Journal articles: 'Concept maps'

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Torre, Dario M., Steven J. Durning, and Barbara J. Daley. "Concept Maps." Academic Medicine 92, no. 12 (December 2017): 1802. http://dx.doi.org/10.1097/acm.0000000000001969.

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Crampes, Michel, Sylvie Ranwez, Jean Villerd, Filip Velickovski, Chris Mooney, Andrew Emery, and Nicholas Mille. "Concept Maps for Designing Adaptive Knowledge Maps." Information Visualization 5, no. 3 (June 22, 2006): 211–24. http://dx.doi.org/10.1057/palgrave.ivs.9500127.

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Concept Maps (CMaps) are an excellent method to visually represent and interact with a knowledge domain. A Knowledge Map (KMap) is a further complicated instance of a CMap, containing many instances of concepts and concept relations that add to the complexity of a visual representation. Adaptivity is also a key requirement for KMaps that we will demonstrate through practical example. This paper presents both a method, called ‘Domain-View-Controller’ (DVC) and a software environment specifically designed to create adaptive KMaps from CMaps. These tools give professional knowledge designers the means for specifying the domain knowledge of end users, allowing them to build well-organized adaptive KMaps with partial automated assistance. This paper also presents a scheme for the fully automated process of creating KMaps from domain specifications, giving end users the ability to display complex knowledge without having the expertise of knowledge engineers. The paper focuses on a real-world example from the domain of music to illustrate the underlying principles.

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Martin, Kristine E. "Computer-Generated Concept Maps." Nurse Educator 34, no. 6 (November 2009): 238–40. http://dx.doi.org/10.1097/nne.0b013e3181bc7332.

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All, Anita C., and LaRae I. Huycke. "Serial Concept Maps: Tools for Concept Analysis." Journal of Nursing Education 46, no. 5 (May 1, 2007): 217–24. http://dx.doi.org/10.3928/01484834-20070501-05.

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Aciole, Douglas de Souza Braga, Anne Albuquerque Filgueira, Thiago Jesus da Silva Xavier, Guilherme Marques Da Cunha, Maria Tereza Mendes Vieira, Ruann Ramires Nunes Paiva, Roberto Lima Santos, and Elineí Araújo-de-Almeida. "Enfoques aos mapas conceituais e ao esqueleto de mapa na aprendizagem sobre biodiversidade / Approaches to concept maps and skeleton concept maps in biodiversity learning." Brazilian Journal of Development 7, no. 12 (December 29, 2021): 116880–94. http://dx.doi.org/10.34117/bjdv7n12-443.

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Buter, R. K., E. C. M. Noyons, M. Van Mackelenbergh, and T. Laine. "Combining concept maps and bibliometric maps: First explorations." Scientometrics 66, no. 2 (February 2006): 377–87. http://dx.doi.org/10.1007/s11192-006-0027-y.

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Slotte, Virpi, and Kirsti Lonka. "Spontaneous concept maps aiding the understanding of scientific concepts." International Journal of Science Education 21, no. 5 (May 1999): 515–31. http://dx.doi.org/10.1080/095006999290552.

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Czenky, Márta, and János Kormos. "Concept systematization with concept maps in data modelling." Teaching Mathematics and Computer Science 12, no. 2 (2014): 149–66. http://dx.doi.org/10.5485/tmcs.2014.0364.

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Gallenstein, Nancy L. "Mathematics concept maps: assessing connections." Teaching Children Mathematics 17, no. 7 (March 2011): 436–40. http://dx.doi.org/10.5951/teacchilmath.17.7.0436.

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Assessment is an ongoing process integrated within instruction (NCTM 2000). Assessment activities can take on a variety of forms, one being performance tasks. Concept mapping is a technique that offers students opportunities to demonstrate learning through performance. In this example, elementary school students designed math concept maps, allowing their teachers to assess the children's concept connections and other valuable, relevant skills before determining the steps necessary for further learning.

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Witmer, Jeffrey A. "Concept maps in introductory statistics." Teaching Statistics 38, no. 1 (July 23, 2015): 4–7. http://dx.doi.org/10.1111/test.12083.

