' unprompted pre- and post-conceptions about climate change, collected before and after each of the four inquiry-based science sessions (in physics, chemistry, biology and geography). Concept mapping was used in the analysis of the students' responses. The communication used in the four sessions was analysed with a communicative approach in order to find out the discussion about climate change between teacher and students. The analyses indicated that the students did not have the knowledge or the courage to participate in discussion, but post-conceptualisation map showed that students' thinking had become more coherent after the four sessions. Given the results of the present study, proposals for using concepts maps and/or communication analysis in studying students' conceptions are presented.

  15. Supplier bidding strategy based on non-cooperative game theory concepts in single auction power pools

    Kang, Dong-Joo [Korea Electrotechnology Research Institute, 665 Naeson2-dong, Uiwang City, Gyeonggi Province 437-808 (Korea); Kim, Balho H. [Hong-Ik University, School of Electronic and Electrical Engineering, 72-1 Sangsu-dong, Mapo-gu, Seoul 121-791 (Korea); Hur, Don [Kwangwoon University, Department of Electrical Engineering, 447-1 Wolgye1-dong, Nowon-gu, Seoul 139-701 (Korea)

    2007-04-15

    In single auction power pools, only generators bid several energy price segments depending on the amount of energy supply, at individual generating companies' (GENCO) own discretion, for every trading interval. Then all selected bidders are paid a uniform Market Clearing Price (MCP). In this paper, it is realized that each GENCO has the complete information on its own payoff as well as the other parties' payoffs, corresponding to each potential combination of choices of strategies by all the players. Specifically, all the suppliers attempt to estimate the others' bids using the concept of Nash equilibrium in the general sense of profit maximization. Under some simplified assumptions, this problem can be modeled as a simultaneous-move game confronted by the bidders. Here, the system demand forecast by competitive sellers is captured for the purpose of constructing the optimal bidding strategy. Finally, a numerical example is presented demonstrating the effectiveness of the proposed solution scheme. (author)

  16. Concept Map Technology in Netwrok Learning Environment%网络学习环境下的概念图技术应用

    王立君

    2012-01-01

    本文介绍了网络学习环境下的概念图技术应用。利用概念图呈现检索的过程和结果;利用概念图引导学生进行网络探究学习;把网站隐含在概念图中导引学生探究学习过程;概念图用于网络基础的合作探究学习。%This article describes the application of the concept map network learning environment. Concept map showing the retrieval process and results; concept map to guide students to network inquiry learning; site implicit in the concept map to guide students to explore the learning process; concept map for the network of cooperation based on inquiry learning.

  17. Effects of concept mapping on critical thinking abilities of nursing students in clinical practice%临床教学中应用概念图对提高学生评判性思维能力的研究

    柳(韦华); 孙铮; 薛雅卓; 高丹凤; 陈松兰; 朝霞; 赵云霞

    2009-01-01

    Objective To explore the effects of concept mapping on improving critical thinking abilities and clinical deci-sion-ranking skills of nursing students in clinical practice. Methods Concept mapping was used as teaching strategies in the ease nursing in classroom. Thirty nursing students were asked to map out the congestive heart failure patient's main health problems,key assessment findings,appropriate nursing diagnoses and interventions at the beginning and at the end of the nursing clinical teaching program. The effectiveness of concept mapping in developing and assessing critical thinking in the nursing students was evaluated using examination of differences between pre-and post-concept maps. The instrument of the grading tools developed by Schuster was used to evaluate the concept mappings in this study. Results There were significant differences in the scores of the physiological problems,education needs,treatment and nursing interventions between pre- and post-concept mappings (P<0.01). Conclusions Concept mapping is an effective clinical teaching strategy in nursing for developing and improving critical thinking abilities and clinical decision-making skills.%目的 研究概念图用于护理临床教学对培养学生评判性思维能力和临床护理决策能力的价值.方法 概念图在课堂中用作个案护理教学策略,要求即将毕业的30名学生对心力衰竭患者的主要健康问题、重要的评估发现、恰当的护理诊断和干预措施建立初始和修正的概念图,并对每名学生初始和修正的概念图采用Schuster的概念图量化评分工具进行评分.结果 用Microsoft Word制作某一同学绘制的最佳初始和修正概念图,初始和修正概念图的得分在生理问题、教育需求和治疗或护理干预方法等方面差异有显著性统计学意义(P<0.01).结论 概念图是一种有效的临床护理教学策略,可有效提高学生的评判性思维和临床护理决策能力.

  18. A new Concept for High Resolution Benthic Mapping and Data Aquisition: MANSIO-VIATOR

    Flögel, S.

    2015-12-01

    Environmental conditions within sensitive seafloor ecosystems such as cold-seep provinces or cold-water coral reef communities vary temporally and spatially over a wide range of scales. Some of these are regularly monitored via short periods of intense shipborne activity or low resolution, fixed location studies by benthic lander systems. Long term measurements of larger areas and volumes are ususally coupled to costly infrastructure investments such as cabled observatories. In space exploration, a combination of fixed and mobile systems working together are commonly used, e.g. lander systems coupled to rovers, to tackle observational needs that are very similar to deep-sea data aquisition. The analogies between space and deep-sea research motivated the German Helmholtz Association to setup the joint research program ROBEX (Robotic Exploration under extreme conditions). The program objectives are to identify, develop and verify technological synergies between the robotic exploration of e.g. the moon and the deep-sea. Within ROBEX, the mobility of robots is a vital element for research missions due to valuable scientifice return potential from different sites as opposed to static landers. Within this context, we developed a new mobile crawler system (VIATOR, latin for traveller) and a fixed lander component for energy and data transfer (MANSIO, latin for housing/shelter). This innovative MANSIO-VIATOR system has been developed during the past 2.5 years. The caterpillar driven component is developed to conduct high resolution opitcal mapping and repeated monitoring of physical and biogeochemical parameters along transects. The system operates fully autonomously including navigational components such as camera and laser scanners, as well as marker based near-field navigation used in space technology. This new concept of data aquisition by a submarine crawler in combination with a fixed lander further opens up marine exploration possibilities.

