Rozprawy doktorskie na temat „Concept maps”

Artificial Intelligence Lab, Department of MIS, University of Arizona
Concept 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.

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8 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

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 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.

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 concept maps are used as advance organizers or navigation aids for hypermedia documents, they have been shown to promote conceptual understanding. Issues with scalability exist, however. When maps become too large or complicated, a phenomenon labeled "map-shock" occurs. Map-shock is a result of cognitive overload that nullifies the positive effects the concept map has on learning. In order to eliminate map-shock, one needs to manage the cognitive load imposed on the learner. This project proposes using information visualization techniques leveraged from the computer science domain to develop an interactive concept map based navigation system that will retain the positive effects of concept maps, and also present the visuals in a way that does not cognitively overload the user.

This 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.

Thesis (MBA)--Stellenbosch University, 2004
This 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.

This study was conducted to explore the effectiveness of analogy-enhanced instruction accompanied with concept maps over traditionally designed chemistry introduction on understanding of acid-base concept and attitude toward chemistry as a school subject. 81 8th grade students from two classes of a chemistry course taught by the same teacher in Nuh Eskiyapan Primary School in Ankara in 2003-2004 fall semesters were enrolled in the study. There were two groups of students. During the treatment, students in the control group were instructed only with traditionally designed instruction. Students in the experimental group studied with the analogy-enhanced instruction accompanied with concept maps through teacher lecture. Both groups were administered Acid-Base Chemistry Achievement Test and Attitude Scale toward Chemistry as a School Subject as pre-tests and post-tests. Logical Thinking Ability Test was given to both groups at the beginning of the study to determine students&rsquo
logical 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.

The thesis consists of an overview of the subject, where in particular three papers are put into a frame. The overview part consists of: an introduction, a short description of some related research and theoretical framework, a summary of papers I-III and the concluding discussion. The thesis considers preservice teachers' view of the concept of function. It is primarily conducted during the concluding courses in mathematics of a teacher preparation program in mathematics and science, grades 4 to 9. Some of the findings show that a more developed conceptual knowledge of functions, as an object with a set of properties and an understanding of the function concept's network of relations and significance in mathematics, is not prominent in the preservice teachers' view upon functions as it appears in the study. This could mean that they as inservice teachers do not sufficiently promote the concept of function, or functional thinking, in their teaching. Furthermore, the concept maps give the impression that the preservice teachers' knowledge structures tend to be compartmentalized, including the knowledge structures representing the concept of function, thus preventing preservice teachers from building a conceptual framework rich of meaningful connections. A consequence could be that the preservice teachers become less flexible in their way of reasoning about concepts, and are only able to offer a more limited range of teaching strategies regarding different concepts and their relations to functions, as inservice teachers.
Godkänd; 2004; 20070131 (ysko)

Students at my high school have scored their lowest on the Earth science portion of the state proficiency test over the past several years. Because this is a topic I teach to the entire freshman class in my school, my capstone project was dedicated to increasing these test scores. My project involved adding concept mapping to all material assigned during two units of the Earth science unit. Data collected to identify the impact of the concept map came from student journal entries, interviews, and surveys as well as from tests that included multiple-choice questions modeled on the state proficiency test questions; targeted short answer questions were included to provide me with qualitative data. I also used a journal and an interview by my principal in an effort to measure the impact of concept mapping on my time and attitude. The results of the study were mixed. Although postunit test scores were higher following the nontreatment unit, there was significant long-term retention of material by three of the four subgroups. Data also indicate greater retention of vocabulary across all of the subgroups. Finally, the results indicate that concept mapping can be a valuable addition to my teaching repertoire.

This dissertation explores the feasibility of employing software agent technology to support large-scale assessment. The research included the design, development, and evaluation of the Assessment Agent System for assessing comprehensive understanding based on concept maps. The system was designed by following an agent-oriented software design method. The Assessment Agent System is composed of five types of software agents: instructor agent, student agent, management agent, assessment agent, and reporting agent. Each of these agents was designed to possess different capabilities. Software agents in the system, through communication and cooperation, collectively provide the functionalities of user-system interaction, user management, task authoring and management, assessment delivery, task presentation, response collection, automatic assessing with feedback, and reporting. Through the process of design, development, and evaluation of the Assessment Agent System, this study demonstrates an approach that employs an agent-oriented software design method to produce sophisticated educational software applications. Furthermore, this study explored the concept map assessing method for the Assessment Agent System. When node terms and linking phrases are provided, assessing student concept maps can be automated by comparing student concept maps with assessment criteria, proposition by proposition. However, the usefulness of the proposition-comparing method depends heavily on the accuracy and thoroughness of the criterion propositions. Therefore, assessment criteria need to be continually refined and improved through examining student-created propositions.
Ph. D.

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 allow researchers to discover pertinent dissertations in languages they cannot read, helping them to decide if they want a potentially relevant dissertation translated. I am using a state-of-the-art natural language processing system, called Relex, to extract noun phrases and noun-verb-noun relations from ETDs, and then produce concept maps automatically. I also have incorporated information from the table of contents of ETDs to create novel styles of concept maps. I have conducted five user studies, to evaluate user perceptions about these different map styles. I am using several methods to translate node and link text in concept maps from English to Spanish. Nodes labeled with single words from a given technical area can be translated using wordlists, but phrases in specific technical fields can be difficult to translate. Thus I have amassed a collection of about 580 Spanish-language ETDs from Scirus and two Mexican universities and I am using this corpus to mine phrase translations that I could not find otherwise. The usefulness of the automatically-generated and translated concept maps has been assessed in an experiment at Universidad de las Americas (UDLA) in Puebla, Mexico. This experiment demonstrated that concept maps can augment abstracts (translated using a standard machine translation package) in helping Spanish speaking users find ETDs of interest.
Ph. D.

Mathematics requires a vast foundational knowledge in order for students to be successful as they advance through the years. Often times, it is common for teachers to teach these foundational skills over and over to ensure mastery prior to students' advancement. Given this fact, my capstone project was dedicated to increasing students' conceptual knowledge of mathematics through the use of concept mapping in the classroom. This project spanned a total of four math investigations, with two of the investigations taught using concept mapping in addition to the regular curriculum. Data collected to identify the effects of mapping on conceptual understanding, long-term memory, motivation and teacher professionalism included; preunit, postunit, and delayed assessments, interviews, journal entries, surveys, and the concept maps themselves. The results of the study were mixed. Concept mapping had positive impact on conceptual understanding in general. Data also indicate that mapping within the classroom increased student motivation. Finally, the results indicate that concept mapping had a positive impact on my goals as a teacher and my professionalism within the community.

Thesis ( M.ED. (Mathematics)) --University of Limpopo, 2013
This 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.

Multimedia content, e.g., sound files, interactive demos, and video files, has been widely 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 automatically 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 course core concepts. Glossary terms have complex interrelationship that cannot be fully illustrated by standard approaches, e.g., including all the terms as a linear, alphabetized list. To overcome this limitation, we introduce an interactive design for the glossary terms using concept maps. 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. A concept map associated with the selected term is 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 that target the comprehension of the glossary terms to make students familiar with the concept maps. Our other work generates sound files automatically to supplement text narration in slide shows. This is made feasible by the widespread availability of text-to-speech generators in web browsers. To this end, we designed an interactive narration tool and integrated it into the OpenDSA library. In this way, all slide shows automatically have their text augmented with narration.
Master 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.