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Simon, Jon. "Curriculum Changes Using Concept Maps." Accounting Education 19, no. 3 (June 2010): 301–7. http://dx.doi.org/10.1080/09639280903411336.

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Olney, Andrew M., Arthur C. Graesser, and Natalie K. Person. "Question Generation from Concept Maps." Dialogue & Discourse 3, no. 2 (March 16, 2012): 75–99. http://dx.doi.org/10.5087/dad.2012.204.

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In this paper we present a question generation approach suitable for tutorial dialogues. The approach is based on previous psychological theories that hypothesize questions are generated from a knowledge representation modeled as a concept map. Our model automatically extracts concept maps from a textbook and uses them to generate questions. The purpose of the study is to generate and evaluate pedagogically-appropriate questions at varying levels of specificity across one or more sentences. The evaluation metrics include scales from the Question Generation Shared Task and Evaluation Challenge and a new scale specific to the pedagogical nature of questions in tutoring.

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Watts, Kelly. "Ototoxicity: Visualized in Concept Maps." Seminars in Hearing 40, no. 02 (April 26, 2019): 177–87. http://dx.doi.org/10.1055/s-0039-1684046.

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AbstractOtotoxicity refers to the damage to structures and function of the auditory-vestibular system caused by exogenous agents such as pharmaceuticals, chemicals, and ionizing radiation. There are many potentially ototoxic substances. For example, depending on how ototoxicity is defined, there are 200 to 600 medications that can cause damage to hearing and/or balance. Ototoxicity encompasses cochleotoxicity, vestibulotoxicity, and neurotoxicity. A variety of professional disciplines are involved in determining causation, prevention, and management of ototoxic effects. Research to identify and develop otoprotectants and otorescue agents is emerging and will translate basic scientific discovery into applications for use in hearing conservation programs, safety operations, and clinical care. Original concept maps are presented here to visually represent knowledge pathways, domains, and relationships essential to the understanding of ototoxicity.

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Earl, Boyd L. "Concept Maps for General Chemistry." Journal of Chemical Education 84, no. 11 (November 2007): 1788. http://dx.doi.org/10.1021/ed084p1788.

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Regis, Alberto, Pier Giorgio Albertazzi, and Ezio Roletto. "Concept Maps in Chemistry Education." Journal of Chemical Education 73, no. 11 (November 1996): 1084. http://dx.doi.org/10.1021/ed073p1084.

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Hunter Revell, Susan M. "Concept Maps and Nursing Theory." Nurse Educator 37, no. 3 (2012): 131–35. http://dx.doi.org/10.1097/nne.0b013e31825041ba.

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Gaines, Brian R., and Mildred L. G. Shaw. "Concept maps as hypermedia components." International Journal of Human-Computer Studies 43, no. 3 (September 1995): 323–61. http://dx.doi.org/10.1006/ijhc.1995.1049.

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Dönmez Usta, Necla, and Neslihan Ültay. "PROSPECTIVE CHEMISTRY TEACHERS’ ABILITIES OF CREATING CONCEPT MAPS: HYDROCARBONS EXAMPLE." Journal of Baltic Science Education 15, no. 1 (February 20, 2016): 58–67. http://dx.doi.org/10.33225/jbse/16.15.58.

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Concept maps are effective tools for showing the relations between the concepts and they can be used to make clear the relations between the abstract concepts such as hydrocarbons topic. The aim of this research is to determine the abilities of prospective chemistry teachers’ (PCTs) creating concept maps about hydrocarbons. In this research , case study was used and the study was carried out in a university in North Coast of Turkey with 25 PCTs (aged 20-27). PCTs were taught how to create concept maps, types of concept maps such as hierarchical, non- hierarchical and chain or spoke concept maps through example concept maps. In this research context, PCTs were given a text about hydrocarbons and they were supposed to prepare their own concept maps about hydrocarbons. Their concept maps were evaluated according to the reference concept map which was prepared by the researchers. At the end of the research, it is seen that PCTs had difficulty in constructing concept maps. According to the conclusions drawn from the research, some suggestions were offered. Key words: concept maps, conceptual learning, hydrocarbons, organic chemistry, prospective chemistry teachers.