  19. Health risk in the context of climate change and adaptation - Concept and mapping as an integrated approach

    Kienberger, S.; Notenbaert, A.; Zeil, P.; Bett, B.; Hagenlocher, M.; Omolo, A.

    2012-04-01

    vulnerability in order to lower health risks and disease impacts. The proposed framework explains the generic concepts of disease hazard, vulnerability, risk and its connections. It can be applied to many different diseases and implemented in different ways. Statistical or dynamic disease models integrating future climate projections can - for example - be combined with forecast models. These can be evaluated against different socio-economic development pathways and feed into decisions support systems with an ultimate aim of designing the most appropriate risk reduction strategies. The paper will present first preliminary results on the mapping of vulnerability for the Eastern African region, including diseases such as Malaria, Schistosomiasis and Rift Valley Fever and conclude with current research challenges and how they will be addressed within the HEALTHY FUTURES project.

  20. Peripapillary retinal thickness maps in the evaluation of glaucoma patients: a novel concept.

    Yi, Kayoung; Mujat, Mircea; Sun, Wei; Park, B Hyle; de Boer, Johannes F; Chen, Teresa C

    2011-01-01

    Purpose. To show how peripapillary spectral domain optical coherence tomography (SDOCT) retinal thickness (RT) maps can complement retinal nerve fiber layer (RNFL) thickness maps in the evaluation of glaucoma patients. Methods. After a complete eye exam with standard fundus photography and visual field testing, normal and glaucomatous eyes were imaged with an experimental SDOCT system. From SDOCT images, RNFL thickness and RT maps were constructed and then correlated with disc photography and visual field testing. Results. Two normal eyes of 2 patients and 5 eyes of 4 glaucoma patients were imaged. Although both RNFL and RT maps correlated well with visual field defects, glaucomatous arcuate defects were sometimes more easily identified in the RT maps. Conclusions. To our knowledge, this is the first paper to show that peripapillary SDOCT RT maps may provide important supplemental information to RNFL thickness maps in the evaluation of glaucoma patients.

  1. A windowing and mapping strategy for gear tooth fault detection of a planetary gearbox

    Liang, Xihui; Zuo, Ming J.; Liu, Libin

    2016-12-01

    When there is a single cracked tooth in a planet gear, the cracked tooth is enmeshed for very short time duration in comparison to the total time of a full revolution of the planet gear. The fault symptom generated by the single cracked tooth may be very weak. This study aims to develop a windowing and mapping strategy to interpret the vibration signal of a planetary gear at the tooth level. The fault symptoms generated by a single cracked tooth of the planet gear of interest can be extracted. The health condition of the planet gear can be assessed by comparing the differences among the signals of all teeth of the planet gear. The proposed windowing and mapping strategy is tested with both simulated vibration signals and experimental vibration signals. The tooth signals can be successfully decomposed and a single tooth fault on a planet gear can be effectively detected.

  2. 2009 Melbourne metropolitan sewerage strategy: a portfolio of decentralised and on-site concept designs.

    Brown, V; Jackson, D W; Khalifé, M

    2010-01-01

    The bulk and retail water companies of the greater Melbourne area are developing the 2009 Metropolitan Sewerage Strategy to provide sustainable sewerage services to 2060. The objective of the strategy is to establish long term principles and near term actions to produce a robust sewage management system for Melbourne. Melbourne's existing sewerage system is largely centralised and discharges to two major treatment plants. Several small satellite treatment plants service local urban areas generally more distant from the centralised system. Decentralised and on-site wastewater systems are options for future sewage management and could play a role in local recycling. A portfolio of 18 on-site and decentralised concept designs was developed, applicable to the full range of urban development types in Melbourne. The concepts can be used in evaluation of metropolitan system configurations as part of future integrated water cycle planning. The options included secondary and tertiary treatment systems incorporating re-use of water for non potable uses, urine separation, black and greywater separation and composting toilets. On-site and cluster treatment systems were analysed. Each option is described by its indicative capital and operating costs, energy use and water and nutrient balances. This paper summarises and compares the portfolio mix of decentralized and on-site options in Melbourne's context.

  3. A polypill strategy to improve global secondary cardiovascular prevention: from concept to reality.

    Castellano, José M; Sanz, Ginés; Fernandez Ortiz, Antonio; Garrido, Ester; Bansilal, Sameer; Fuster, Valentin

    2014-08-12

    The prevention of cardiovascular disease (CVD) by using a polypill has gained increasing momentum as a strategy to contain progression of the disease. Since its initial conception just over a decade ago, only a handful of trials have been completed assessing the efficacy and safety of this innovative concept. The results of these trials have supported the viability of the polypill in CVD prevention and management, albeit with a few caveats, essentially related to the lack of evidence on the effect of the polypill to effectively reduce cardiovascular events. The polypill has the potential to control the global health epidemic of CVD by effectively reaching underdeveloped regions of the world, simplifying healthcare delivery, improving cost-effectiveness, increasing medication adherence, and supporting a comprehensive prescription of evidence-based cardioprotective drugs. Major trials underway will provide definitive evidence on the efficacy of the polypill in reducing cardiovascular events in a cost-effective manner. The results of these studies will determine whether a polypill strategy can quell the burgeoning public health challenge of CVD and will potentially provide the evidence to implement an effective, simple, and innovative solution to restrain the global CVD pandemic.