At St. John the Evangelist, students showed a disparity between how they perform and how they think they perform. In order to determine whether instruction of what learning is and metacognitive reading strategies would improve science literacy and confidence in science; students were given instruction in different learning styles and reading strategies for use in and out of the classroom. Learning logs during reading, concept maps to assess knowledge and regulatory checklists were used to determine if student learning improved. Reading comprehension was measured before and during treatment. Students did not show a marked increase in use of these strategies after the treatment; however reading comprehension and attitudes toward science improved.

This study explored the feasibility and practicability of designing and developing a Knowledge Assessment System (KAS) for assessing different types of knowledge as defined in the revision of Bloom's Taxonomy (Anderson et al., 2001). The KAS created as a result of this study is based on concept maps and employs two differential weighting approaches. It is a developmental study, which includes the design phase, development phase and evaluation phase. The general software system design model (Sommerville, 2009) was adopted to guide the design of the Knowledge Assessment System based on its procedures, including system requirements analysis, architecture design, component design, interface design, and database design. The assessment criteria in this system are designed to be proposition-based and consist of either a non-weighting approach or a weighting approach, which can help provide instructors with flexible assessing methods as well as help them obtain a whole picture of what kinds of knowledge their students have grasped and to what extent the students have mastered that knowledge, based on the student-created concept maps. The two differential weighting approaches initially compare student-created concept maps with expert maps stored in the system. Because some correct propositions in student concept maps may be not included in the initial expert concept maps, the system is designed to continually refine the assessment criterion by inspecting and evaluating the correctness of the propositions in the student-created concept maps and adding the results to the system's database. The current system is able to assess three types of knowledge: factual, conceptual, and procedural, all of which are defined in the revision of Bloom's Taxonomy (Anderson et al., 2001). The assessment process begins with the assignment of different types of concept map tasks entered and stored in the Knowledge Assessment System. Following by student completion of the tasks and submission of a concept map, the submitted concept map is compared to the criteria stored in the system and a performance report is generated. The research results show that the Knowledge Assessment System based on concept maps and two differential weighting approaches can act as a useful tool for assessing students' factual, conceptual and procedural knowledge based on their concept maps.
Ph. D.

Thesis (M.S. in Modeling Virtual Environments and Simulations (MOVES))--Naval Postgraduate School, March 2008.
Thesis 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.

Concept maps provide a way to assess how well students have developed an organized understanding of how the concepts taught in a unit are interrelated and fit together. However, concept maps are challenging to score because of the idiosyncratic ways in which students organize their knowledge (McClure, Sonak, & Suen, 1999). The construct a map or C-mapping" task has been shown to capture students' organized understanding. This "C-mapping" task involves giving students a list of concepts and asking them to produce a map showing how these concepts are interrelated. The purpose of this study was twofold: (a) to determine to what extent the use of the restricted C-mapping technique coupled with the threefold scoring rubric produced reliable ratings of students conceptual understanding from two examinations, and (b) to project how the reliability of the mean ratings for individual students would likely vary as a function of the average number of raters and rating occasions from two examinations. Nearly three-fourths (73%) of the variability in the ratings for one exam and (43 %) of the variability for the other exam were due to dependable differences in the students' understanding detected by the raters. The rater inconsistencies were higher for one exam and somewhat lower for the other exam. The person-to-rater interaction was relatively small for one exam and somewhat higher for the other exam. The rater-by-occasion variance components were zero for both exams. The unexplained variance accounted for 19% on one exam and 14% on the other. The size of the reliability coefficient of student concept map scores varied across the two examinations. A reliability of .95 and .93 for relative and absolute decision was obtained for one exam. A reliability of .88 and .78. for absolute and relative decision was obtained for the other exam. Increasing the number of raters from one to two on one rating occasion would yield a greater increase in the reliability of the ratings at a lower cost than increasing the number of rating occasions. The same pattern holds for both exams.

Background: The ongoing difficulty that nursing educators face is managing finite class time and limited instructor-student interactions to achieve balance between discourse and active learning. To complicate this predicament, technology has infiltrated all aspects of daily life demanding that education must also meet the growing expectation of students to incorporate technology into curriculum. One approach that addresses this need is the flipped classroom (FC) format, which remains operationally ill-defined and the understanding of its effects on higher-level thinking are still nascent. Aim: The purpose of this study is to explore the differences in learning between the FC format compared to the traditional classroom lecture (TL) in the context of an undergraduate nursing course. Methods: A content analysis was performed on a previous study conducted in 2015. Concept maps were used to evaluate data from transcripts of undergraduate nursing students discussing a case scenario in either a TL or FC format. Results: When comparing FC and TL groups, FC groups had a more complex concept map morphology and greater amount of identified subcategories and links. The FC groups exhibited more higher order thinking concepts compared to the TL cohort. An unexpected finding was the emergence of discussion tangents across both the FC groups and the TL cohort. Conclusion: Flipped classrooms have a place in the gamut of pedagogical approaches and this study demonstrates that the FC approach enhances student learning and aids in the development of higher-level thinking. Keywords: flipped classroom, concept maps, traditional lecture, flexible learning, content analysis
Applied Science, Faculty of
Nursing, School of
Graduate

This study assessed the knowledge structure of undergraduate participants related to previously determined critical concepts of Analysis of Variance (ANOVA) by using Pathfinder networks. Three domain experts’ knowledge structures regarding the same concepts were also elicited and averaged to create a referent knowledge structure. The referent knowledge structure served as a basis for formative feedback. Then, each participant’s knowledge structure was compared with the referent structure to identify common, missing, and extraneous links between the two networks. Each participant was provided with individualized written and visual, and multi-media feedback through an online Concept Mapping tool based on the principals of formative assessment and feedback in an attempt to increase their conceptual knowledge of ANOVA. The study was conducted with 67 undergraduate participants from a mid-size university in the United States. Participants completed two data collection tools related to the critical concepts of ANOVA. Later, three different types of feedback around the critical concepts were given to participants in three stages. First, each participant was given visual feedback as a result of the comparison between their own knowledge structures and the referent knowledge structure to highlight similarities and differences between the two. Then, participants were provided with individualized written and multi-media feedback to emphasize conceptual understanding behind ANOVA procedures. This procedure was followed by the re-assessment of participants’ reasoning ability related to ANOVA and knowledge structures related to critical concepts to measure the effect of the intervention. Results suggest that participants both in control and intervention groups had the same level of statistics experience and anxiety before this study indicating that randomization of participants into two different groups was successful. Moreover, women participants reported a statistically significant higher level of statistics anxiety than men, however, it seems that this small difference did not limit their ability to perform required statistical tasks. Further, findings revealed that participants’ conceptual knowledge related to critical concepts of ANOVA increased significantly after the individualized feedback. However, the increase in the conceptual understanding did not help participants to transform this knowledge into more formal understanding related to procedures underlying ANOVA. Moreover, even though, previous similar studies suggest that participants are consistent in using a single strategy for making inferential reasoning across datasets, in the present study, qualitative data analysis revealed that statistics learners demonstrate diverse patterns of inferential reasoning strategies when they were provided with different size of datasets each with varying amount of variability. As a result, findings support the use of an extended framework for describing and measuring the development of participants’ reasoning ability regarding consideration of variation in statistics education.

