Tesis sobre el tema "Concept maps"
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Marshall, Byron y Therani Madhusudan. "Element Matching in Concept Maps". ACM, 2004. http://hdl.handle.net/10150/105657.
Texto completoConcept maps (CM) are informal, semantic, node-link conceptual graphs used to represent knowledge in a variety of applications. Algorithms that compare concept maps would be useful in supporting educational processes and in leveraging indexed digital collections of concept maps. Map comparison begins with element matching and faces computational challenges arising from vocabulary overlap, informality, and organizational variation. Our implementation of an adapted similarity flooding algorithm improves matching of CM knowledge elements over a simple string matching approach.
AGUIAR, C. Z. "Concept Maps Mining for Text Summarization". Universidade Federal do Espírito Santo, 2017. http://repositorio.ufes.br/handle/10/9846.
Texto completo8 Resumo Os mapas conceituais são ferramentas gráficas para a representação e construção do conhecimento. Conceitos e relações formam a base para o aprendizado e, portanto, os mapas conceituais têm sido amplamente utilizados em diferentes situações e para diferentes propósitos na educação, sendo uma delas a represent ação do texto escrito. Mes mo um gramá tico e complexo texto pode ser representado por um mapa conceitual contendo apenas conceitos e relações que represente m o que foi expresso de uma forma mais complicada. No entanto, a construção manual de um mapa conceit ual exige bastante tempo e esforço na identificação e estruturação do conhecimento, especialmente quando o mapa não deve representar os conceitos da estrutura cognitiva do autor. Em vez disso, o mapa deve representar os conceitos expressos em um texto. Ass im, várias abordagens tecnológicas foram propostas para facilitar o processo de construção de mapas conceituais a partir de textos. Portanto, esta dissertação propõe uma nova abordagem para a construção automática de mapas conceituais como sumarização de t extos científicos. A sumarização pretende produzir um mapa conceitual como uma representação resumida do texto, mantendo suas diversas e mais importantes características. A sumarização pode facilitar a compreensão dos textos, uma vez que os alunos estão te ntando lidar com a sobrecarga cognitiva causada pela crescente quantidade de informação textual disponível atualmente. Este crescimento também pode ser prejudicial à construção do conhecimento. Assim, consideramos a hipótese de que a sumarização de um text o representado por um mapa conceitual pode atribuir características importantes para assimilar o conhecimento do texto, bem como diminuir a sua complexidade e o tempo necessário para processá - lo. Neste contexto, realizamos uma revisão da literatura entre o s anos de 1994 e 2016 sobre as abordagens que visam a construção automática de mapas conceituais a partir de textos. A partir disso, construímos uma categorização para melhor identificar e analisar os recursos e as características dessas abordagens tecnoló gicas. Além disso, buscamos identificar as limitações e reunir as melhores características dos trabalhos relacionados para propor nossa abordagem. 9 Ademais, apresentamos um processo Concept Map Mining elaborado seguindo quatro dimensões : Descrição da Fonte de Dados, Definição do Domínio, Identificação de Elementos e Visualização do Mapa. Com o intuito de desenvolver uma arquitetura computacional para construir automaticamente mapas conceituais como sumarização de textos acadêmicos, esta pesquisa resultou na ferramenta pública CMBuilder , uma ferramenta online para a construção automática de mapas conceituais a partir de textos, bem como uma api java chamada ExtroutNLP , que contém bibliotecas para extração de informações e serviços públicos. Para alcançar o objetivo proposto, direcionados esforços para áreas de processamento de linguagem natural e recuperação de informação. Ressaltamos que a principal tarefa para alcançar nosso objetivo é extrair do texto as proposições do tipo ( conceito, rela ção, conceito ). Sob essa premissa, a pesquisa introduz um pipeline que compreende: regras gramaticais e busca em profundidade para a extração de conceitos e relações a partir do texto; mapeamento de preposição, resolução de anáforas e exploração de entidad es nomeadas para a rotulação de conceitos; ranking de conceitos baseado na análise de frequência de elementos e na topologia do mapa; e sumarização de proposição baseada na topologia do grafo. Além disso, a abordagem também propõe o uso de técnicas de apre ndizagem supervisionada de clusterização e classificação associadas ao uso de um tesauro para a definição do domínio do texto e construção de um vocabulário conceitual de domínios. Finalmente, uma análise objetiva para validar a exatidão da biblioteca Extr outNLP é executada e apresenta 0.65 precision sobre o corpus . Além disso, uma análise subjetiva para validar a qualidade do mapa conceitual construído pela ferramenta CMBuilder é realizada , apresentando 0.75/0.45 para precision / recall de conceitos e 0.57/ 0.23 para precision/ recall de relações em idioma inglês e apresenta ndo 0.68/ 0.38 para precision/ recall de conceitos e 0.41/ 0.19 para precision/ recall de relações em idioma português. Ademais , um experimento para verificar se o mapa conceitual sumarizado pe lo CMBuilder tem influência para a compreensão do assunto abordado em um texto é realizado , atingindo 60% de acertos para mapas extraídos de pequenos textos com questões de múltipla escolha e 77% de acertos para m apas extraídos de textos extensos com quest ões discursivas
Sørmo, Frode. "Case-Based Tutoring with Concept Maps". Doctoral thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2007. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-1945.