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Thurn, Christian M., Brigitte Hänger, and Tommi Kokkonen. "Concept Mapping in Magnetism and Electrostatics: Core Concepts and Development over Time." Education Sciences 10, no. 5 (May 1, 2020): 129. http://dx.doi.org/10.3390/educsci10050129.

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Conceptual change theories assume that knowledge structures grow during the learning process but also get reorganized. Yet, this reorganization process itself is hard to examine. By using concept maps, we examined the changes in students’ knowledge structures and linked it to conceptual change theory. In a longitudinal study, thirty high-achieving students (M = 14.41 years) drew concept maps at three timepoints across a teaching unit on magnetism and electrostatics. In total, 87 concept maps were analyzed using betweenness and PageRank centrality as well as a clustering algorithm. We also compared the students’ concept maps to four expert maps on the topic. Besides a growth of the knowledge network, the results indicated a reorganization, with first a fragmentation during the unit, followed by an integration of knowledge at the end of the unit. Thus, our analysis revealed that the process of conceptual change on this topic was non-linear. Moreover, the terms used in the concept maps varied in their centrality, with more abstract terms being more central and thus more important for the structure of the map. We also suggest ideas for the usage of concept maps in class.

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Islim, Omer Faruk. "Technology-supported collaborative concept maps in classrooms." Active Learning in Higher Education 19, no. 2 (August 10, 2017): 131–43. http://dx.doi.org/10.1177/1469787417723231.

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This article explores how the use of concept mapping, with and without technology support, assists students in learning complex concepts to which they may have had limited previous exposure. Students were engaged in a group-based concept mapping activity, wherein they created two concept maps over the course of several weeks in a large lecture class. A quasi-experimental design was used in which students were randomly assigned to groups of three, and groups were randomly assigned to concept mapping condition: (a) using pencil/paper followed by using an iPad application or (b) using an iPad app followed by using pencil/paper. Concept maps were scored for complexity (correctness and elaborateness), and scores were compared within group and between groups across conditions (pencil/paper vs. iPad app). Results showed that concept maps did not differ in quality between conditions or across time. Moreover, there was no significant difference between examination scores of the students. Finally, content analysis was conducted on students’ written evaluations of the pros and cons of concept mapping using pencil/paper and using the iPad app. Student evaluations indicated both pros and cons for each concept mapping condition.

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Hardy, Ilonca, and Beate Stadelhofer. "Concept Maps wirkungsvoll als Strukturierungshilfen einsetzen." Zeitschrift für Pädagogische Psychologie 20, no. 3 (January 2006): 175–87. http://dx.doi.org/10.1024/1010-0652.20.3.175.

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In dieser Studie wurden die Effekte unterschiedlich stark strukturierter Concept Maps für das Verständnis naturwissenschaftlicher Textinhalte und für das selbstständige Erstellen von Concept Maps in einem neuen Inhaltsgebiet bei 46 jungen Erwachsenen untersucht. Wir nahmen an, dass eine Balance zwischen Selbstkonstruktion und vorgegebener Strukturierung bei Lernenden sowohl die Wahrnehmung der inhaltlichen Zusammenhänge als auch der Anforderungen der Strategie des Concept Mappings unterstützen würde. Im ersten Untersuchungsteil erstellten Lernende entweder Concept Maps selbst aus den Textinhalten, arbeiteten mit erweiterbaren Lücken-Concept Maps oder nutzten vorgegebene Experten-Concept Maps zum Textverständnis. Im zweiten Untersuchungsteil erstellten Teilnehmer aller drei Gruppen selbstständig ein Concept Map in einem neuen Inhaltsgebiet. Gemäß unseren Annahmen war die strukturelle Unterstützung bei den Experten-Concept Maps bzw. Lücken-Concept Maps für das inhaltliche Verständnis von Vorteil, während für die selbstständige Strategieanwendung die vorangegangene eigene Konstruktionsaktivität in Form von selbstkonstruierten Concept Maps bzw. Lücken-Concept Maps ausschlaggebend war. Eine Balance zwischen Selbstkonstruktion und Strukturierung in der Lücken-Concept Map führte also zu einer Aufmerksamkeitslenkung sowohl auf wesentliche Inhalte als auch auf Anforderungen der Visualisierungsstrategie.