This study investigated the influence of using concept mapping as a teaching and learning tool on Saudi Pre-Service teachers' knowledge of teaching social studies. It also investigated Saudi Pre-Service teachers' perceptions of their learning environment, attitudes towards social studies and confidence towards teaching social studies, while undertaking a Social Studies Teaching Methods course.The Social Studies Teaching Methods course was delivered in the Education Faculty at Umm AI-Qura University, Makkah, Saudi Arabia. The 12-week course aimed at providing Pre-Service teachers with increased knowledge of teaching social studies.An action research methodology was adopted for the study, with constructivism and concept mapping providing the theoretical framework. The sample consisted of 30 Pre-Service teachers emolled in a Social Studies Teaching Methods course during semester 2,2007. Multiple methods of data collection and analysis were incorporated into this study. These methods included individual and group concept maps, a modified Arabic version of the Constructivist Learning Environment Survey (CLES), a modified Arabic version of the Test of Social Studies-Related Attitudes (TOSSRA), a modified Arabic version of the Social Studies Teacher Efficacy Belief Instrument (SSTEBI-B), three detailed case studies obtained using semi-structured interviews and journals, class reflection, and researcher self-reflection. All three instruments were modified, translated, validated and then used to measure Pre-Service teachers' perceptions before and after using concept maps within the Social Studies Teaching Methods course.From pre- to post-concept maps, Pre-Service teachers identified significantly more concepts, significantly increased the complexity of their concept maps, and were able to integrate and synthesise the course content in relevant and valid ways. The postconcept maps were found to be more extensive and complex than the pre-concept maps. All Pre-Service teachers moved from more general pre-concept maps to postconcept maps that incorporated more information, with more hierarchical organisation and more narrative detail. In general, the Pre-Service teachers had developed both a greater knowledge of teaching social studies in terms of curriculum, process, and skills, and developed greater mappmg skills as a consequence of using concept maps as an instructional tool in the Social Studies Teaching Methods course.Using concept maps as part of the teaching and learning process, the Pre-Service teachers perceived that their learning environment had become more personally relevant, they had a greater critical voice, there was more shared control and greater student negotiation. They also acknowledged the evolving nature of social studies. At the same time, the Pre-Service teachers had developed better attitudes towards social studies, enjoyment of social studies lessons, and career interest in social studies. The Pre-Service teachers had developed strong personal beliefs in their own efficacy as social studies teachers and had high expectation of the outcomes of social studies teaching at the end of the Social Studies Teaching Methods course.The three case studies further highlighted the use of concept maps as an effective teaching and learning strategy. More importantly, the case studies identified the interaction between the Pre-Service teachers as an important source of idea generation and knowledge construction within collaborative learning situations. The case studies highlighted the benefits of working in small groups, and emphasised expression of ideas, listening to others, and helping each other. The case study PreService teachers expressed critical voice and negotiation with one another.The Pre-Service teachers in the three case studies were enthusiastic about using concept maps as a teaching strategy in their practicum. However, they all faced substantial barriers in doing so primarily due to their lack of experience with concept maps. However, as they became more familiar with using concept maps over the period of the course, their confidence and their ability to use them increased. The time students needed to construct concept maps within the classroom and the large number of students in the classroom were identified as other limitations. These case study Pre-Service teachers believed that their secondary school students had developed positive attitudes towards working with concept maps and enjoyed and became more involved in their learning process.Against the background of Saudi traditional teaching and learning strategies, the use of concept maps has developed a learning environment where opportunities for engaging in collaborative construction of knowledge and negotiation of meaning were enhanced. The emphasis placed on open dialogue, incorporating justification, explanation and elaboration, assisted the Pre-Service teachers to better understand their own ideas and subsequently build a greater knowledge of teaching social studies.The findings reported in this thesis provide a detailed insight into a range of facets concerning the delivery of a Social Studies Teaching Methods course with Saudi PreService teachers as perceived by the Pre-Service teachers and the researcher. This study makes a distinctive contribution to the understanding of how Pre-Service teachers' knowledge and perceptions change after using concept maps in their Social Studies Teaching Methods course. This study has implications for social studies teacher educators in the development and instruction of teacher education programs, particularly within a Saudi context.

Os mapas conceituais (MCs) são úteis para representar o conhecimento dos alunos e promover a aprendizagem significativa. A análise detalhada de mapas conceituais pode revelar informações latentes que não são percebidas a partir da mera leitura do seu conjunto de proposições. O presente trabalho tem como objetivo propor a análise de vizinhança (AViz) como uma forma inovadora de analisar os MCs obtidos em sala de aula. A seleção de um conceito obrigatório (CO) permite verificar como os alunos o relaciona com outros conceitos, que são denominados conceitos vizinhos (CVs). MCs (n=69) sobre as mudanças climáticas formam o primeiro conjunto de dados empíricos que ratifica o potencial da AViz. O CO selecionado foi dispersão, a fim de analisar se os alunos conseguem relacioná-lo com o caráter global desse problema ambiental. Os padrões identificados a partir da AViz sugerem que, apesar de serem submetidos a uma mesma sequência didática, nem todos os alunos conseguiram utilizar o CO de forma adequada. Isso pode ser explicado a partir da Teoria da Aprendizagem Significativa de David Ausubel, que destaca o papel fundamental dos conhecimentos prévios no processo de assimilação de novas informações.
Concept 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.

Ziel dieser Arbeit ist es, die Verwendung von Modellen in schriftlichen Erklärungen optischer Phänomene vor dem Hintergrund eines praxisorientierten Modellbegriffs zu analysieren. Dafür wird ausgehend von einer bereits existierenden Charakterisierung von Modellen ein praxisrelevanter Modellbegriff entwickelt und dargelegt, wie Erklärungen in Bezug auf diesen Begriff zu verstehen sind. Als wesentliches Merkmal von Modellen stellt sich dabei ihre Position als funktionale Vermittler zwischen Ausschnitten von Phänomenen und Theorien heraus. Sprachliche Erklärungen sind demnach sprachliche Darstellungen von Modellen. Zur Untersuchung der Schwierigkeiten Physiklernender in schriftlichen Erklärungen wird ein geeignetes Verfahren zur Analyse der Modellstruktur in den Erklärungen entwickelt. Als geeignete Darstellung dieser Struktur erweisen sich Concept Maps, die hier jedoch noch um eine Kategorienstruktur erweitert werden. Das Verfahren zum Erstellen von kategorienorientierten Concept Maps kann in einer Vorstudie als reliabel und valide gekennzeichnet werden. In einer qualitativen Untersuchung von 64 Erklärungen Physikstudierender und Experten zu Phänomenen der optischen Hebung wird das Verfahren angewendet. Dabei können verschiedene Schwierigkeiten präzise benannt werden. Studierende führen das Phänomen teilweise einzig auf den Begriff der Brechung von Licht zurück, ohne diesen Zusammenhang präzise darzulegen. In einigen Erklärungen werden Begriffe aus nicht relevanten optischen Konzepten eingebunden, es fehlen zentrale Elemente oder Erklärungen zerfallen in Fragmente. Vor allem die Schnittstelle zwischen Phänomen und Theorie zeigt sich besonders fehleranfällig. Kategorienorientierte Concept Maps eignen sich auch, um auf Basis der fehlerbehafteten Erklärungen Vorschläge für konstruktive Interventionen zu entwickeln, die zu einer fachlich angemessenen Erklärung führen. Die Ergebnisse belegen die Notwendigkeit und Fruchtbarkeit eines praxisorientierten Modellbegriffs.
Goal 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.