Texto completoThe 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 used in exercise selection, conceptualization support, and exercise solving support.
The thesis presents a framework for comparing exercise-oriented intelligent tutoring systems, and uses this framework to describe and analyze earlier systems, as well as our own system, CREEK-ILE. The CREEK-ILE system includes a formalization of a knowledge representation designed to support reasoning with concept maps, and methods for using case-based reasoning with concept maps as student models. A partial implementation of CREEK-ILE designed to support learning of basic Java computer programming is presented. This implementation is used in an experiment to test if students' concept maps, created before an exercise, can be used to predict the students' level of competence on the exercise tasks. The conclusion of these experiments is that although there is a weak correlation, it is not strong enough to serve as a good basis for exercise selection. However, concept maps in student modeling is useful for other tutoring tasks, such as conceptualization support, vocabulary learning and as basis for explanations.
An initial qualitative study on the effect of using inference on concept maps is also performed. This study is done by using the concept maps drawn by students in the experiment, and shows that inference can reveal implicit knowledge in students' concept maps. We demonstrate how this implicit knowledge can be used in various tutoring tasks supported by concept maps, for instance by increasing the quality of concept map similarity measures.
Moore, Jacob Preston. "Promoting Conceptual Understanding via Adaptive Concept Maps". Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23678.
Texto completoThis study seeks to answer the research question: "How can a large-scale concept map visualization tools be realized in a way that promotes conceptual understanding and manages cognitive load?" To answer the research question, a prototype tool, labeled the "Adaptive Map tool", was developed and populated with engineering statics content. This prototype contains content that is similar to the material in a traditional statics textbook, but the information is accessed through the proposed adaptive concept map visualization. The tool was then given to students in engineering statics class to be used as a supplemental textbook. The effects of the Adaptive Map tool were evaluated through a multiple case study approach that allowed researchers to understand how this tool fit into the larger learning context of a class. Results indicated that some students did integrate the Adaptive Map tool into the learning process, and furthermore that the tool did promote meaningful learning behaviors that lead to better conceptual understanding of the material.
Ph. D.
Yue, Hong. "Concept maps as assessment tools in mathematics comparison with clinical interviews /". To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
Texto completoSchilawa, Jörg. "The value of concept maps in knowledge management". Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50199.