  4. Stratification of responders towards eculizumab using a structural epitope mapping strategy

    Volk, Anna-Luisa; Hu, Francis Jingxin; Berglund, Magnus M.;

    2016-01-01

    for a safe and cost-effective treatment. To allow for such stratification, knowledge of the precise binding site of the drug on its target is crucial. Using a structural epitope mapping strategy based on bacterial surface display, flow cytometric sorting and validation via haemolytic activity testing, we...... treatment for patients non-responsive to eculizumab. The method for stratification of patients described here allows for precision medicine and should be applicable to several other diseases and therapeutics....

  5. High resolution digital soil mapping as a future instrument for developing sustainable landuse strategies

    Gries, Philipp; Funke, Lisa-Marie; Baumann, Frank; Schmidt, Karsten; Behrens, Thorsten; Scholten, Thomas

    2016-04-01

    Climate change, increase in population and intensification of land use pose a great challenge for sustainable handling of soils. Intelligent landuse systems are able to minimize and/or avoid soil erosion and loss of soil fertility. A successful application of such systems requires area-wide soil information with high resolution. Containing three consecutive steps, the project INE-2-H („innovative sustainable landuse") at the University of Tuebingen is about creating high-resolution soil information using Digital Soil Mapping (DSM) techniques to develop sustainable landuse strategies. Input data includes soil data from fieldwork (texture and carbon content), the official digital soil and geological map (1:50.000) as well as a wide selection of local, complex and combined terrain parameters. First, soil maps have been created using the DSM approach and Random Forest (RF). Due to high resolution (10x10 m pixels), those maps show a more detailed spatial variability of soil information compared to the official maps used. Root mean square errors (RMSE) of the modelled maps vary from 2.11 % to 6.87 % and the coefficients of determination (R²) go from 0.42 to 0.68. Second, soil erosion potentials have been estimated according to the Universal Soil Loss Equation (USLE). Long-term average annual soil loss ranges from 0.56 to 24.23 [t/ha/a]. Third, combining high-resolution erosion potentials with expert-knowledge of local farmers will result in a landuse system adapted to local conditions. This system will include sustainable strategies reducing soil erosion and conserving soil fertility.

  6. Hypnosis-Induced Mental Training Programmes as a Strategy to Improve the Self-Concept of Students

    De Vos, H. M.; Louw, D. A.

    2009-01-01

    The creation and implementation of strategies that could improve student development is receiving new research interest. The main objective of the research was to establish whether hypnosis-induced mental training programmes as a strategy could alter the self-concept of students which in turn could improve their overall academic functioning. Two…

  7. Self-Regulated Learning Strategies of Engineering College Students While Learning Electric Circuit Concepts with Enhanced Guided Notes

    Lawanto, Oenardi; Santoso, Harry

    2013-01-01

    The current study evaluated engineering college students' self-regulated learning (SRL) strategies while learning electric circuit concepts using enhanced guided notes (EGN). Our goal was to describe how students exercise SRL strategies and how their grade performance changes after using EGN. Two research questions guided the study: (1) To what…

  8. Concept mapping as a method to teach an evidence-based educated medical topic: a comparative study in medical students

    Saeidifard, Farzane; Heidari, Kazem; Foroughi, Moein; Soltani, Akbar

    2014-01-01

    Background The objective of this study was to compare concept mapping with lecture-based method in teaching of evidence based educated topic to medical students. Methods This randomized controlled trial was carried out on medical students during sixth year of 7-year MD curriculum clerkship phase. Cluster randomization was used to divide students into intervention and control groups. Both groups, at the beginning, were taught “Diabetic Ketoacidosis” (DKA) using evidence-based tool named Critic...

  9. Evaluation by Concept Map and its Rubric%概念地图评价及量规

    陈春生; 谢常

    2012-01-01

    A concept map is a visual representation of an knowledge structure constructed by an individual on a particular topic, and it's a visual semantic network about the knowledge components in a particular field organized in a pattern based on the internal relationship. A concept map can be used to perform placement evaluation, formative evaluation, diagnostic evaluation and summative evaluation. Concept maps are indicating the evaluation methods shifting from traditional ones to modern and they are enjoying its popularity nowadays. This paper introduces the ways of evaluation by concept map, and elaborates on its rubric.%概念地图是个体对特定主题建构的知识结构的视觉化表征,是人们将某一领域内的知识元素按其内在关联建立起来的一种可视化语义网络。概念地图可用作定位性评价、形成性评价、诊断性评价和总结性评价。概念地图作为一个从传统学生评价向现代学生评价转化的很好的评价工具,越来越受到大家的重视。本文介绍了概念地图评价实施方法,并详细阐释了概念地图的量规。

  10. A qualitative enquiry into learner experience of utilising concept maps as a learning method in physical science

    Piet J Ankiewicz

    1998-03-01

    Full Text Available The aim of this study was to describe the experience of learners who utilise concept maps as a learning method in Physical Science.