The aim of this work is to introduce modular processing mechanisms for cortical functions implemented in networks of spiking neurons. Neural maps are a feature of cortical processing found to be generic throughout sensory cortical areas, and self-organisation to the fundamental properties of input spike trains has been shown to be an important property of cortical organisation. Additionally, oscillatory behaviour, temporal coding of information, and learning through spike timing dependent plasticity are all frequently observed in the cortex. The traditional self-organising map (SOM) algorithm attempts to capture the computational properties of this cortical self-organisation in a neural network. As such, a cognitive module for a spiking SOM using oscillations, phasic coding and STDP has been implemented. This model is capable of mapping to distributions of input data in a manner consistent with the traditional SOM algorithm, and of categorising generic input data sets. Higher-level cortical processing areas appear to feature a hierarchical category structure that is founded on a feature-based object representation. The spiking SOM model is therefore extended to facilitate input patterns in the form of sets of binary feature-object relations, such as those seen in the field of formal concept analysis. It is demonstrated that this extended model is capable of learning to represent the hierarchical conceptual structure of an input data set using the existing learning scheme. Furthermore, manipulations of network parameters allow the level of hierarchy used for either learning or recall to be adjusted, and the network is capable of learning comparable representations when trained with incomplete input patterns. Together these two modules provide related approaches to the generation of both topographic mapping and hierarchical representation of input spaces that can be potentially combined and used as the basis for advanced spiking neuron models of the learning of complex representations.

A humanidade passa por um intenso momento de transformações sociais, na qual se valoriza a interpretação de fenômenos, a criatividade e o pensamento crítico. Neste sentido, o ensino das ciências da natureza pode contribuir na formação dos cidadãos. Entretanto, no cotidiano escolar prevalece a compartimentalização das disciplinas, o que pode prejudicar tanto no entendimento sistêmico dos fenômenos, quanto na percepção das relações de influências dos seus pormenores. A busca pela alfabetização científica através de ferramentas de visualização (mapas conceituais), pode ser uma alternativa para essa modificar este cenário educacional. O objetivo desta pesquisa é analisar os conhecimentos e descrever os ingressantes da Escola de Artes, Ciências e Humanindades (EACH), em relação ao tema \"Ciência, Tecnologia e Sociedade\" e suas relações de influência. Para tal, foi realizado um estudo de caso exploratório-descritivo, a partir de mapas conceituais semi-estruturados (MCs). Os 53 MCs foram coletados na 5ª semana do Ciclo Básico da EACH, na disciplina do ACH 0011, ministrada no 1º semestre de 2009. Foram realizadas as seguintes análises: (1) \"semântica\", na qual todas as proposições (n = 683) foram categorizadas pelo consenso entre três especialistas em ensino de ciências, com o objetivo entender as intenções de significado dos mapeadores, na tentativa de responder a questão focal do MC; (2) \"estrutural\", na qual observou-se a complexidade da rede proposicional do MC, seguindo os parâmetros \"Densidade Proposicional\" (DP), \"Conceitos Iniciais com Múltiplas proposições\"(CIM) e \"Conceitos Finais com Múltiplas proposições\"(CFM), fundamental para agrupar os MCs para subsequentes comparações; (3) \"frequência das categorias dos grupos de maior e menor complexidade estrutural\", com o intuito de verificar a influência da estrutura dos MCs na intenção semântica das proposições; (4) \"conceitual das proposições da categoria \'Natureza da ciência\' dos grupos de maior e menor complexidade estrutural\", a fim de averiguar os conceitos mais utilizados em ambos os grupos. Os resultados indicaram o caráter multidisciplinar não transversal da educação básica brasileira ao evidenciar a preponderância da categoria \"Natureza da ciência\". Mostraram, também, não haver relação imediata entre a complexidade da estrutura dos MCs e as intenções semânticas das suas proposições. Ressalta-se que os procedimentos utilizados configuram-se como interessantes estratégias para o uso cotidiano nas salas de aula. Esta dissertação permitirá aos docentes da EACH obter maiores informações sobre os conhecimentos prévios dos seus ingressantes.
Humanity 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.

This is the 46th year of America as a "Space Faring Nation." Two generations of satellite-engineers have designed, developed, and refined the processes, technologies, and techniques for building satellites. The first generation of satellite pioneers has left the industry. The second generation of satellite engineers is rapidly approaching retirement. Much of the design process knowledge they have will depart with them unless it is codified in some usable way. A way to harvest, retain, and efficiently re-use the design process knowledge of the corps of senior satellite experts is needed to close the gaps among rapidly changing technologies, declining resources, and the need for new satellites. Design process knowledge can be adapted to the use of new materials, fabrication techniques, and resource constraints, if it is captured and made available for re-use. The search for possible cost savings and increases in efficiency is leading to the application of knowledge acquisition tools and knowledge management methods. This research project attempted to collect, understand, and reuse the knowledge of multiple domain experts on design processes that drive initial design decisions associated with translating "Requirements on Orbit" to "Design Requirements." This research applied concept maps as a knowledge acquisition and representation tool among multiple domain experts in the translation from a statement of requirements to design requirement specifications. There were three specific goals for this research. They were: (1) demonstrating how concept maps can be used for knowledge acquisition among multiple domain experts; (2) developing a prototype knowledge representation model from the concept maps for guiding the development of design requirements from "Statements of Requirements on Orbit" (3) assessing the utility of that prototype knowledge acquisition and representation model by examination of a limited problem set.

The thesis explores the hypothesis that an analysis of a Multi-dimensional Concept Map (MDCM) provides educators and researchers with different and possibly richer and broader insights into understanding of an issue — in this case that of digital technologies in education - than written responses alone. 'Multi-dimensionality' refers to the characteristics of multimodal hand-drawn or digitally produced concept maps, namely multi-layering and (remote) multi-authoring. Forty-eight pairs of concept maps were collected, in three case studies based in England and South Africa, all focusing on gaining insights into educators' understanding of the use of digital technologies in teaching and learning. The three groups of educators were undertaking one-year courses about using computers in classrooms, underpinned by three different perspectives on learning. information transmission, constructivism and social interaction. This study of pre- and post-course concept maps aims to answer the Research Question: How does multimodal concept mapping provide insights into educators' understanding about digital technologies? Both benefits and challenges were evident in the use of the three different methods of analysis that were used. Given the relatively low numbers, a qualitative analysis of scores is revealing whereas a quantitative analysis is unreliable; 'words', where they are used, provide a useful insight; a more encompassing semiotic analysis revealed some underlying 'positions' that surprised even the map makers themselves. A key methodological finding was that in social interaction contexts, concept maps are most valuable used as scaffolds for conversations between participants within `communities of practice' to promote shared insights into professional understanding of digital technologies. The findings were influenced by the four different roles assumed by the researcher: as an objective judge of data; as a community mentor; as an active community member; and as a researcher and community member inviting other members of that community to be co-researchers. The researcher learnt, as the project progressed, that the danger of becoming too close to the 'subjects' to be objective about the data was outweighed by the richness of the insights when the map makers engaged with the researcher and with trusted colleagues in analyzing the meaning of their pairs of concept maps.