Texto completoThis study project investigates the use of concept maps in knowledge management and takes a look at both the people, and the technology sides of knowledge management. The report discusses critical aspects and theories of knowledge management. Attention is focused on the importance of human beings in creating and being of value to organisations. While some theories of knowledge management view knowledge as a further developed stage of information, there are other theories, which view tacit or individual knowledge as the most basic source of knowledge. Despite this difference, and other dissimilarities, certain issues concerning knowledge creation and amplification through communication appear in both theories. A detailed discussion of the conversion process, and the knowledge spiral, explains and reinforces the importance of communication. The discussion touches on issues such as the influence of company culture towards the facilitation of sharing attitudes, supportive leadership styles and organisational structure. The continuous exchange of knowledge and the acceptance of new methods, such as best practise, promote the creation of a learning organisation that concentrates on the value of human beings, their needs, and their individual fulfilment. Challenges and obstacles of knowledge management such as experts seeing their sharing of knowledge as a hindrance of personal competitive advantage or work security will be examined. Although the logistics of knowledge management are very complex it is extremely beneficial for organisations for creation of extra value, the speeding up of processes, and the creation of a better work environment. Despite the importance of the people side of knowledge management, a technical infrastructure and a sophisticated knowledge management system are essential. General information about knowledge management systems and information are given, including objectives, trends, and an example of a standard technical infrastructure. Concept map technology is the interface between the computer system and the user. Although concept maps are not a new invention, they are becoming more popular due to new technical possibilities. All kinds of knowledge can be saved in concepts, connections, links and underlying documents. Their cognitive structure enables instant use without extensive guidelines or instructions. A further advantage is the generality of concept maps, making them applicable to various environments and industries. To increase awareness for concept map applications, differences between two concept mapping software tools are briefiy discussed. One application concentrates on maps, the other application aims to enable further functionality. The empirical part of the study project evaluates the use of concept maps in the banking and insurance environment of Sparkasse Sudholstein. The company currently has about 1400 employees and provides a knowledge based service, which made it very suitable for the research project. The technology infrastructure of Sparkasse Sudholstein contains certain distinctive features due to security reasons. The company has a user interface with different applications, various internal databases, external databases for the discretion of customer data, and several other external information and knowledge services. All the factors above make Sparkasse Sudholstein to an ideal candidate for the use of concept map applications. A survey by means of a questionnaire was undertaken at the headquarters of the company to determine the current situation of their knowledge management system. The most popular knowledge sources in use were the Lotus Notes "info-tiles", as well as direct communication amongst colleagues. It was further recognised that concept maps are known by almost half the participants of the questionnaire and that people are very open to new techniques of knowledge management. Various concept maps were created with company experts to evaluate the value and possible applications of concept maps in the company. The results showed that concept maps are not able to fulfil all the tasks of a knowledge management system, because they do not yet provide enough functionality. However, concept maps do have an essential significance in knowledge gathering, job descriptions, trainings and seminars, presentations, as discussion support tools, and project work such as workflow management. The advantages of concept maps are their cognitive use and understanding, their self-explanatory structure, the interactivity with the user, and the implementation of multi-media in combination with special layout features. In conclusion, it can be said that concept maps can be successfully applied to selective areas in companies. Concept maps should be implemented into a broader knowledge management system and combined with other traditional methods of knowledge management. The use of concept maps will create value for companies by increasing efficiency, effectiveness, as well as the overall performance of the company. If concept maps are combined successfully with other knowledge management measures, sustainable competitive advantage could be created for the organisation.
Yilmazoglu, Candan. "Effect Of Analogy-enhanced Instruction Accompanied With Concept Maps On Understanding Of Acid-base Concept". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12605247/index.pdf.
Texto completological thinking ability levels. Research data were analyzed by using (SPSS 12.0) ANCOVA and t-test. As a result of the research, it was obviously seen that analogy-enhanced instruction accompanied with concept maps caused a significantly better acquisition of scientific conception related to acid-base and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction.
Hansson, Örjan. "Preservice teachers' views on the concept of function : a study including the utilization of concept maps". Licentiate thesis, Kristianstad University College, Department of Mathematics and Science, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6025.
Texto completoHansson, Örjan. "Preservice teachers' view on the concept of function : a study including the utilization of concept maps /". Luleå, 2004. http://epubl.luth.se/1402-1757/2004/49.
Texto completoHansson, Örjan. "Preservice teachers' view on the concept of function : a study including the utilization of concept maps". Licentiate thesis, Luleå tekniska universitet, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-26416.
Texto completoGodkänd; 2004; 20070131 (ysko)
Terry, Shaun. "The effects of concept maps on student knowledge of earth science". Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/terry/TerryS0811.pdf.
Texto completoКетова, Тетяна Михайлівна. "Herstellungstechnologien der mond- und concept maps und ihre anwendung beim fremdsprachenlernen". Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13020.
Texto completoLiu, Jianhua. "The Assessment Agent System: Assessing Comprehensive Understanding Based on Concept Maps". Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/29231.
Texto completoPh. D.
Richardson, W. Ryan. "Using Concept Maps as a Tool for Cross-Language Relevance Determination". Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/28191.
Texto completoPh. D.