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Hubal, Robert, Laura Bobbitt, Sarah Garfinkle, Suzanne C. Harris, Brandon D. Powell, Madison S. Oxley, Heidi N. Anksorus, and Kevin Y. Chen. "Testing of a Program to Automatically Analyze Students’ Concept Maps." Pharmacy 8, no. 4 (November 7, 2020): 209. http://dx.doi.org/10.3390/pharmacy8040209.

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Concept maps are graphical representations of how various concepts relate to one another. Assessment of concept maps developed by students in the pharmacy curriculum helps to evaluate student understanding of course material. However, providing feedback on concept maps can be time-consuming and often requires the grader to be a content expert. The purpose of this study was to develop and validate a software program to provide students with feedback on their concept map performance. Student maps for four different disease states were compared against expert concept maps. The analysis of the program compared favorably to a manual assessment of student maps for the maps’ complexity and content but did not correlate for their organization. The value of using a software program to quickly and efficiently analyze concept maps is discussed.

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Stanisavljević, Jelena D., Mirka М. Bunijevac, and Ljubiša Ž. Stanisavljević. "THE APPLICATION OF CONCEPT MAPS IN THE TEACHING OF POLLINATION AND POLLINATORS IN ELEMENTARY SCHOOL." Journal of Baltic Science Education 16, no. 5 (October 25, 2017): 746–60. http://dx.doi.org/10.33225/jbse/17.16.746.

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Teaching biology is characterized by a great number of concepts and facts. It is very difficult to concisely represent all important concepts and facts. In order to effectively present important concepts such as pollination and pollinators, concept maps have been applied. In particular, the pedagogical experiment was applied to determine whether the concept maps are effective as teaching technology compared to the usual teaching approach without this technology. The research involved 110 elementary school students who were divided into one experimental (E) and one control (C) group. The E group covered programme content related to pollination and pollinators by applying concept maps. The C group was exposed to the same content, without these maps. It is evidenced a difference of the attained knowledge in favour of the experimental group after the introduction of the experimental factor (application of concept maps). The application of concept maps directly contributed to better learning and knowledge acquisition in teaching the biology content Pollination and Pollinators. Based upon the obtained results of this research, concept maps will be further implemented to improve teaching process and the teachers will be gradually trained for the application of this teaching technology. Keywords: concept maps, programme content, pollination, pollinators.

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Anasuri, Sadguna D. "Measuring Critical Thinking Through Concept Maps." International Journal for Innovation Education and Research 3, no. 7 (July 31, 2015): 150–64. http://dx.doi.org/10.31686/ijier.vol3.iss7.405.

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Critical thinking forms the core of our knowledge base. Students in higher education need practice and refinement of this skill crucial to help in their personal and social lives. The purposes of this study was to create an opportunity for the students in Lifespan Human Development course (n=20) to learn, practice and enhance critical thinking and conceptualization skills. This was studied using the assignment of Concept Maps, assessing the criteria Basic content, In-depth information, Connections/Comparisons, Theoretical/Holistic Views, Creativity/Novelty. Results showed that students improved in their critical thinking skills over the semester showing three performance patterns–Steady-progress, Inconsistent-progress, and Diffused. Researcher proposes that critical thinking ability to be introduced, practiced, supported, and promoted through deliberate instructional strategies and assessed regularly.

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IWAO, TAKUMI. "Hierarchical Concept Maps: Effect on Writing." Japanese Journal of Educational Psychology 49, no. 1 (2001): 11–20. http://dx.doi.org/10.5926/jjep1953.49.1_11.

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Coutinho, Edson. "Concept Maps: Evaluation Models for Educators." Journal of Business and Management Sciences 2, no. 5 (November 1, 2014): 111–17. http://dx.doi.org/10.12691/jbms-2-5-4.