This action research study investigated the feasibility of a novice teacher using concept maps as assessments in secondary science classes. The subjects in this study were the researcher, a novice pre-service science teacher, and students (n=35) in two classes of mixed-grade Foundations in Physics and Chemistry. This study tracked student and teacher experiences over an instructional unit in astronomy. All students received a 50-minute lesson on concept mapping, one class received three additional concept mapping lessons during the unit, then all students took a unit test with a paired short answer and concept map question. Student surveys were conducted to gather student feedback, and teacher reflective journaling was used to track teacher data. Data were analyzed using descriptive statistics. The results indicated that the extra concept mapping lessons did not result in higher scores on the concept maps or the paired short answer responses. The teacher journaling revealed that using concept mapping as an assessment tool was possible for a novice teacher. Advantages and barriers were identified.

This study focused on the extent to which professional development can bring about changes in ministerial leaders' thinking and practice, and was based on a constructivist approach to learning. The study adopted a qualitative methodology to answer the three research questions: 1. To what extent can professional development assist ministerial leaders to change their thinking about themselves as leaders and their actual leadership practices? 2.What changes (if any) occurred in each of the participants' conceptions of ministerial leadership during a Ministerial Leadership Development Program (MLDP)? 3. To what extent did changes in participants' thinking about ministerial leadership affect their actual practice? There were nineteen participants in a Ministerial Leadership Development Program which was conducted between March and October 2000 by the Uniting Church in Australia (Queensland Synod). Data were gathered at the beginning and end of the MLDP and one year after its completion. The methods used to collect data were concept maps of 'effective leaders', repertory grids based on participants' views of 'effective' and 'ineffective' leaders, interviews and a survey. The concept maps and repertory grids were completed at the beginning and end of the MLDP. The interviews and survey were conducted one year after the program was completed. The interviews were conducted with a small group of the participants (five) and the survey was completed by lay leaders from the congregations where the nineteen participants were ministering. For each of the five interviewees a case was constructed using methodological triangulation and an interpretive approach. Triangulation of the three types of data (concept maps, repertory grids and interviews) enabled identification of important components of individuals' thinking and practice. The survey produced data on the perspectives of lay leaders, thus enabling comparison between the perspectives of the ministerial leaders and their lay leaders. The study found a variety of initial conceptions of effective ministerial leadership amongst the participants. Most of these conceptions were related to leadership skills and qualities. Very few participants demonstrated an understanding of the nature of effective ministerial leadership at the beginning of the program. However, during the MLDP, the conceptions of participants developed and by the end of the program most of them demonstrated a more holistic understanding of the nature of leadership, and particularly, the nature of Christian leadership. In relation to changes in leaders' practice, the study found that significant changes were reported as taking place in leaders' practice and most of this was linked to their thinking changing first. Many of these changes in practice were attributed to the encouragement leaders received in mentor groups. These reported changes in practice were also supported by data from the lay leaders' survey. Thus there was consistency in data from ministerial leaders' perspectives and from lay leaders' perspectives. Apparent trends across the cases included links between the leaders' feelings of self confidence and their capacity to lead effectively; the difficulties associated with following a minister who had a very different conception of effective leadership from his/her own; the unrealistic expectations some congregational members have of their ministers; and the difficulty of moving a congregation from one understanding of ministry to another. The results of this study have implications for pre-service education, continuing education, and the policy-making committees of the Synod, and suggest fruitful areas for further research. The results of the research are discussed in relation to relevant literature. Implications of the findings for the appropriate stakeholders are highlighted, and some ongoing issues for ministerial leadership are raised.

This study focused on the extent to which professional development can bring about changes in ministerial leaders' thinking and practice, and was based on a constructivist approach to learning. The study adopted a qualitative methodology to answer the three research questions: 1. To what extent can professional development assist ministerial leaders to change their thinking about themselves as leaders and their actual leadership practices? 2.What changes (if any) occurred in each of the participants' conceptions of ministerial leadership during a Ministerial Leadership Development Program (MLDP)? 3. To what extent did changes in participants' thinking about ministerial leadership affect their actual practice? There were nineteen participants in a Ministerial Leadership Development Program which was conducted between March and October 2000 by the Uniting Church in Australia (Queensland Synod). Data were gathered at the beginning and end of the MLDP and one year after its completion. The methods used to collect data were concept maps of 'effective leaders', repertory grids based on participants' views of 'effective' and 'ineffective' leaders, interviews and a survey. The concept maps and repertory grids were completed at the beginning and end of the MLDP. The interviews and survey were conducted one year after the program was completed. The interviews were conducted with a small group of the participants (five) and the survey was completed by lay leaders from the congregations where the nineteen participants were ministering. For each of the five interviewees a case was constructed using methodological triangulation and an interpretive approach. Triangulation of the three types of data (concept maps, repertory grids and interviews) enabled identification of important components of individuals' thinking and practice. The survey produced data on the perspectives of lay leaders, thus enabling comparison between the perspectives of the ministerial leaders and their lay leaders. The study found a variety of initial conceptions of effective ministerial leadership amongst the participants. Most of these conceptions were related to leadership skills and qualities. Very few participants demonstrated an understanding of the nature of effective ministerial leadership at the beginning of the program. However, during the MLDP, the conceptions of participants developed and by the end of the program most of them demonstrated a more holistic understanding of the nature of leadership, and particularly, the nature of Christian leadership. In relation to changes in leaders' practice, the study found that significant changes were reported as taking place in leaders' practice and most of this was linked to their thinking changing first. Many of these changes in practice were attributed to the encouragement leaders received in mentor groups. These reported changes in practice were also supported by data from the lay leaders' survey. Thus there was consistency in data from ministerial leaders' perspectives and from lay leaders' perspectives. Apparent trends across the cases included links between the leaders' feelings of self confidence and their capacity to lead effectively; the difficulties associated with following a minister who had a very different conception of effective leadership from his/her own; the unrealistic expectations some congregational members have of their ministers; and the difficulty of moving a congregation from one understanding of ministry to another. The results of this study have implications for pre-service education, continuing education, and the policy-making committees of the Synod, and suggest fruitful areas for further research. The results of the research are discussed in relation to relevant literature. Implications of the findings for the appropriate stakeholders are highlighted, and some ongoing issues for ministerial leadership are raised.
Thesis (PhD Doctorate)
School of Cognition, Language and Special Education
Full Text

The purpose of this action research project was to determine how my practice of implementing Universal Design for Learning-Representation (UDL-R) principles influenced my students' understanding of content and enhanced their ability to organize their knowledge using concept maps. A secondary purpose of this action research project was to determine if student created concept maps served as a useful tool to enrich students' written scientific explanations. Students in this study completed concept maps and wrote explanations about adaptations before and after participating in lessons enriched with UDL-R principles that included the use of multi-media sources, website searches, and trade books. The processes used to collect data for this action research project were concept maps, written explanations, student notes, and videotaped accounts of learning from UDL-R principles. The themes that emerged were deeper content understanding for students and greater engagement in learning through UDL-R practices as evidenced through student notes, student discussions and videotaped accounts. The students in this study showed minimal change in the total average scores on concept maps with mixed results for males versus female students' scores. Although students' concept maps and written explanations indicated minimal improvement or change, their notes listing thirty to over one hundred facts and their comments indicated their interest and engagement in the learning process supported by UDL-R practices.
ID: 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