Ahmad, Faisal. "Generating conceptually personalized interactions for educational digital libraries using concept maps". Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337215.
Texto completoSchwendimann, Beat Adrian. "Mapping biological ideas: Concept maps as knowledge integration tools for evolution education". UNIVERSITY OF CALIFORNIA, BERKELEY, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3499067.
Texto completoMarshall, Byron Bennett. "Concept Matching in Informal Node-Link Knowledge Representations". Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1145%5F1%5Fm.pdf&type=application/pdf.
Texto completoKu, Wendy April. "Using concept maps to explore the conceptual knowledge of technology students an exploratory study /". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1193763566.
Texto completoCook, Jordan Lacy. "Making connections: teaching and using concept maps in a fourth grade mathematics class". Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/cook/CookJ0812.pdf.
Texto completoFalke, Tobias [Verfasser], Iryna [Akademischer Betreuer] Gurevych y Ido [Akademischer Betreuer] Dagan. "Automatic Structured Text Summarization with Concept Maps / Tobias Falke ; Iryna Gurevych, Ido Dagan". Darmstadt : Universitäts- und Landesbibliothek Darmstadt, 2019. http://d-nb.info/1183911491/34.
Texto completoMampane, Marungwane Batseba. "Exploring concept maps for meaningful teaching and learning of mathematics in grade 6". Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1123.
Texto completoThis study used case study design to explore concept maps for meaningful teaching and learning of mathematics in Grade 6 class. The purpose of the study was to reflect on the usage of concept maps to promote meaningful teaching and learning of mathematics in Grade 6. Eighty seven (87) learners participated in the study. Data were collected through transcripts of learners’ work and interviews. Interviews were conducted to get more information on learners’ concept maps. Learners drew concept maps on three different sessions on different topics namely: fractions, measurement and angles. A list of concepts was supplied for each topic. 10 learners’ concept maps and 2 interview transcripts were analysed. Mark schedules were also used to check learners’ performance. Results showed that learners used varied number of links to connect concepts and that there was an increase in the number and quality of propositions made. Concept maps proved to be useful in enhancing meaningful teaching and learning of mathematics in Grade 6 class.
Elgendi, Ehsan Sami Ismaiel Ali. "Interactive Multimedia in Digital Courses: Design and Evaluation of Concept Maps Glossary and Narration Support". Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/91386.
Texto completoMaster of Science
Recently, there has been an increase in the use of multimedia contents in digital courses. Multimedia files, e.g., sound files, interactive demos, and video files, are used in digital courses to provide an easy to use format and to emphasize the ideas. In this work, we address aspects of generating multimedia contents in digital courses. In particular, we focus on two types of automatically generated multimedia: interactive glossaries and sound files. Glossaries play a major role in enhancing students’ comprehension of the core concepts in the courses. In general, glossary terms have complex interrelationship that cannot be fully illustrated by standard approaches, such as the alphabetized list. To overcome this limitation, we introduce an interactive design for the glossary terms using concept maps. In this design, glossary terms are visualized as nodes in graphs and their relationships are included on the edges. We implement these concept maps within the OpenDSA e-textbook system to be generated on demand. We evaluate the effectiveness of our design by comparing student use of our concept-map based glossary to the traditional alphabetized list. We have designed new exercises to make students familiar with the concept maps. Our other work generates sound files automatically to supplement text narration in slide shows. This was motivated by the widespread use of text-to-speech generators in web browsers. To this end, we designed an interactive narration tool and integrated it into the OpenDSA library so that all OpenDSA slide shows can benefit from the narration tool.
Peterson, Sadie Nadine. "Thinking logs, concept maps and regulatory checklists: the effect of metacognition on science literacy". Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/peterson/PetersonS0812.pdf.
Texto completoTao, Congwu. "Development of a Knowledge Assessment System Based on Concept Maps and Differential Weighting Approaches". Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/56982.
Texto completoPh. D.
Boone, Brian S. "The use of concept maps for the diffusion of the Distributed Operations concept and the propagation of existing virtual training simulations". Thesis, Monterey, Calif. : Naval Postgraduate School, 2008. http://bosun.nps.edu/uhtbin/hyperion-image.exe/08Mar%5FBoone.pdf.