    Opsomming
    Die doel met die studie was om die ervaring van leerders, wat begripskaarte as leermetode in Natuur- en Skeikunde gebruik, te beskryf. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

  11. The use of concept mapping and vee heuristics in higher education to promote critical reflection and meaningful learning

    Jacqueline Vanhear

    2013-02-01

    Full Text Available Higher Education is currently undergoing relentless change worldwide in order to respond effectively to the aspirations of the 21st century. Consequently, prevalent literature in Higher Education calls for more emphasis on the studentsʼ learning process through increased metacognition and critical reflection. This paper starts off with the assumption that learning takes place through the integration of thinking, feeling and acting. As a result, this paper will present a model of teaching and learning in Higher Education through the integrated use of Vee Heuristics and Concept Mapping. This research will suggest that when using Concept Maps, Vee Heuristics along with an awareness of how students prefer to learn, the students will go through a metacognitive learning process which would eventually lead to critical reflection and meaningful learning. Using University studentsʼ work products, this study traces the effect of a learnerʼs mental operations on the learnerʼs use of Vee Heuristics and Concept Mapping as the learner embeds and retrieves new and scaffolded knowledge. The data collected reveals the powerful effect which this combination of learning tolos yielded on student achievement and transformation.

  12. Automation of strategy using IDEF0 — A proof of concept

    Gary R. Waissi

    2015-12-01

    Full Text Available The goal of this interdisciplinary paper is to show that an existing modeling language, Integration Definition for Function Modeling (IDEF0, is applicable for use in strategy modeling and for automation of strategic plan development and implementation. We will show how utilization of the systems modeling language IDEF0 simplifies strategic plan development, and moves strategic planning and management from a static, document-based approach to a model- and software-based approach. A sequence of examples, as a proof-of-concept, is shown to demonstrate the use of IDEF0 to translate document-based strategic plans to model-based plans. The advantages of IDEF0 include: a well-tested language, and comprehensive systems modeling technique. The resulting IDEF0 models are well-defined, well-structured, easy to understand, easy to modify and use, and can be extended to any depth of detail. It is noted, that while the paper focuses on small- and medium manufacturing enterprises (SME, the approach can be used for strategy development and strategy automation of any size company or organization.

  13. Teaching and investigating the use of Concept Maps as educational resource facilitator of meaningful learning for natural sciences in elementary education.

    Felipa Pacífico Ribeiro de Assis Silveira

    2014-12-01

    Full Text Available The study tried to answer questions pertinent to the use of concept maps (CM as a teaching resource facilitator of meaningful learning of scientific concepts of Natural Sciences, in the classroom of elementary school. To answer the questions and insert the MC in the classroom every day, we adopted the interdependence between the process of learning, teaching and investigation. To ensure a triadic relationship, outline an intervention / investigation with theoretical and methodological support in quantitative and qualitative approach. The teaching and learning were secured from a teaching strategy, able to share and negotiate concepts relevant to the field of education, enabling students move beyond their existing knowledge, ensuring the data of research about the effects of MC in learning of the groups investigated. The MC was defined as a teaching resource potential for this level of education and principles of the Theory of Meaningful Learning that supports it. It was evident the recursive procedural character inherent in meaningful learning as using the MC as a teaching resource in the construction of scientific knowledge of Natural Sciences, the occurrence of learning of the groups using the MC and its validation in the presence of students of final grades of elementary school.

  14. The ACS Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map II: Organic Chemistry

    Raker, Jeffrey; Holme, Thomas; Murphy, Kristen

    2013-01-01

    As a way to assist chemistry departments with programmatic assessment of undergraduate chemistry curricula, the ACS Examinations Institute is devising a map of the content taught throughout the undergraduate curriculum. The structure of the map is hierarchal, with large grain size at the top and more content detail as one moves "down"…

  15. Formative use of select-and-fill-in concept maps in online instruction: Implications for students of different learning styles

    Kaminski, Charles William

    The purpose of this research was to investigate the formative use of Select and Fill-In (SAFI) maps in online instruction and the cognitive, metacognitive, and affective responses of students to their use. In particular, the implications of their use with students of different learning styles was considered. The research question investigated in this qualitative study was: How do students of different learning styles respond to online instruction in which SAFI maps are utilized? This question was explored by using an emergent, collective case study. Each case consisted of community college students who shared a dominant learning style and were enrolled in an online course in environmental studies. Cases in the study were determined using Kolb's Learning Style Inventory (LSI). Seven forms of data were collected during the study. During the first phase of data collection, dominant learning style and background information on student experience with concept mapping and online instruction was determined. In the second phase of data collection, participants completed SAFI maps and quiz items that corresponded to the content of the maps. Achievement data on the map activities and quiz and student responses to a post-SAFI survey and questionnaire were recorded to identify learner cognitive, metacognitive, and affective responses to the tasks. Upon completion of data collection, cases were constructed and compared across learning styles. Cases are presented using the trends, across participants sharing the same dominant learning style, in achievement, behaviors and attitudes as seen in the evidence present in the data. Triangulation of multiple data sources increased reliability and validity, through cross-case analyses, and produced a thick description of the relationship between the cases for each learning style. Evidence suggesting a cognitive response to the SAFI tasks was inconsistent across cases. However, learners with an affinity towards reflective learning

  16. Formal Concept Analysis Based on Set-valued Mapping%基于集值映射的形式概念分析

    陈利娅; 黄涛; 宋振明

    2008-01-01

    Formal concept analysis (FCA) is a discipline that studied the hierarchical structares induced by a binary relation between a pair of sets,and applies in data analysis,information retrieval,knowledge discovery,etc.In this paper,it is shown that a formal context T is equivalent to a set-valued mapping S :G →P(M),and formal concepts could be defined in the set-valued mapping S.It is known that the topology and set-valued mapping are linked.Hence,the advantage of this paper is that the conclusion make us to construct formal concept lattice based on the topology.

