Application Of Concept Mapping Research Articles

Exploring barriers and promoters of CRC screening use among agricultural operators: a pilot study of an application of concept mapping

Exploring barriers and promoters of CRC screening use among agricultural operators: a pilot study of an application of concept mapping

Using concept maps to surf semantic waves in the pursuit of powerful knowledge structures

The evolution of concept mapping has benefitted from the robust theoretical basis provided by Ausubelian learning theory. However, for concept mapping to maintain its relevance and to keep pace with the evolutionary changes in the educational context, it is vital that educational researchers and classroom practitioners can augment this theoretical base with contemporary learning theories that will help to improve the application of concept mapping and increase the likelihood that the goal of meaningful learning will be achieved in practice. This involves shifting the focus of concept mapping from product to process and the role of the learner from ‘being’ to ‘becoming.’ The act of concept mapping needs to be viewed as a way of mastering learning rather than of mastering specific content. We propose the consideration of the explicit role of semantic waves as an improvement from simplistic knowledge representation towards the development of more complex knowledge modelling as a way of developing powerful knowledge structures.

Application of concept mapping in telepharmacy model development for prescription filling at primary care clusters

Application of concept mapping in telepharmacy model development for prescription filling at primary care clusters

USE OF CONCEPT MAPPING FOR TEACHING ECONOMICS

Economics which is a social science, studies certain activities of the people living in the society. To make economics teaching practical and to awaken the sense of responsibility, it is necessary that the school should give students theoretical as well as practical knowledge, which may be linked to their day to day life. Many writers and economists lay stress on the practical aspect of economics teaching. The famous economist Marshall has written, “ The aims of study of economics are to gain knowledge for its own sake and to obtain guidance in the practical conduct of life and specially in social life.” Binning and Binning have written about the aims of economics teaching, “The aim of secondary school economics should be to teach modern economics principles by observation and through an understanding of current practices.” They further have written, “Pupils should be trained to apply sound economics theory to everyday life.” So, the teachers should adopt effective teaching strategies to improve the competency of students in the application of theory in the social setting. Concept mapping is one method of teaching that encourage students’ meaningful learning. By the time of the First International Conference on Concept Mapping in 2004, the application of concept mapping had been empirically evaluated for efficiency and effectiveness as a knowledge elicitation method ( Hoffman et al., 2002) and a method to solve problems in the workplace ( Freeman, 2004). This paper presents the theoretical framework and origin of concept maps and a sample lesson plan on “Organization of Production”.

Exploring Research Trends of Physics Concept Mapping in Physics Learning: Bibliometric Analysis

Research related to the application of concept mapping in physics learning is increasing and has become a trending topic for decades. This research purpose are (1) Analyze the research network and visualization concept mapping research in physics learning and contributions to learning physics (2) Analyze contribution of Indonesian Researchers on Concept mapping research (3) Analyze research recommendations related to concept mapping in physics learning. This bibliometric analysis using Scopus database in 2012-2023 period documents and analyze by VOSviewer. Visualization results with physics concept mapping be found in 6 clusters with the dominant items are mapping, students, and physics. The implementation of concept mapping in physics learning has many impact there are conceptual understanding, student performance, learning outcome, problem solving and physics misconception. Indonesia has contribute in physics concept mapping research with Universitas Negeri Manado being the most productive affiliations, Polukan c. being the most productive author and the most cited publication is “The effectiveness of Concept Mapping Content Representation Lesson Study (ComCoReLS) model to improve skills of Creating Physics Lesson Plan (CPLP) for pre-service physics teacher”. Based on network visualization the research recommendation about physics concept mapping are about concept mapping’s research in problem solving and misconceptions.