Texto completoThesis Advisor(s): Sadagic, Amela. "March 2008." Description based on title screen as viewed on April 24, 2008. Includes bibliographical references (p. 71-72). Also available in print.
Passmore, Graham James. "Concept maps and processes of comprehension, explicating cognition and metacognition, structural knowledge and procedural knowledge". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0008/NQ41036.pdf.
Texto completoKim, Young-Soo. "A study of concept maps regarding the nature of science by preservice secondary science teachers /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901250.
Texto completoJimenez, Laura. "Estimating the Reliability of Concept Map Ratings Using a Scoring Rubric Based on Three Attributes". BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2284.
Texto completoMusni, Sarah Marie. "Flexible learning versus classroom lecture : a content analysis of undergraduate nursing students' learning using concept maps". Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61287.
Texto completoApplied Science, Faculty of
Nursing, School of
Graduate
Atas, Sait. "Effect of Formative Feedback via Interactive Concept Maps on Informal Inferential Reasoning and Conceptual Understanding of ANOVA". Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/38935.
Texto completoRyssel, Jeannine [Verfasser], Bärbel [Gutachter] Fürstenau y Susanne [Gutachter] Strahringer. "Feedback zu Concept Maps im betriebswirtschaftlichen Planspielunterricht - eine empirische Untersuchung / Jeannine Ryssel ; Gutachter: Bärbel Fürstenau, Susanne Strahringer". Dresden : Technische Universität Dresden, 2019. http://d-nb.info/1226942210/34.
Texto completoAlansari, Widad Musleh. "Use of concept maps to improve Saudi pre-service teachers' knowledge and perception of teaching social studies". Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/373.
Texto completoCicuto, Camila Aparecida Tolentino. "Desenvolvimento da análise de vizinhança em mapas conceituais a partir do uso de um conceito obrigatório". Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-28082012-092401/.
Texto completoConcept maps (CMs) are useful to represent students\' knowledge and to promote meaningful learning. The deep analysis of concept maps may reveal latent information that is not perceived from the simple reading of its propositional network. This work proposes the Neighborhood Analysis (NeAn) as an innovative way to analyze the CMs obtained in classrooms. The selection of a compulsory concept (CC) allows teachers to evaluate how the students relate it to other concepts, named neighbors (NCs). CMs (n=69) on climate change are the first set of empirical data that confirms the potential of NeAn. Dispersion was selected as CC in order to check whether students can relate it with the global perspective of this environmental problem. The patterns found from the NeAn suggest that, despite being exposed to the same didactic activities, some students could not use the CC properly. This may be explained from David Ausubel\'s learning theory, which stresses the critical role of prior knowledge in the assimilation process of new information.
Wagner, Steffen. "Erklärung physikalischer Phänomene mit Modellen". Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/18655.
Texto completoGoal of this thesis is to analyze the use of models in written explanations of optics phenomena, based on a practice-orientated framework on models. Starting from an already existing framework, an authentic model conception will be developed and the notion ‘explanation’ will be integrated in the conception. The position of models as functional mediators between relevant aspects of phenomena and theory turns out to be their core characteristic. Written explanations are linguistic presentations of models. A procedure will be developed directly from the given description of models in order to visualize the structure of written explanations. The result is a modified network visualization based on concept maps with inherent categories. This visualization is called ‘categorized concept map’. In a preliminary study, the procedure can be described as reliable and valid. In a following qualitative investigation of 64 explanations of optics phenomena (‘apparent depth’) by means of light rays, given by university physics students and experts, categorized concept maps are used to identify difficulties in giving appropriate explanations. Students trace back the observed phenomena only to the term of ‘refraction’, instead of precisely describing the interrelation between ray optics and those phenomena. Furthermore, elements of other conceptions (waves, particles) appear in some of the explanations, whereas central elements of ray optics (i.e., the image concept) are missed. The cut point between theory and the real world turns out to be the most fragile part in students models. Categorized concept maps show their strength in making a variety of difficulties visible and also in subsequently giving the opportunity to develop an appropriate explanation. The results show both, the need and the fruitfulness of an authentic model conception.
Rumbell, Timothy. "Self organisation and hierarchical concept representation in networks of spiking neurons". Thesis, University of Plymouth, 2013. http://hdl.handle.net/10026.1/1578.