  17. Bargaining Power in the System of Negotiations Strategy : Essence, Conception, Elements

    Kęstutis Peleckis

    2014-04-01

    Full Text Available In order to manage effectively the process of formulation negotiationstrategy and its implementation it is necessary to know,understand and reveal the powers of negotiating parties. Scientific82analysis of literature sources enabled to present the concept ofbargaining power, to describe the basic elements and principlesof bargaining power. The analysis demonstrated that scientificliterature contains a number of researches devoted for investigationsof power in negotiations, internal relations of organisations,human social relations. This article presents the definition ofnegotiation power, analyses the nature of negotiation power, itsresources, elements and their relationships. Negotiating poweris essential in shaping the negotiating strategy. Analysis ofbargaining power definitions in the scientific literature suggeststhat the content of powers definition varies in dependance onits application context. In order to reach better cognition of thebargaining power, a comprehensive overview of the researchesof the bargaining powers in recent decades is necessary. Thearticle also provides recommendations for further research.

  18. The impact of the concepts of lean manufacturing on the strategies of the supply chain

    Jaouad Kazmane

    2014-12-01

    Full Text Available In a highly competitive environment, cost reduction and optimization of the supply chain are more than ever a strategic issue for companies. In this sense, lean manufacturing is a lever that allows the company to continuously reduce the time required for the transformation of raw materials into finished products, eliminating waste and with the aim to meet the growing and diverse needs of these customers. In this paper, it based on the latest studies in this field in order to highlight the relationship between supply chain and lean manufacturing at reducing costs, eliminating waste and non-value added. Then it highlights the impact of lean manufacturing on the reactivity of the supply chain through inventory reduction, cycle time and flow acceleration. Finally, it presents the role and expectations of the supplier in the context of the merger Lean Manufacturing and Supply Chain. This research has enabled to understand the impact of lean manufacturing concepts on supply chain strategies.

  19. Based on time and spatial-resolved SERS mapping strategies for detection of pesticides.

    Ma, Bingbing; Li, Pan; Yang, Liangbao; Liu, Jinhuai

    2015-08-15

    For the sensitive and convenient detection of pesticides, several sensing methods and materials have been widely explored. However, it is still a challenge to obtain sensitive, simple detection techniques for pesticides. Here, the simple and sensitive Time-resolved SERS mapping (T-SERS) and Spatial-resolved SERS mapping (S-SERS) are presented for detection of pesticides by using Au@Ag NPs as SERS substrate. The Time-resolved SERS mapping (T-SERS) is based on state translation nanoparticles from the wet state to the dry state to realize SERS measurements. During the SERS measurement, adhesive force drives the particles closer together and then average interparticle gap becomes smaller. Following, air then begins to intersperse into the liquid network and the particles are held together by adhesive forces at the solid-liquid-air interface. In the late stage of water evaporation, all particles are uniformly distributed. Thus, so called hotspots matrix that can hold hotspots between every two adjacent particles in efficient space with minimal polydispersity of particle size are achieved, accompanying the red-shift of surface plasmon peak and appearance of an optimal SPR resonated sharply with excitation wavelength. Here, we found that the T-SERS method exhibits the detection limits of 1-2 orders of magnitude higher than that of S-SERS. On the other hand, the T-SERS is very simple method with high detection sensitivity, better reproducibility (RSD=10.8%) and is beneficial to construction of a calibration curve in comparison with that of Spatial-resolved SERS mapping (S-SERS). Most importantly, as a result of its remarkable sensitivity, T-SERS mapping strategies have been applied to detection of several pesticides and the detect limit can down to 1nM for paraoxon, 0.5nM for sumithion. In short, T-SERS mapping measurement promises to open a market for SERS practical detection with prominent advantages.

  20. New concepts, experimental approaches, and dereplication strategies for the discovery of novel phytoestrogens from natural sources.

    Michel, Thomas; Halabalaki, Maria; Skaltsounis, Alexios-Leandros

    2013-05-01

    Phytoestrogens constitute an attractive research topic due to their estrogenic profile and their biological involvement in woman's health. Therefore, numerous studies are currently performed in natural products chemistry area aiming at the discovery of novel phytoestrogens. The main classes of phytoestrogens are flavonoids (flavonols, flavanones), isoflavonoids (isoflavones, coumestans), lignans, stilbenoids as well as miscellaneous chemical groups abundant in several edible and/or medicinal plants, belonging mostly to the Leguminosae family. As for other bioactives, the detection of new structures and more potent plant-derived phytoestrogens typically follows the general approaches currently available in the natural product discovery process. Plant-based approaches selected from traditional medicine knowledge and bioguided concepts are routinely employed. However, these approaches are associated with serious disadvantages such as time-consuming, repeated, and labor intensive processes as well as lack of specificity and reproducibility. In recent years, the natural products chemistry became more technology-driven, and several different strategies have been developed. Structure-oriented procedures and miniaturized approaches employing advanced hyphenated analytical platforms have recently emerged. They facilitate significantly not only the discovery of novel phytoestrogens but also the dereplication procedure leading to the anticipation of major drawbacks in natural products discovery. In this review, apart from the traditional concepts followed in phytochemistry for the discovery of novel biologically active compounds, recent applications in the field of extraction, analysis, fractionation, and identification of phytoestrogens will be discussed. Moreover, specific methodologies combining identification of actives and biological evaluation in parallel, such as liquid chromatography-biochemical detection, frontal affinity chromatography-mass spectrometry and pulsed

  1. Evaluating the Performance of Fine-Mapping Strategies at Common Variant GWAS Loci.

    Martijn van de Bunt

    Full Text Available The growing availability of high-quality genomic annotation has increased the potential for mechanistic insights when the specific variants driving common genome-wide association signals are accurately localized. A range of fine-mapping strategies have been advocated, and specific successes reported, but the overall performance of such approaches, in the face of the extensive linkage disequilibrium that characterizes the human genome, is not well understood. Using simulations based on sequence data from the 1000 Genomes Project, we quantify the extent to which fine-mapping, here conducted using an approximate Bayesian approach, can be expected to lead to useful improvements in causal variant localization. We show that resolution is highly variable between loci, and that performance is severely degraded as the statistical power to detect association is reduced. We confirm that, where causal variants are shared between ancestry groups, further improvements in performance can be obtained in a trans-ethnic fine-mapping design. Finally, using empirical data from a recently published genome-wide association study for ankylosing spondylitis, we provide empirical confirmation of the behaviour of the approximate Bayesian approach and demonstrate that seven of twenty-six loci can be fine-mapped to fewer than ten variants.