Fostering Clinical Judgement Ability among Nursing Students by Application of Concept Mapping in the City of Bangalore, India

Each clinical encounter demands competent clinical skills and expertise from a student nurse. This period also becomes the most challenging as many have trouble linking theory with practice. Thus, they experience less confidence at the bedside of patients. Delivering high-quality, safe nursing care at the bedside requires sound clinical judgement. Nurses with clinical judgement have evidence-based knowledge enabling them to identify intuitively salient patient care information and respond accordingly. Developing these critical clinical judgement abilities takes time, and many new nurses lack them. Concept mapping is a robust instructional technique that may assist novice nurses in making links between many aspects of nursing care concepts, allowing for the development of clinical judgement. This study aimed to determine the usefulness of the concept mapping approach to foster clinical judgement among nursing students in Bangalore, India. A quantitative, quasi-experimental pretest-post-test design with a control group was implemented among Bachelor of Science in Nursing students. The subjects were undergoing medical-surgical nursing courses in four nursing colleges in an urban setting. The allocation of four colleges to the control and experimental group was random. A sample size of 300 participants completed a questionnaire on baseline characteristics and the Lasater Clinical Judgement Rubric. The experimental group was taught using the concept mapping technique, and participants prepared a concept map for their assigned patient in the clinical area. The intervention group’s mean pretest clinical judgement score was 18.24 (SD = 3.17), while the control group’s was 20.18 (SD = 4.85). The intervention group’s mean post-test clinical judgement score (29.56, SD = 5.42) is greater than the control group’s (22.33, SD = 4.63). The experimental group had a substantially higher post-test clinical judgement score (t = 3.99, P<0.001) than the control group. The findings imply that concept mapping will help nursing students improve their clinical judgement abilities.

Concept Mapping in Teaching Mathematics in Slovakia: Pedagogical Experiment Results

The paper deals with the application of concept mapping in teaching mathematics at the primary level of education (ISCED 1), as well as the experimental verification of its qualitative contribution to the process of education. The authors present results obtained in a sample survey aimed at monitoring possibilities of influencing pupils’ relationship to teaching and mastery of mathematics using digital concept maps within the process of pedagogical intervention. The authors tested the degree to which digital concept maps influence changes in the pupils’ opinions and attitudes to mathematics (subject popularity, interest in the subject, easiness of understanding, fear and apprehension of mathematics) while explaining and fixating the curriculum of selected mathematics topics in the third grade of a primary school. The results of the experiment did not confirm that teaching supported by concept maps contributes to reducing pupils’ negative attitudes towards subjects, particularly in mathematics at the primary level (ISCED 1). Due to the pedagogical intervention of concept mapping, no statistically significant changes occurred in the pupils’ attitudes to the observed factors of mathematics. However, the authors have come up with research findings that may be notable in the field of branch didactics of mathematics and digital technologies.

Concept Mapping as a Metacognition Tool in a Problem-Solving-Based BME Course During In-Person and Online Instruction.

Metacognitive skills can have enormous benefits for students within engineering courses. Unfortunately, these metacognitive skills tend to fall outside the content area of most courses, and consequently, they can often be neglected in instruction. In this context, previous research on concept mapping as a teaching strategy points to meaningful learning. The purpose of this innovation paper is to report an application of concept mapping (1) to facilitate metacognition steps in students, and (2) to identify the muddiest points students struggle with, during both in-person and online instruction of a problem-solving-based biomedical engineering course. This innovation article also looks at the usefulness of concept mapping through instructor and student perceptions and students’ class performance. The entire concept mapping intervention was conducted during weeks 8–10 of the Spring 2019 in-person quarter and during weeks 3–4 and 8–10 of the Spring 2021 online quarter. The exercise involved concept mapping, explanation and discussion with peers, and answering structured reflection prompts. Each concept map activity was contextualized to the metacognitive knowledge domain of the revised Bloom’s taxonomy. The average class performance was compared between students who completed concept mapping vs. those who did not, using a t-test and one-way ANOVA at alpha = 0.05 significance level followed by a Tukey HSD test. Students’ concept maps and reported answers were analyzed qualitatively following the concept mapping intervention. During the Spring 2019 in-person quarter, 59.30% of students completed concept mapping with reflection, whereas 47.67% completed it in spring 2021 online instruction. A two-tailed, unpaired t-test indicated that concept mapping did not significantly enhance students’ class performance (p > 0.05) within each of the in-person and online instructions. Peers’ suggestions to students to improve concept maps revealed themes related to course concepts, prerequisite concepts, and the act of concept mapping itself. Concept mapping was effective in revealing the muddiest points of the course. Concept mapping did not significantly enhance students’ class performance either in-person or online instruction (effect sizes were 0.29 for the 2019 in-person quarter and 0.33 for the 2021 online quarter). However, instructors and students’ perceptions reflected that concept mapping facilitated metacognition in a problem-solving-based biomedical engineering course both during in-person and online instruction. Most students (78%) were optimistic about the usefulness of concept mapping for this course, and 84% were inclined to apply it for a variety of other courses.Supplementary InformationThe online version contains supplementary material available at 10.1007/s43683-022-00066-3.