Texto completoValle, Bruno Xavier do. "Analisando as interações CTS através do mapeamento conceitual: um estudo de caso sobre os ingressantes da Escola de Artes, Ciências e Humanidades (EACH)". Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-24052013-164352/.
Texto completoHumanity is passing through an intense momentum of social transformations, which are valued phenomenon\'s interpretation, creativity and critical thinking. At this sense, the teaching of Natural Sciences can contribute to citizens\' formation. However, inside the academic quotidian the compartmentalization of subjects remains, which can affect both the systemic understanding of the phenomenon, and the perception of influences\' relations and its details. The goal of scientific literacy through visual tools (concept maps) can be an alternative to modify this backward educational pattern. The objective of this research is to analyze the knowledge and describe the freshmen of Escola de Artes, Ciências e Humanidades (EACH), upon the theme \"Science, Technology and Society\" and its relations of influence. For that, there were performed an exploratory and descriptive case study from semi structured concept maps (CMs). The 53 CMs had been collected at the 5th week of the Basic Cycle of the EACH, in the subject ACH 0011 given at the 1st semester of 2009. It has been realized according to the following analysis: (1) \"semantic\", in which all the proposals (n = 683) had been categorized according to a consensus among three specialists in the teaching of science, with the objective to understand the mappers intentions meanings, in an attempt to answer the main question of the CM; (2) \"structural\", in which has been observed the complexity of the propositional network from the CM, according to parameters such as \"Propositional Density\" (PD), \"Initial Concepts with Multiple propositions\" (ICM) and \"Final Concepts with Multiple propositions\" (FCM), fundamental to cluster the CMs for subsequent comparisons; (3) \"frequency of the categories of groups with more and less structural complexity\", with the intention of identifying the influence of the CMs structures in the semantic intention of the propositions; (4) \"conceptual of the \'Natural Sciences\' category propositions of the groups with more and less structural complexity\", with the intention of ascertaining the most used concepts in both groups. The results indicated the multidisciplinary not crossed character of Brazilian basic education by pointing the preponderance of the category \"Nature of science\". It has also showed no immediate relationship between the complexity of the structure of the CMs and the semantic intentions of its propositions. It should be noticed that the procedures used are configured as interesting strategies for the everyday use in classroom. This essay will allow the teachers of EACH to obtain more information upon prior knowledge of their freshmen.
Kramer, Michael J. "Using concept Maps for Knowledge Acquisition in Satellite Design: Translating "Statements of Requirements on Orbit" to "Design Requirements"". NSUWorks, 2005. http://nsuworks.nova.edu/gscis_etd/647.
Texto completoPreston, Christina. "Gaining insight into educators' understanding of digital technologies : three models for the analysis of multi-dimensional concept maps". Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019964/.
Texto completoMitchell, Nancy Smith. "An Action Research Study to Determine the Feasibility of Using Concept Maps as Alternative Assessments by a Novice Teacher". PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/603.
Texto completoFairley, Suzanne Elizabeth y Sue Fairley@mailbox gu edu au. "The Effects of Professional Development on Ministerial Leaders' Thinking and Practice". Griffith University. School of Cognition, Language and Special Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030304.094147.
Texto completoFairley, Suzanne Elizabeth. "The Effects of Professional Development on Ministerial Leaders' Thinking and Practice". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/365485.
Texto completoThesis (PhD Doctorate)
School of Cognition, Language and Special Education
Full Text
Finnegan, Lisa A. "The impact of universal design for learning-representation practices on concept maps and the development of quality scientific explanations". Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4669.
Texto completoID: 028916789; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.Ed.)--University of Central Florida, 2010.; Includes bibliographical references (p. 103-111).
M.Ed.
Masters
Department of Teaching and Learning Principles
Education
K-8 Math and Science
Oda, Katsuhiko. "College Students‘ GIS Spatial Concept Knowledge Assessed by Concept Maps". Thesis, 2011. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9213.
Texto completo"Bayesian Network Analysis of Brand Concept Maps". Doctoral diss., 2013. http://hdl.handle.net/2286/R.I.20963.
Texto completoDissertation/Thesis
Ph.D. Business Administration 2013
Falke, Tobias. "Automatic Structured Text Summarization with Concept Maps". Phd thesis, 2019. https://tuprints.ulb.tu-darmstadt.de/8430/1/PhDThesis_TobiasFalke.pdf.