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Stuart, Heather A. "Should concept maps be scored numerically?" European Journal of Science Education 7, no. 1 (January 1985): 73–81. http://dx.doi.org/10.1080/0140528850070108.

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Mayiath, Nancy Schmaizried. "Constructing Concept Maps for Health Instruction." Journal of School Health 59, no. 6 (August 1989): 269–70. http://dx.doi.org/10.1111/j.1746-1561.1989.tb04720.x.

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Hui, Sam K., Yanliu Huang, and Edward I. George. "Model-based analysis of concept maps." Bayesian Analysis 3, no. 3 (September 2008): 479–512. http://dx.doi.org/10.1214/08-ba319.

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Watts, Mike. "From concept maps to curriculum signposts." Physics Education 23, no. 2 (March 1, 1988): 74–79. http://dx.doi.org/10.1088/0031-9120/23/2/001.

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Chamberlain, Robert P. "Using Concept Maps in Political Science." Journal of Political Science Education 11, no. 3 (July 3, 2015): 347–57. http://dx.doi.org/10.1080/15512169.2015.1047103.

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Kaiser, Gary E. "Using Concept Maps in Teaching Microbiology." Journal of Microbiology & Biology Education 11, no. 1 (May 20, 2010): 58–59. http://dx.doi.org/10.1128/jmbe.v1.i2.142.

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Noonan, Pam. "Using Concept Maps in Perioperative Education." AORN Journal 94, no. 5 (November 2011): 469–78. http://dx.doi.org/10.1016/j.aorn.2011.02.013.

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Derbentseva, Natalia, Frank Safayeni, and Alberto, J. Cañas. "Concept maps: Experiments on dynamic thinking." Journal of Research in Science Teaching 44, no. 3 (2007): 448–65. http://dx.doi.org/10.1002/tea.20153.

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SARFRAZ KHAN, Junaid. "CONCEPT MAPPING;." Professional Medical Journal 19, no. 05 (October 8, 2012): 588–96. http://dx.doi.org/10.29309/tpmj/2012.19.05.2405.

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The explanations of different concepts of learning are called theories and approaches towards the learning process. Thedifference of concepts is based on interpretations of learning rather than the definition of learning. Five major learning theories: behaviorists,humanists, cognitivists, social cognitivists and constructivists exist, which explore the process of learning. In this paper, the concept maps of allthese theories will be discussed separately. The overarching linkages between the theories shown in the concept maps will also be explained.

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Sefriyanti, Dewi. "PENINGKATAN MINAT DAN HASIL BELAJAR BILANGAN BERPANGKAT DAN BENTUK AKAR SISWA KELAS X TEKNIK SEPEDA MOTOR SMK ELEKTRO SIJUNJUNG DENGAN MENGGUNAKAN PETA KONSEP." Jurnal Saintika Unpam : Jurnal Sains dan Matematika Unpam 2, no. 1 (August 1, 2019): 51. http://dx.doi.org/10.32493/jsmu.v2i1.2918.

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This study aims to increase students' interest and mathematics learning achievements on the subject of rank numbers, root shapes and logarithms. In this study I used a concept map. Concept maps are a tool in the form of a scheme that states the relationship between concepts starting from the general to the specific ones which are connected through arrows in the form of propositions. Proposition is two or more statements about a concept that are related to words or arrows. Concept maps play an important role in meaningful learning, with concept maps of students being trained to think, in students being asked to think about concepts or events they already know. Meaningful learning is easier to take place if new concepts are linked to concepts that are inclusive, inclusive concepts that are basic concepts that are more general in nature. Concept maps must be arranged in a hierarchical manner, which means that a more inclusive concept is at the top of the map, the concepts below are sorted into less inclusive ones.

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Kapuza, Anastasia. "How Concept Maps with and without a List of Concepts Differ: The Case of Statistics." Education Sciences 10, no. 4 (March 30, 2020): 91. http://dx.doi.org/10.3390/educsci10040091.