The development of spatial thinking proficiency has been increasingly demanded in Geographic Information System (GIS) education. Despite this educational trend, there is little empirical research on college students' spatial concept knowledge, which critically affects the quality of spatial thinking. This study addressed the following three research questions: 1) What differences exist between students' understandings of spatial concepts at the beginning, middle, and end of an introductory-level GIS course?, 2) What spatial misconceptions students may possess while taking an introductory-level GIS course?, and 3) Which spatial concepts are easy or hard for undergraduate students to understand? The researcher asked twelve participants who were taking an introductory-level GIS course to create concept maps about space and revised their concept maps in three experiment sessions. For the first question, the researcher scored the sixty obtained concept maps and statistically analyzed those scores to examine if there is any significant difference among the scores of the three experiment sessions. For the second question, the researcher examined participants' misconceptions by analyzing the incorrect statements of distortion, map projection, and scale. For the third question, the researcher statistically analyzed concept-based scores to examine if there is any significant difference among the scores of three different complexity levels. A main finding for the first question was that there was a significant difference among the scores of the concept maps created in the first session and the scores of the concept maps revised in the second and third sessions. This implied that participants could successfully revise their own original concept maps in the middle of a semester. The result of the study of the second question indicated that a half of participants misunderstood the concepts of map projections and scale. This result suggested that some undergraduate students may have difficulty shifting from scientifically inappropriate spatial concept knowledge to appropriate knowledge. Analysis of the third question resulted that the concept-based scores of simple spatial concepts are significantly higher than the scores of complicated spatial concepts. This result inferred that participants' scores decreased as the complexity of the concepts increased.

abstract: We apply a Bayesian network-based approach for determining the structure of consumers' brand concept maps, and we further extend this approach in order to provide a precise delineation of the set of cognitive variations of that brand concept map structure which can simultaneously coexist within the data. This methodology can operate with nonlinear as well as linear relationships between the variables, and utilizes simple Likert-style marketing survey data as input. In addition, the method can operate without any a priori hypothesized structures or relations among the brand associations in the model. The resulting brand concept map structures delineate directional (as opposed to simply correlational) relations among the brand associations, and differentiates between the predictive and the diagnostic directions within each link. Further, we determine a Bayesian network-based link strength measure, and apply it to a comparison of the strengths of the connections between different semantic categories of brand association descriptors, as well as between different strategically important drivers of brand differentiation. Finally, we apply a precise form of information propagation through the predictive and diagnostic links within the network in order to evaluate the effect of introducing new information to the brand concept network. This overall methodology operates via a factorization of the joint distribution of the brand association variables via conditional independence properties and an application of the causal Markov condition, and as such, it represents an alternative approach to correlation-based structural determination methods. By using conditional independence as a core structural construct, the methods utilized here are especially well- suited for determining and analyzing asymmetric or directional beliefs about brand or product attributes. This methodology builds on the pioneering Brand Concept Mapping approach of Roedder John et al. (2006). Similar to that approach, the Bayesian network-based method derives the specific link-by-link structure among a brand's associations, and also allows for a precise quantitative determination of the likely effects that manipulation of specific brand associations will have upon other strategically important associations within that brand image. In addition, the method's precise informational semantics and specific structural measures allow for a greater understanding of the structure of these brand associations.
Dissertation/Thesis
Ph.D. Business Administration 2013

Efficiently exploring a collection of text documents in order to answer a complex question is a challenge that many people face. As abundant information on almost any topic is electronically available nowadays, supporting tools are needed to ensure that people can profit from the information's availability rather than suffer from the information overload. Structured summaries can help in this situation: They can be used to provide a concise overview of the contents of a document collection, they can reveal interesting relationships and they can be used as a navigation structure to further explore the documents. A concept map, which is a graph representing concepts and their relationships, is a specific form of a structured summary that offers these benefits. However, despite its appealing properties, only a limited amount of research has studied how concept maps can be automatically created to summarize documents. Automating that task is challenging and requires a variety of text processing techniques including information extraction, coreference resolution and summarization. The goal of this thesis is to better understand these challenges and to develop computational models that can address them. As a first contribution, this thesis lays the necessary ground for comparable research on computational models for concept map--based summarization. We propose a precise definition of the task together with suitable evaluation protocols and carry out experimental comparisons of previously proposed methods. As a result, we point out limitations of existing methods and gaps that have to be closed to successfully create summary concept maps. Towards that end, we also release a new benchmark corpus for the task that has been created with a novel, scalable crowdsourcing strategy. Furthermore, we propose new techniques for several subtasks of creating summary concept maps. First, we introduce the usage of predicate-argument analysis for the extraction of concept and relation mentions, which greatly simplifies the development of extraction methods. Second, we demonstrate that a predicate-argument analysis tool can be ported from English to German with low effort, indicating that the extraction technique can also be applied to other languages. We further propose to group concept mentions using pairwise classifications and set partitioning, which significantly improves the quality of the created summary concept maps. We show similar improvements for a new supervised importance estimation model and an optimal subgraph selection procedure. By combining these techniques in a pipeline, we establish a new state-of-the-art for the summarization task. Additionally, we study the use of neural networks to model the summarization problem as a single end-to-end task. While such approaches are not yet competitive with pipeline-based approaches, we report several experiments that illustrate the challenges - mostly related to training data - that currently limit the performance of this technique. We conclude the thesis by presenting a prototype system that demonstrates the use of automatically generated summary concept maps in practice and by pointing out promising directions for future research on the topic of this thesis.

碩士
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.

碩士
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.