  2. A SYNCHRONIZED PROCESS BASED SCHEDULING TO IMPROVE MAP/REDUCE EXECUTION STRATEGY

    N. Barathi

    2014-11-01

    Full Text Available MapReduce is a widely used parallel computing framework for large scale data processing. The two major performance metrics in MapReduce are job execution time and cluster throughput. They can be seriously impacted by straggler machines. Speculative execution is a common approach for dealing with the straggler problem by simply backing up those slow running tasks on alternative machines. To improve speculative execution strategies MCP (Maximum Cost Performance can identify slow task and EWMA (Exponentially Weighted Moving Average to predict process speed and calculate task completion time. Multiple speculative execution strategies have been proposed, but there is a pitfall: incoming jobs are allocated to nodes present in server and fail to schedule process type allocate to node for processing. To overcome this process we proposed a new scheduling based speculative execution strategy. For scheduling we first calculate number of name node residing in server, minimum threshold of resources allocated to name node. We use minimum to avoid huge interaction among the name node when the competition for resources arises. To choose a proper work node for computing the task, we take both time scheduling and ability of work node to compute the task.

  3. A SYNCHRONIZED PROCESS BASED SCHEDULING TO IMPROVE MAP/REDUCE EXECUTION STRATEGY

    N. Barathi

    2015-10-01

    Full Text Available MapReduce is a widely used parallel computing framework for large scale data processing. The two major performance metrics in MapReduce are job execution time and cluster throughput. They can be seriously impacted by straggler machines. Speculative execution is a common approach for dealing with the straggler problem by simply backing up those slow running tasks on alternative machines. To improve speculative execution strategies MCP (Maximum Cost Performance can identify slow task and EWMA (Exponentially Weighted Moving Average to predict process speed and calculate task completion time. Multiple speculative execution strategies have been proposed, but there is a pitfall: incoming jobs are allocated to nodes present in server and fail to schedule process type allocate to node for processing. To overcome this process we proposed a new scheduling based speculative execution strategy. For scheduling we first calculate number of name node residing in server, minimum threshold of resources allocated to name node. We use minimum to avoid huge interaction among the name node when the competition for resources arises. To choose a proper work node for computing the task, we take both time scheduling and ability of work node to compute the task.

  4. Concepts of soil mapping as a basis for the assessment of soil functions

    Baumgarten, Andreas

    2014-05-01

    Soil mapping systems in Europe have been designed mainly as a tool for the description of soil characteristics from a morphogenetic viewpoint. Contrasting to the American or FAO system, the soil development has been in the main focus of European systems. Nevertheless , recent developments in soil science stress the importance of the functions of soils with respect to the ecosystems. As soil mapping systems usually offer a sound and extensive database, the deduction of soil functions from "classic" mapping parameters can be used for local and regional assessments. According to the used pedo-transfer functions and mapping systems, tailored approaches can be chosen for different applications. In Austria, a system mainly for spatial planning purposes has been developed that will be presented and illustrated by means of best practice examples.

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

    Taylor Chris

    2006-05-01

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

  6. 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

    Yaman, Fatma; Ayas, Alipasa

    2015-01-01

    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.…

  7. 基于中文语法树的概念图挖掘研究%Concept map mining based on Chinese grammar tree

    王鉴全; 季绍波

    2012-01-01

    提出一种基于中文文本语法树的附有权重的简化概念图构造算法.在构造概念图过程中,使用剪枝算法解决概念图的权重度量问题.对一些权威新闻资讯网页进行概念图挖掘的实验证明,本文算法比较有效.%This paper proposes a weighted simple concept map constructing algorithm based on Chinese grammar tree.In the process of constructing concept map,trimming algorithm is used to solve the problem of computing the weight of a concept map.Concept map mining tests on some authoritative news webpage show that the proposed algorithm is effective.

  8. National Oceanic and Atmospheric Administration's Cetacean and Sound Mapping Effort: Continuing Forward with an Integrated Ocean Noise Strategy.

    Harrison, Jolie; Ferguson, Megan; Gedamke, Jason; Hatch, Leila; Southall, Brandon; Van Parijs, Sofie

    2016-01-01

    To help manage chronic and cumulative impacts of human activities on marine mammals, the National Oceanic and Atmospheric Administration (NOAA) convened two working groups, the Underwater Sound Field Mapping Working Group (SoundMap) and the Cetacean Density and Distribution Mapping Working Group (CetMap), with overarching effort of both groups referred to as CetSound, which (1) mapped the predicted contribution of human sound sources to ocean noise and (2) provided region/time/species-specific cetacean density and distribution maps. Mapping products were presented at a symposium where future priorities were identified, including institutionalization/integration of the CetSound effort within NOAA-wide goals and programs, creation of forums and mechanisms for external input and funding, and expanded outreach/education. NOAA is subsequently developing an ocean noise strategy to articulate noise conservation goals and further identify science and management actions needed to support them.