IMPLEMENTATION OF SSI CONCEPT MAPPING AS A DYNAMIC LEARNING ENVIRONMENT TO ENHANCE STUDENTS' SCIENTIFIC PERFORMANCE

The presented research focuses on verifying the confluent application of concept mapping (CM) and socio-scientific issues (SSI) according to the value-laden and moral dilemma orientation to construct problem-solving performance. This research sets up some perspectives for all 146 participants, including 139 students and 7 experts. All findings reveal that the design of SSICM contexts includes a rebuttal process and incense claim to improve students' argument response (16.4%), to increase content knowledge and illuminate their science learning by argumentations. To develop an assessment tool with high validity and reliability (Cronbach's α > .9) and find positive presentations of all learning attitudes in the SSICM context, learning environment and results will concern the best argumentation process. Students’ interview responses and SWOT analysis of teachers indicate that SSICM's use of argument in the classroom is a real benefit. The research provided a better paradigm of attempts to combine analytical and academic hypotheses to explain literature sources by teachers, researchers, textbook developers, and editors. Keywords: concept mapping (CM), problem-solving, socio-scientific issues (SSI), SSICM contexts

Enhancing Student Academic Performance: Application Of Concept Mapping

Enhancing Student Academic Performance: Application Of Concept Mapping

Differences in Community Members' and Academics' Perceptions of Factors Contributing to Food Insecurity and Obesity among Mexican Immigrants: An Application of Concept Mapping.

Differences in Community Members' and Academics' Perceptions of Factors Contributing to Food Insecurity and Obesity among Mexican Immigrants:An Application of Concept Mapping Karen T. D'Alonzo, PhD, RN, APNC, FAAN, Frances Munet Vilaró, PhD, RN, Lisa Garsman, PhD, RN, APNC, Scott R. Rosas, PhD, and Maria Vivar Purpose • This study described and statistically evaluated the factors felt to contribute to weight gain and obesity among Mexican immigrant families. • Specifically, we focused on the differences and similarities in perceptions among community members and academics in a community-academic partnership. Problem • Community-based participatory research has been described as a collaborative approach where community members, organizational representatives, and academic researchers all participate in the research process. • As research partners, community members and academics may find some common ground in identification of problems, but frequently differ in their perception of the cause of those problems and struggle with finding common ground. • Failure to account for these differences ultimately leads to issues with the design of community health programs. • Group concept mapping is a research approach that lends itself well to the conduct of community-based participatory research and the results can be used to easily compare the perceptions of different groups of participants. Findings • We examined two separate concept maps generated by the two independent groups, one consisting of community members and the other consisting of academic members. • The results indicated the conceptualized patterns, represented by the two concept maps, were more similar than expected by chance, although meaningful differences existed. • Members of the Mexican immigrant community categorized their personal experiences attempting to incorporate healthy eating and physical activity into their lifestyles. • In contrast, academics tended to organize their thinking based on prior knowledge of the concepts. [End Page e9] Who Should Care Most? • Mexican immigrants and their families, local government officials, health care providers, educators. Recommendations • Building from the primary study, this analysis was a step in generating the knowledge needed for intervention planning and development. [End Page e10] Karen T. D'Alonzo School of Nursing, Rutgers, The State University of New Jersey Frances Munet Vilaró School of Nursing, Rutgers, The State University of New Jersey Lisa Garsman School of Nursing, St. Peter's University Jersey City Scott R. Rosas Concept Systems Incorporated Ithaca Maria Vivar Lazos America Unida Copyright © 2021 Johns Hopkins University Press

Differences in Community Members' and Academics' Perceptions of Factors Contributing to Food Insecurity and Obesity among Mexican Immigrants: An Application of Concept Mapping.