Um Lernende schon frühzeitig auf die komplexen Problemsituationen der Arbeitswelt vorzubereiten, muss die Ausbildung zukunftsfähig gestaltet werden. Dafür ist ein aktiver und selbstgesteuerter Umgang mit komplexen Sachverhalten erforderlich. Vor diesem Hintergrund werden verstärkt Komplexe Lehr-Lern-Arrangements, z. B. Planspiele, eingesetzt. Lernende werden auf diese Weise spielerisch mit authentischen realitätsnahen Situationen konfrontiert. Hierbei gilt es zu beachten, dass Planspiele selbst bei einer angemessenen Konstruktion nicht automatisch lernwirksam sind. Umfangreiche Forschung hat gezeigt, dass Planspiele keine Selbstläufer sind und es einer instruktionalen Unterstützung, z. B. durch den Einsatz von Lernstrategien, bedarf. Eine mögliche Lernstrategie stellt dabei die Anwendung von Concept Maps dar, da gerade diese Lernstrategie das Verständnis von Zusammenhängen besonders gut fördern kann. Dabei hat die Forschung zu Concept Mapping gezeigt, dass insbesondere fachlich und methodisch unerfahrene Lernende instruktional unterstützt werden müssen. Eine Möglichkeit ist dabei, den Lernenden Feedback zu ihren erstellten Concept Maps zu geben, um ihre kognitive Belastung zu reduzieren. Für die Untersuchung wurden die beiden Forschungsstränge zum Concept Mapping und zum Feedback miteinander verbunden. Ziel der Untersuchung war es herauszufinden, inwieweit Feedback zu Concept Maps tatsächlich zu einer Verbesserung der Lernleistung führt und welches Feedback dabei ggf. lernwirksamer ist. Des Weiteren stellte sich die Frage, inwieweit die Lernwirksamkeit eines ergänzenden Feedbacks bzw. die Art des Feedbacks von personalen oder situativen Einflussfaktoren abhängt. Vor diesem Hintergrund wurden drei Forschungsfragen bearbeitet: 1) Inwieweit ist ergänzendes Feedback (FB) zu erstellten Concept Maps lernwirksamer als die Erstellung von Concept Maps ohne ergänzendes Feedback? 2) Welches Feedback ist lernwirksamer: einfaches (EiFB) oder elaboriertes Feedback (ElFB)? 3) Inwieweit beeinflussen das Vorwissen, die Sprachfähigkeit, die Einschätzung des Umgangs mit Concept Mapping, die Einschätzung der Nützlichkeit des Feedbacks, die Einschätzung des Umgangs mit Fehlern sowie die Aufgabenanforderungen der Lernaufgabe die Lernwirksamkeit des Feedbacks? Die Untersuchung wurde im Rahmen des betriebswirtschaftlichen Planspielunterrichts durchgeführt. Ausgewählt wurde das von der BTI GmbH entwickelte Planspiel Easy BusinessTM, welches spielerisch den Wertschöpfungsprozess eines Produktionsunternehmens vermittelt und die Schüler die Folgen des Handelns in der jährlichen Rechnungslegung erleben lässt. Um die Lernwirksamkeit zu operationalisieren, wurde der Wissenserwerb anhand der Ergebnisse eines Paralleltests (Vortest, 1. Nachtest und 2. Nachtest) sowie anhand der Qualität der erstellten Maps analysiert. Auf diese Weise dienten die Concept Maps nicht nur der instruktionalen Unterstützung, sondern wurden auch zur Wissensdiagnose verwendet. Als Erhebungsinstrumente wurden weiterhin ein Sprachfähigkeitstest und ein Fragebogen zur Einschätzung des Umgangs mit Concept Mapping, der Nützlichkeit des Feedbacks sowie des Umgangs mit Fehlern eingesetzt. An der Feldstudie nahmen 83 Schülerinnen und Schüler achter und neunter Klassen zweier sächsischer Mittelschulen im Rahmen der Berufsvorbereitung teil. Das Durchschnittsalter betrug 13,9 Jahre. Die Untersuchung erstreckte sich über zwei Tage. Vor der Intervention wurde ein Vortest als Paralleltest (1. Teil des Paralleltests) und ein Sprachfähigkeitstest (Wilde-Intelligenz-Test 2) eingesetzt. In der abschließenden Testphase wurde der 1. Nachtest (2. Teil des Paralleltests) durchgeführt. Zusätzlich erhielten die Probanden einen Fragebogen, um die Methode des Concept Mapping und die Nützlichkeit des Feedbacks zu bewerten sowie den allgemeinen Umgang mit Fehlern einzuschätzen. Nach 9 Wochen wurde ein 2. Nachtest durchgeführt. Die Probanden wurden einer Kontrollgruppe (n=27), welche lediglich das Planspiel spielte, oder einer von drei Experimentalgruppen, kein FB (n=18), EiFB (n=18) oder ElFB (n=20), zugeordnet. In Vorbereitung auf die Untersuchung wurde die Methode des Concept Mapping eingeübt. Das Erstellen der Concept Maps wurde in den Planspielunterricht integriert. Dabei wurden von den Probanden der Experimentalgruppen insgesamt drei Mapping-Aktivitäten zu den wichtigsten Zusammenhängen durchgeführt. Die Gruppe kein FB erstellte lediglich die drei Concept Maps. Die Gruppe EiFB erhielt zusätzlich einfaches Feedback in Form des jeweiligen Referenzmaps als richtige Lösung. Nach jeder der drei Mapping-Aktivitäten wurde ein Referenzmap zur Verfügung gestellt, mit dem sich die Schüler intensiv auseinandersetzen sollten. Zusätzlich konnten sie in einer Kopie ihrer zuvor angefertigten Concept Maps Änderungen vornehmen. Die Gruppe ElFB erhielt ebenfalls einfaches Feedback in der beschriebenen Form. Darüber hinaus wurden Fehler exemplarisch anhand eines Schülernetzes sowie die drei Referenznetze in einem Lehrer-Schüler-Gespräch besprochen. Die Ergebnisse zeigen zunächst tendenziell, dass das Concept Mapping gegenüber der alleinigen Durchführung des Planspiels vorteilhaft ist. Bezogen auf das Feedback sind die Ergebnisse nicht eindeutig. Feedback (insbesondere elaboriertes Feedback) zu Concept Maps im betriebswirtschaftlichen Planspielunterricht scheint insbesondere für Probanden mit niedrigem Vorwissen und niedriger Sprachfähigkeit lernwirksam zu sein, wobei sich diese Effekte nur kurzfristig zeigen. Probanden, welche Feedback erhalten, sind in der Lage, Concept Maps mit einer höheren Qualität zu erstellen, als Probanden, welche kein Feedback erhalten. Dabei zeigt sich ein tendenzieller Vorteil des elaborierten gegenüber dem einfachen Feedback. Vor dem Einsatz der Methode Concept Mapping in Verbindung mit Feedback sollte daher das Vorwissen und die Sprachfähigkeit überprüft werden und entsprechend der Fähigkeiten Feedback angeboten werden. Um auch langfristige Effekte zu erzielen, ist es ratsam, die Methode Concept Mapping mehr zu üben und in den Lernprozess zu integrieren. Insbesondere im Unterrichtskontext könnten Lehrpersonen das Concept Mapping als kontinuierliche Methode einsetzen und in Abhängigkeit von individuellen Voraussetzungen und Aufgabenanforderungen um Feedback ergänzen. Die Anwendungsgebiete des Concept Mapping als Lernstrategie und als Diagnoseinstrument könnten dabei verbunden werden. Ergänzende