  9. Concept maps which visualise the artifice of teaching sequence: Cognition, linguistic and problem-based views on a common teaching problem

    David B. Hay

    2015-03-01

    Full Text Available This paper is concerned with the ways in which undergraduates are first introduced to Law of Contract in a University Law School. Concept mapping is used to document students’ changing understanding in the course of one first year undergraduate module. Forty seven students (the members of four tutorial groups made concept maps of “Law of Contract” at the start and at the finish of a twenty-four week study-programme and their maps were compared with two other concept maps made by their lecturer: 1 a map of the teaching sequence; 2 a map of the practices of Law of Contract. The analysis shows how the teaching sequence inscribes itself upon the students’ concept mapping structures even while this temporal pattern has little (or no genuine accord with the knowledge-shape of legal analysis. The paper explores two different approaches to concept map analysis: First the more traditional perspective of cognition (and cognitive-structure; second the “linguistic-turn”. Both of these highlight the “artifice of teaching sequence” but they locate this problem in different arenas. While the cognitive approach suggests that the problem is a general issue of student learning quality, the linguistic approach is more specific, suggesting that the problem is confined to the lesson planning which does not actually involve the students. This paper also concludes that while concept mapping shows the acquisition of a new vocabulary of legal concepts, the method itself is rather less useful for showing whether or not students are developing the skills of making judgement.

  10. Map showing bottom topography of the Pacific Continental Margin, Cape Mendocino to Point Conception

    Chase, T.E.; Wilde, Pat; Normark, W.R.; Evenden, G.I.; Miller, C.P.; Seekins, B.A.; Young, J. D.; Grim, M.S.; Lief, C.J.

    1992-01-01

    All contours, geographic outlines, and political boundaries shown on this map of the bottom topography, or bathymetry, of the Pacific continental margin between 34? and 41? N. latitudes were plotted from digital data bases in the library of the U.S. Geological Survey (USGS)-National Oceanic and Atmospheric Administration (NOAA) Joint Office for Mapping and Research (JOMAR). These digital data were obtained and compiled from many sources; consequently, data quality varies within particular data bases as well as from one data base to another.

  11. Mapping the First 10 Years with Leximancer: Themes and Concepts in the Sports Management International Journal Choregia

    Christos Anagnostopoulos; Tom Bason

    2015-01-01

    This study uses Leximancer (a text-mining tool for visualizing the structure of concepts and themes in text) to map the published research within Sports Management International Journal Choregia from 2005 to 2014. Drawing on 88 papers, of which 61 were classified as empirical and 27 as non-empirical ones, results reveal that the last half of the examined period concerned works that do not relate to the Greek context, which has been the case during the first years of Choregia’s publication. ‘S...

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

    Mok, Cecilia K F; Whitehill, Tara L; Dodd, Barbara J

    2014-01-01

    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.

  13. Energy Management Strategies based on efficiency map for Fuel Cell Hybrid Vehicles

    Feroldi, Diego; Serra, Maria; Riera, Jordi [Institut de Robotica i Informatica Industrial (CSIC-UPC), C. Llorens i Artigas 4, 08028 Barcelona (Spain)

    2009-05-15

    The addition of a fast auxiliary power source like a supercapacitor bank in fuel cell-based vehicles has a great potential because permits a significant reduction of the hydrogen consumption and an improvement of the vehicle efficiency. The Energy Management Strategies, commanding the power split between the power sources in the hybrid arrangement to fulfil the power requirement, perform a fundamental role to achieve this objective. In this work, three strategies based on the knowledge of the fuel cell efficiency map are proposed. These strategies are attractive due to the relative simplicity of the real time implementation and the good performance. The strategies are tested both in a simulation environment and in an experimental setup using a 1.2-kW PEM fuel cell. The results, in terms of hydrogen consumption, are compared with an optimal case, which is assessed trough an advantageous technique also introduced in this work and with a pure fuel cell vehicle as well. This comparative reveals high efficiency and good performance, allowing to save up to 26% of hydrogen in urban scenarios. (author)

  14. Narcotic analgesic utilization amongst injured workers: using concept mapping to understand current issues from the perspectives of physicians and pharmacists

    Fortin Claire

    2011-10-01

    Full Text Available Abstract Background Work-related injuries result in considerable morbidity, as well as social and economic costs. Pain associated with these injuries is a complex, contested topic, and narcotic analgesics (NA remain important treatment options. Factors contributing to NA utilization patterns are poorly understood. This qualitative study sought to characterize the factors contributing to NA utilization amongst injured workers from the perspectives of physicians and pharmacists. Methods The study employed concept mapping methodology, a structured process yielding a conceptual framework of participants' views on a particular topic. A visual display of the ideas/concepts generated is produced. Eligible physicians and pharmacists (n = 22 serving injured workers in the province of Ontario (Canada were recruited via purposive sampling, and participated in concept mapping activities (consisting of brainstorming, sorting, rating, and map exploration. Participants identified factors influencing NA utilization, and sorted these factors into categories (clusters. Next, they rated the factors on two scales: 'strength of influence on NA over-utilization' and 'amenability to intervention'. During follow-up focus groups, participants refined the maps and discussed the findings and their implications. Results 82 factors were sorted into 7 clusters: addiction risks, psychosocial issues, social/work environment factors, systemic-third party factors, pharmacy-related factors, treatment problems, and physician factors. These clusters were grouped into 2 overarching categories/regions on the map: patient-level factors, and healthcare/compensation system-level factors. Participants rated NA over-utilization as most influenced by patient-level factors, while system-level factors were rated as most amenable to intervention. One system-level cluster was rated highly on both scales (treatment problems - e.g. poor continuity of care, poor interprofessional communication

  15. Integrating non-animal test information into an adaptive testing strategy - skin sensitization proof of concept case.