Texto completoCiou, Fen-rou y 邱汾柔. "Term with Concept Frequency for Constructing Concept Maps from Different Types of Articles". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/76385327266872598578.
Texto completo國立雲林科技大學
資訊管理系碩士班
101
As globalization emerges, English becomes an important language. English learning has existed in various methods to learn. Traditionally, when learners read a long English article, it is time consuming to extract important. Therefore, we propose an approach constructing concept map to assist learners for improving reading in English. We developed a framework for concept mapping process. The framework consists of three steps. The first step is preprocessing which extracts noun words from an original article. The second step is automatically label in each sentence which may have one or more labeled verb argument structure. The third step, we count the number of the words in verb argument structures and each paragraph. Finally, we calculate the weight of the words and choose the highest weight of the words as main ideas. Using the three steps, we develop three methods which are TF-IPF, TCF-IPF and TCF-RPF. In experiments, we extract the important words among the three methods. We compare the result of manual extraction with the extraction result of our approach to evaluate the accuracy of concept map. In the experimental result, our method TCF-IPF and TCF-RPF are better than the TF-IPF base on the TF-IDF method.
Cheng, Lai Tsung y 賴宗誠. "Proposition Similarity as a Method of Assessing Concept Maps". Thesis, 2002. http://ndltd.ncl.edu.tw/handle/01709119811388702738.
Texto completo臺南師範學院
資訊教育研究所
90
Concept mapping is a kind of knowledge structure to deal with a given topic by mapping out the related ideas. It is a useful skill for helping a learner to get a full picture of the thematic materials. With the analysis of the concept map, a teacher can assess the learning process of students and better understand the result of their learning. By converting concept maps into proposition maps, this research develops an analytical method to evaluate the concept maps. At the same time, a concept mapping activity is created to collect students'' concept maps, thus assessing the validity of the analytical method employed therein. Based on the findings in this research, the result of evaluating a concept map through proposition mapping is highly related to that of Novak and Gowin''s evaluation of a concept map. Its Pearson related value reaches r=.873. Such a correlated value is higher than that of Goldsmith''s closeness assessment and Novak and Gowin''s evaluation of concept maps (r=.702). Accordingly, the result is more reasonable than Goldsmith''s closeness evaluation.
Ryssel, Jeannine. "Feedback zu Concept Maps im betriebswirtschaftlichen Planspielunterricht - eine empirische Untersuchung". Doctoral thesis, 2018. https://tud.qucosa.de/id/qucosa%3A34048.
Texto completoCHEN, YEN-RU y 陳彥儒. "Integration of the Topic Model and Formal Concept Analysis for the Document Concept Maps". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/gget55.
Texto completo東吳大學
資訊管理學系
106
Abstract Text mining is an application that can tap or explore important information in textual data. With the rapid development of the Internet, the amount of information also becomes larger and larger. Large amounts of text make reading a time-consuming and strenuous task. The content often contains many trivial, unimportant sentences. Thus, increasingly importance has been attached to text mining. Most of the related text exploration papers only analyze various data by a single model. The use of thematic model analysis can only display the key words covered by each topic. Moreover, no research uses the visual relevance of the links between concepts to do the text of the exploration for the theme of the text do. Therefore, this research takes travel magazine, Lonely Planet, based in North America as the paper data, adopts the topic model to present the structure of the theme from the data, utilizes the keywords of all the topics as attributes, and then extracts words, belonging to each topics, from each article as an object. Then, we establish the association between objects and properties as the database, and import the information into the concept explore program to show the correlation diagram. The aim of this study is to use the model to find the theme of articles, and to make a clear conceptual framework. This research combines topic model with the concept of regularization, so that we can quickly understand the article structure and the potential information of different articles. The experimental results show that the topic model can effectively classify the theme of the text. By formal concept analysis, the relation between each concept can be precisely linked to help readers quickly search the information they want to know. Keywords: text mining, topic model, formal concept analysis, text architecture.
"EFFECT OF ANALOGY-ENHANCED INSTRUCTION ACCOMPANIED WITH CONCEPT MAPS ON UNDERSTANDING OF ACID-BASE CONCEPT". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12605247/index.pdf.
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