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Concept mapping is a popular tool for knowledge structure assessment. In recent years, both the amount of research about concept maps and their measurement ability have grown. It has been shown that concept maps with different types of tasks, for instance, links between concepts given or selected by a respondent, provide information about the different aspects of students’ knowledge structure. This study explores features of concept mapping with and without a list of concepts. At first, eleven masters students constructed concept maps with a topic on statistical data analysis and, after three weeks, repeated the task with the same topic and a predefined list of concepts. Both types of concept maps were evaluated using traditional scoring indicators and indicators from the network analysis. All indicators were tested for significant differences, and then the content of these maps was analysed. Results show that the list of concepts forced respondents to construct more connective maps, which is related to a more developed knowledge structure. Moreover, it is easier for them, when including even abstract concepts, to define their role in the domain. However, respondents use concepts and group them in different ways depending on the instruction. It seems that respondents feel a “list stress”, which leads to differences in the content. These findings demonstrate the possibilities of using different concept mapping tasks for learning and assessment.

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Lapp, Douglas A., Melvin A. Nyman, and John S. Berry. "Student connections of linear algebra concepts: an analysis of concept maps." International Journal of Mathematical Education in Science and Technology 41, no. 1 (January 15, 2010): 1–18. http://dx.doi.org/10.1080/00207390903236665.

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Knollmann-Ritschel, Barbara E. C., and Steven J. Durning. "Using Concept Maps in a Modified Team-Based Learning Exercise." Military Medicine 180, suppl_4 (April 1, 2015): 64–70. http://dx.doi.org/10.7205/milmed-d-14-00568.

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ABSTRACT 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.

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Ratna Suminar, Euis. "MENERAPKAN PETA KONSEP DALAM MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIKA." JENTRE 3, no. 2 (December 4, 2022): 96–103. http://dx.doi.org/10.38075/jen.v3i2.270.

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Concept maps can help students to understand the subject matter because it is not just memorizing, but actually identifying the concepts obtained. In other words, concept maps provide schemas for analyzing new stimuli, and for determining relationships within and between categories. Classroom Action Research is designed for this study. To lead the achieved objectives, the study examines: 1) The process of student learning mathematics after learning using concept maps in each cycle and throughout the cycle, 2) Increasing students' mathematical communication skills in mapping and explaining mathematical concepts by using concept maps, 3) Students' responses to learning mathematics by using concept maps. The results are: 1) An overview of the learning process using concept maps is displayed in form of class photos during learning activities, 2) Mathematical communication skills in each cycle always increases by an average value of the first cycle is 73.15%, the second cycle is 77.15%, and the third cycle is 81.52%, 2) The students' mathematical communication ability after following the entire learning cycle shows good criteria with an average of 83.23%, 3) Based on the attitude scale score analysis, it is obtained that in general, students have a positive attitude towards learning using concept maps.

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Kathuria, Sunita. "Graphic Organisers: The Use of Mind Maps and Concept Maps for Indexing of Concepts in Science Education." JOURNAL OF TEACHER EDUCATION AND RESEARCH 14, no. 02 (December 10, 2019): 17–23. http://dx.doi.org/10.36268/jter/1425.