Fehleranalysen der Maps könnten der Lehrperson helfen, falsche und fehlende Zusammenhänge zu identifizieren. Indem das Feedback entsprechend der Bedürfnisse der Lernenden mit der Methode des Concept Mapping verbunden wird, ist es somit möglich, den Planspielunterricht so zu unterstützen, dass eine Tiefenverarbeitung der erlernten Inhalte erreicht wird und die Lernenden auf die komplexen Anforderungen des beruflichen Alltags vorbereitet werden.:Inhaltsverzeichnis Abkürzungsverzeichnis Abbildungsverzeichnis Tabellenverzeichnis 1 Einleitung 2 Feedback in Lehr-Lernprozessen 2.1 Theoretische Grundlagen zum Feedback in Lehr-Lernprozessen 2.1.1 Bestimmung des Begriffs Feedback in Lehr-Lernprozessen 2.1.2 Funktionen und Ebenen von Feedback in Lehr-Lernprozessen 2.1.3 Klassifikation von Feedback in Lehr-Lernprozessen 2.1.3.1 Klassifikation von Feedback in Lehr-Lernprozessen anhand ausgewählter Kriterien 2.1.3.2 Klassifikation von Feedback in Lehr-Lernprozessen anhand des Kriteriums der Komplexität der Feedbacknachricht nach einfachem und elaboriertem Feedback 2.1.4 Feedbackmodelle zur Feedbackrezeption und/oder -gestaltung 2.1.4.1 Makromodelle von Kulhavy und Stock (1989) sowie von Bangert-Drowns u. a. (1991) 2.1.4.2 Mikromodell von Narciss (2006) 2.1.4.3 Rahmenmodell von Strijbos und Müller (2014) 2.1.4.4 Erweitertes Rahmenmodell zur Gestaltung und Verarbeitung von Feedback 2.2 Empirische Befunde zur Lernwirksamkeit des Feedbacks 2.2.1 Überblick über Metanalysen zur Lernwirksamkeit von Feedback 2.2.2 Studien zur Lernwirksamkeit des Feedbacks in Abhängigkeit von der Komplexität der Feedbacknachricht 2.2.3 Studien zur Lernwirksamkeit des Feedbacks in Abhängigkeit von der Feedback-Form 2.2.4 Studien zur Lernwirksamkeit des Feedbacks in Abhängigkeit von (inter-) personalen Faktoren 2.2.5 Studien zur Lernwirksamkeit des Feedbacks in Abhängigkeit von situativen Faktoren 2.2.6 Zusammenfassung der empirischen Befunde zur Lernwirksamkeit des Feedbacks 3 Concept Maps in Lehr-Lernprozessen 3.1 Theoretische Grundlagen zu Concept Maps in Lehr-Lernprozessen 3.1.1 Bestimmung des Begriffs und Klassifikation von Concept Maps 3.1.2 Anwendungsgebiete von Concept Maps in Lehr-Lernprozessen 3.1.3 Theoretische Ansätze zur Lernwirksamkeit von Concept Maps 3.2 Empirische Befunde zur Lernwirksamkeit von Concept Maps 3.2.1 Überblick über Metanalysen zur Lernwirksamkeit von Concept Maps 3.2.2 Studien zum Einfluss von Vorwissen, verbalen Voraussetzungen, kognitiven Fähigkeiten und dem Training der Methode auf die Lernwirksamkeit von Concept Maps 3.2.3 Studien zur Lernwirksamkeit von Feedback zu Concept Maps 4 Empirische Untersuchung zur Lernwirksamkeit von Feedback zu Concept Maps – Konzeption, Erhebung und Auswertung 4.1 Gestaltung der Untersuchung 4.1.1 Fragestellungen und Hypothesen 4.1.2 Stichprobe und Untersuchungsdesign 4.2 Gestaltung der Lernmaterialien und Interventionsmaßnahmen 4.2.1 Planspielunterricht mit Easy Business 4.2.2 Gestaltung des Concept Mapping 4.2.3 Gestaltung des Feedbacks 4.3 Erhebungsinstrumente 4.3.1 Wissenstest als Paralleltest 4.3.2 Sprachfähigkeitstest 4.3.3 Fragebogen zur Einschätzung des Umgangs mit Concept Mapping, der Nützlichkeit des Feedbacks sowie des Umgangs mit Fehlern 4.4 Auswertung der Wissenstests und des Sprachfähigkeitstests 4.4.1 Auswertung der Wissenstests 4.4.2 Auswertung des Sprachfähigkeitstests 4.5 Auswertung der Concept Maps 4.5.1 Kategoriale und strukturelle Inhaltsanalyse 4.5.2 Qualitative Bewertung der Concept Maps 4.6 Auswertung des Fragebogens zur Einschätzung des Umgangs mit Concept Mapping, des Umgangs mit Fehlern sowie der Nützlichkeit des Feedbacks 4.6.1 Auswertung des Teil-Fragebogens zur Einschätzung des Concept Mapping 4.6.2 Auswertung des Teil-Fragebogens zur Einschätzung der Nützlichkeit des Feedbacks 4.6.3 Auswertung des Teil-Fragebogens zur Einschätzung des Umgangs mit Fehlern 5 Empirische Untersuchung zur Lernwirksamkeit von Feedback zu Concept Maps – Analysen und Ergebnisse 5.1 Analysen zum Einfluss der Art des Feedbacks 5.1.1 Analysen zum Einfluss der Art des Feedbacks auf den Wissenserwerb 5.1.1.1 Analyse der Lernwirksamkeit des Concept Mapping 5.1.1.2 Gruppenunterschiede hinsichtlich des Wissenserwerbs 5.1.1.3 Einfluss von personalen und weiteren Faktoren auf den Wissenserwerb 5.1.1.3.1 Einfluss von Vorwissen, Sprachfähigkeit, der Einschätzung zum Umgang mit Concept Mapping und zum Umgang mit Fehlern auf den Wissenserwerb 5.1.1.3.2 Einfluss von niedrigem bzw. hohem Vorwissen auf den Wissenserwerb 5.1.1.3.3 Einfluss von niedriger bzw. hoher Sprachfähigkeit auf den Wissenserwerb 5.1.1.4 Einfluss des Lernzielniveaus auf den Wissenserwerb 5.1.1.4.1 Gruppenunterschiede hinsichtlich des Wissenserwerbs für einfache Aufgaben 5.1.1.4.2 Gruppenunterschiede hinsichtlich des Wissenserwerbs für komplexe Aufgaben 5.1.1.5 Einfluss von personalen und weiteren Faktoren auf den Wissenserwerb einfacher bzw. komplexer Aufgaben 5.1.1.6 Zusammenfassung der Ergebnisse und Bewertung der Hypothesen hinsichtlich des Wissenserwerbs 5.1.2 Einfluss der Art des Feedbacks auf die Qualität der Maps 5.1.2.1 Gruppenunterschiede hinsichtlich der Map-Qualität 5.1.2.2 Einfluss des Vorwissens, der Sprachfähigkeit, der Einschätzung zum Umgang mit Concept Mapping und zum Umgang mit Fehlern auf die Qualität der Maps 5.1.2.3 Zusammenfassung der Ergebnisse und Bewertung der Hypothesen hinsichtlich der Qualität der Maps 5.1.3 Einfluss der Qualität der Maps auf den Wissenserwerb 5.1.3.1 Einfluss der Qualität des 1., 2. und 3. Maps auf den 1. bzw. 2. Nachtest 5.1.3.2 Einfluss von niedriger bzw. hoher Qualität des 2. Maps auf den Wissenserwerb 5.1.3.3 Einfluss von niedriger bzw. hoher Qualität des 3. Maps auf den Wissenserwerb 5.1.3.4 Einfluss der Qualität des 1., 2. und 3. Maps auf den Wissenserwerb einfacher und komplexer Aufgaben 5.1.3.5 Zusammenfassung der Ergebnisse und Bewertung der Hypothesen zum Einfluss der Qualität der Maps auf den Wissenserwerb 5.2 Analysen zum Umgang mit dem Feedback sowie Analyse der Fehler in den Concept Maps 5.2.1 Analysen zum Umgang mit dem Feedback 5.2.2 Analysen der Fehler in den Concept Maps 5.2.3 Zusammenfassung der Ergebnisse zum Umgang mit dem Feedback und der Fehleranalyse 5.3 Interpretation der Ergebnisse 6 Schlussbetrachtung 6.1 Zusammenfassung 6.2 Kritische Würdigung, Optimierungsvorschläge und Ausblick Literaturverzeichnis

碩士
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.