    Jaworska, Joanna; Harol, Artsiom; Kern, Petra S; Gerberick, G Frank

    2011-01-01

    There is an urgent need to develop data integration and testing strategy frameworks allowing interpretation of results from animal alternative test batteries. To this end, we developed a Bayesian Network Integrated Testing Strategy (BN ITS) with the goal to estimate skin sensitization hazard as a test case of previously developed concepts (Jaworska et al., 2010). The BN ITS combines in silico, in chemico, and in vitro data related to skin penetration, peptide reactivity, and dendritic cell activation, and guides testing strategy by Value of Information (VoI). The approach offers novel insights into testing strategies: there is no one best testing strategy, but the optimal sequence of tests depends on information at hand, and is chemical-specific. Thus, a single generic set of tests as a replacement strategy is unlikely to be most effective. BN ITS offers the possibility of evaluating the impact of generating additional data on the target information uncertainty reduction before testing is commenced.

  16. Application of a concept development process to evaluate process layout designs using value stream mapping and simulation

    Ki-Young Jeong

    2011-07-01

    Full Text Available Purpose: We propose and demonstrate a concept development process (CDP as a framework to solve a value stream mapping (VSM related process layout design optimization problem.Design/methodology/approach: A case study approach was used to demonstrate the effectiveness of CDP framework in a portable fire extinguisher manufacturing company. To facilitate the CDP application, we proposed the system coupling level index (SCLI and simulation to evaluate the process layout design concepts.Findings: As part of the CDP framework application, three process layout design concepts - current layout (CL, express lane layout (ELL and independent zone layout (IZL - were generated. Then, the SCLI excluded CL and simulation selected IZL as the best concept. The simulation was also applied to optimize the performance of IZL in terms of the number of pallets. Based on this case study, we concluded that CDP framework worked well.Research limitations/implications: The process layout design optimization issue has not been well addressed in the VSM literature. We believe that this paper initiated the relevant discussion by showing the feasibility of CDP as a framework in this issue.Practical implications: The CDP and SCLI are very practice-oriented approaches in the sense that they do not require any complex analytical knowledge.Originality/value: We discussed a not well-addressed issue with a systematic framework. In addition, the SCLI presented was also unique.

  17. PERUMUSAN STRATEGI BERSAING JAHE INSTAN PRODUK CV. INTRAFOOD SURAKARTA MENGGUNAKAN PERCEPTUAL MAPPING

    Mohd. Harisudin

    2013-11-01

    Full Text Available Penelitian ini bertujuan untuk mengetahui posisi bersaing jahe instan produk CV. Intrafood dan strategi bersaing yang dapat direkomendasikan untuk meraih keberasilannya. Metode dasar yang digunakan adalah analisis deskriptif. Penentuan lokasi penelitian ditentukan dengan metode purposive, yaitu CV. Intrafood Surakarta. Jenis data yang digunakan dalam penelitian ini adalah data primer dan data sekunder. Metode analisis data menggunakan analisis Perceptual Mapping. Dari hasil penelitian diperoleh informasi bahwa jahe instan produk CV Intrafood berada pada peringkat ke-2 dari produk empat jahe instan yang diperbandingkan. Atribut yang dapat dijadikan kekuatan utama dalam meningkatkan pemasaran jahe instan produk CV. Intrafood adalah manfaat produk. Sisi yang paling lemah adalah atribut desain kemasan dan kinerja produk dalam kemasan. Abstract This study aims to determine the competitive position of the product instant ginger CV. Intrafood and competitive strategy can be recommended to achieve success. The basic method used is descriptive analysis. Determining the location of the study are determined by purposive method, namely CV. Intrafood Surakarta. Data used in this study is primary data and secondary data. Method analyzed using Perceptual Mapping. From the results of the study concluded that instant ginger of CV Intrafood product ranks second of four instant ginger products are compared. Attributes that can be used as a major force in improving product marketing instant ginger CV. Intrafood is the benefits of the product. The weakest side is the packaging design and performance attributes of the product in the packaging.

  18. A new framework for performance evaluation system using strategy map: A case study of Islamic Azad University of Semnan

    Afsaneh Mozaffari

    2013-04-01

    Full Text Available During the past few years, there have been extensive developments on Islamic Azad University, which has led on reduction of managerial flexibility. Therefore, these organizations concentrate on their strategic management via usage of the Balanced Model such as Balanced Score Card (BSC to consider different organizational perspectives and it is important to have good description of organizational strategies and goals. The strategy map is a primary factor to assess the performance in different organizational activities. In this paper, the performance evaluation system of Islamic Azad University of Semnan is designed by the utilization of strategy map as a prominent part of BSC.

  19. Cognitive Mapping of Advanced Level Physics Students' Conceptions of Quantum Physics.

    Mashhadi, Azam; Woolnough, Brian

    This paper presents findings from a study that investigated students' understanding of quantum phenomena and focused on how students incorporate the ideas of quantum physics into their overall cognitive framework. The heuristic metaphor of the map is used to construct graphic representations of students' understanding of quantum physics. The…

  20. Fuzzy Cognitive Maps for futures studies : a methodological assessment of concepts and methods

    Jetter, J.J.; Kok, K.

    2014-01-01

    Fuzzy Cognitive Map (FCM) modelling is highly suitable for the demands of future studies: it uses a mix of qualitative and quantitative approaches, it enables the inclusion of multiple and diverse sources to overcome the limitations of expert opinions, it considers multivariate interactions that lea