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Teaching is not limited to making the learners literate; it aims at helping them to become a creator by employing the creative mental faculties such as perception, reason, will, memory, imagination and intuition. The teaching process involves input and output of lot of information which depends on several variables. One of the variables is the learning style of the student. Research acknowledges that every student has a specific or a combination of styles of learning. Like, some learns better while writing, some through listening, some through visuals, some through activity and some learns better if they are taught by using combination of two or more of these styles. The objective of every teacher is ‘to impart the knowledge in the best possible manner’ and for this, any unusual strategy used by the teacher to meet the diversified needs of the students, can be termed as an Innovative strategy. Such innovative strategies in teaching not only level up the standard of education but also empowers the future generation by strengthening their cognition. The present study aimed to explore the usefulness of concept maps in an understanding of ideas in isolation and the use of Mind Maps in summarising all the ideas as a whole. This was an experimental research with one sample, pre-post-test design. The researcher delivered three chapters of the Biology of IX grade through Concepts Maps and Mind Maps. The sample was selected through purposive sampling technique and the intervention was given for 4 weeks in one of the government schools of Delhi. The analysis revealed that the null hypothesis was rejected and the difference between the scores of pre and post-test was found to be significant. Through the analysis of the Researcher’s Diary, used as tool to triangulate the quantitative findings, it was concluded that concept maps and mind maps were found to be effective pedagogical tools to develop the concepts, comparing and contrasting, improve factual recall and to have a deeper level of understanding through interlinking. It was revealed that the mapping was also found to be useful in identifying the learning gaps, build a conceptual hierarchy, and facilitate new learning onto the previous one. The findings of this study were in consonance with the viewpoint of other studies conducted on Graphic organizers. The study suggests the use of Graphic Organisers in the classrooms across the curriculum and subjects as it is based on the technique in which the new information is matched, compared to, contrasted to, joined with or modified to fit in with the previously attended information, thus, assists students to reach to the high levels of cognitive performance.

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Wilson, Leon A., Maksym Petrenko, and Václav Rajlich. "Using Concept Maps to Assist Program Comprehension and Concept Location: An Empirical Study." Journal of Information & Knowledge Management 11, no. 03 (September 2012): 1250018. http://dx.doi.org/10.1142/s0219649212500189.

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Program comprehension is an integral part of the evolution and maintenance of large software systems. As it is increasingly difficult to comprehend these systems completely, programmers have to rely on a partial and as-needed comprehension. We study partial comprehension and programmer learning with the use of concept maps as a tool for capturing programmer knowledge during concept location, which is one of the tasks of software evolution and maintenance, and it is a prerequisite of a software change. We conduct a user study to measure the performance of programmers using concept maps to assist with locating concepts. The results demonstrate that programmer learning occurs during concept location and that concept maps assisted programmers with capturing programmer learning and successful concept location.

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Vodovozov, Valery, and Zoja Raud. "Concept Maps for Teaching, Learning, and Assessment in Electronics." Education Research International 2015 (2015): 1–9. http://dx.doi.org/10.1155/2015/849678.

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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.

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Thompson, Scott Beckett, and Aimee Pugh-Bernard. "Concept maps as a dynamic tool for teaching scientific thinking." Journal of Immunology 204, no. 1_Supplement (May 1, 2020): 222.23. http://dx.doi.org/10.4049/jimmunol.204.supp.222.23.

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Abstract Scientific thinking often involves understanding interrelated and multidimensional topics. We have employed the concept map as an active learning method for teaching a diversity of concepts in an undergraduate scientific thinking course. Here we describe our implementation of concept maps and how it can be used as tool for instruction, assessment and team building. A concept map is a diagram used to organize ideas and depict their relationships, typically constructed of information presented in boxes with labeled lines drawn between them to indicate connections. In our educational implementation, students write key concepts from assigned reading onto sticky notes and work in small groups using these notes and dry-erase markers to create a concept map on a white board. The modular nature of this approach enables students to dynamically edit and rearrange concepts both during the initial construction and throughout a class period to incorporate new ideas. Students have created concept maps on topics including the scientific method, the diagnostic process for physicians and scientific research articles. When students have disagreements on ideas, the collaborative and flexible nature of these concept maps enable a constructive resolution and the addition of alternative thoughts and ideas. Additionally, throughout the semester the sophistication of the concept maps evolves thus serving as qualitative assessment of student growth. Concept mapping enables students to collaboratively work towards understanding scientific ideas and to think critically about the relationships between them. Visualization of how students organize knowledge facilitates the assessment of student growth and the diversity of understanding within a class.

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Bezzi, Claudio. "Mappe concettuali per la valutazione." RIV Rassegna Italiana di Valutazione, no. 41 (May 2009): 29–56. http://dx.doi.org/10.3280/riv2008-041003.

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- Concept Maps are a powerful tool to describe and better understand concepts, their hierarchies and relationships. Invented by Joseph Novak in an educational and scholastic environment, Concept Maps later penetrated the evaluation thanks to Trochim, but with a different methodological approach and in a very limited number of situations. Instead, Concept Maps appear very useful for different evaluative purposes and contexts, for example to improve evaluational design and the stakeholder consciousness around the evaluand and to share knowledge about it. The article shows different Concept Maps, with exemples which extend the use of the original ideas of Novak and Trochim, and concludes with a general discussion over their utilization.Key words: Concept Maps; Tacit Knowledge; Program Theory.

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Pabón-Galán, C. A., C. A. Hernández-Suarez, and L. S. Paz-Montes. "Physics learning based on the use of concept maps." Journal of Physics: Conference Series 2102, no. 1 (November 1, 2021): 012006. http://dx.doi.org/10.1088/1742-6596/2102/1/012006.

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Abstract Concept maps are graphic learning tools that allow teachers and students to organize, represent knowledge, and visualize the relationships between concepts to promote understanding of physics. This study describes an innovative experience based on the development of concept maps with the aim of analyzing the perception of students in a teacher training program in natural sciences and environmental education at a public university in Colombia. The research subjects were 24 students studying basic physics who used concept maps for learning, and the data were analyzed quantitatively using a non-experimental design. The results show that the trainee teachers learned to elaborate concept maps, valuing very positively their educational applications to improve learning. It is concluded that concept mapping can be used to increase students’ understanding and motivation which should help to improve their academic performance.

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Kinchin, Ian M., Aet Möllits, and Priit Reiska. "Uncovering Types of Knowledge in Concept Maps." Education Sciences 9, no. 2 (June 13, 2019): 131. http://dx.doi.org/10.3390/educsci9020131.

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Concept maps have been shown to have a positive impact on the quality of student learning in a variety of disciplinary contexts and educational levels from primary school to university by helping students to connect ideas and develop a productive knowledge structure to support future learning. However, the evaluation of concept maps has always been a contentious issue. Some authors focus on the quantitative assessment of maps, while others prefer a more descriptive determination of map quality. To our knowledge, no previous consideration of concept maps has evaluated the different types of knowledge (e.g., procedural and conceptual) embedded within a concept map, or the ways in which they may interact. In this paper we consider maps using the lens provided by the Legitimation Code Theory (LCT) to analyze concept maps in terms of semantic gravity and semantic density. Weaving between these qualitatively, different knowledges are considered necessary to achieve professional knowledge or expert understanding. Exemplar maps are used as illustrations of the way in which students may navigate their learning towards expertise and how this is manifested in their concept maps. Implications for curriculum design and teaching evaluation are included.

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Gocsál, Ákos, and Renáta Tóth. "The Use of Concept Maps in Creating a Short Video with Students." Practice and Theory in Systems of Education 11, no. 2 (May 1, 2016): 71–82. http://dx.doi.org/10.1515/ptse-2016-0010.

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Abstract This paper presents the results of an experimental project in which media students created a short video. The students in groups of 4 or 5 used concept maps for collected their ideas about organizing the project. The analysis of the concept maps revealed that two groups were product-oriented, one group was workflow-oriented, and two groups used concepts that belonged to both categories. The contents of the concept maps also reflected students′ prior knowledge and skills related to the task. In a joint discussion of the concept maps, students created a to-do list for shooting the video, which was an important activity to build common knowledge. This project confirms that the use of concept maps is a useful tool for developing students’ professional skills.

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Hernández-Suárez, C. A., R. Prada-Nuñez, and A. A. Gamboa-Suárez. "Using concept maps to understand mechanical physics concepts in high school students." Journal of Physics: Conference Series 1672 (October 2020): 012019. http://dx.doi.org/10.1088/1742-6596/1672/1/012019.

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Safayeni, Frank, Natalia Derbentseva, and Alberto J. Cañas. "A theoretical note on concepts and the need for Cyclic Concept Maps." Journal of Research in Science Teaching 42, no. 7 (2005): 741–66. http://dx.doi.org/10.1002/tea.20074.

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Journal articles on the topic 'Concept maps'

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