Community-based participatory research has been identified as an approach to research where community members, organizational representatives, and academic researchers all participate in the research process. As research partners, community members and academics may find some common ground in identification of problems, but frequently differ in their perception of the cause of those problems and struggle with arriving at a "shared interpretation" of the data. Failure to account for these differences ultimately leads to issues with the design of interventions. Group concept mapping is a rigorous mixed-methods approach that lends itself well to the conduct of community-based participatory research and the results can be used to systematically compare the conceptualized models of different groups of participants. Building from a previous study, where group concept mapping was used to describe the factors felt to contribute to weight gain and obesity among Mexican immigrant families, this study described and statistically evaluated the different conceptualizations between community members and academicians. Using a Procrustean comparison approach and permutation strategy, we assessed the spatial correspondence of concept maps generated by the two independent community members and academic groups. The results indicated the conceptualized patterns, represented by the two multidimensional scaling configurations (i.e., concept maps) produced by community and academic groups, were more similar than expected by chance, although meaningful differences existed. We describe how these differences in perspective have important implications for the cooperative development of an intervention addressing the multiple factors related to the perceived causes of obesity.

CONCEPT MAPPING MEDIA TO ENHANCE SCIENCE LEARNING OUTCOMES OF FIFTH GRADE STUDENTS IN SD ISLAM PERTIWI NUSANTARA MAKASSAR

This research was initiated by the low learning outcomes of students, the application and the selection of learning methodsdo not match, so the researcher conducted a learning experiment using the concept mapping media. The formulation of the problem in this study "Is there any influence of using concept mapping media on IPA learning outcomes of fifth-grade students in SD Islam Pertiwi Nusantara Makassar? The purpose of this study is to determine the influence of concept mapping application on learning outcomes of fifth-grade students in SD Islam Pertiwi Nusantara Makassar. The research approach was quantitative with a quasi-experimental research type. The sampling technique was simple random sampling. The population in this study were all students and there were 190 students participated in the IPA learning activity in the even semester of 2019/2020 academic year at SD Islam Pertiwi Nusantara Makassar, the sample taken was grade V students of SD Islam Pertiwi Nusantara, Makassar. Data collection techniques were test methods, questionnaires, and observations. The data analysis technique used was one-way covariate analysis (ANAKOVA) that previously tested prerequisites, namely normality, and homogeneity. The results of this study indicate the results of the ANACOVA post-test are 0.030. 0.030 < 0.05, then ???????? is rejected and ???????? is accepted, it means that there is an influence of meta-concepts on learning outcomes of students of SD Islam Pertiwi Nusantara. So, it can be concluded that in this study that concept mapping influences student learning outcomes and social attitudes.Keywords: Concept Map, Learning Outcomes, IPA

Application of Concept Mapping to Improve Critical Thinking Ability of Human Digestive Material in Grade V Students

<p><em>The purpose of this study was to improve student learning outcomes in thematic learning class V SDN Ngarus 02 Pati. This research is a classroom action research (PTK) which is carried out in four cycles, each cycle consisting of the planning, implementation, observation and reflection stages. The subjects of this study were class V students of SDN Ngarus 02 Pati for the 2020/2021 academic year, totaling 36 students. Data collection techniques used tests and non-tests. Data analysis includes data reduction, data presentation, and drawing conclusions. Research shows that the application of concept mapping to improve critical thinking skills in class V SDN Ngarus 02 Pati as evidenced by the percentage of completeness of learning outcomes in the pre-cycle from 17% to 40% in cycle I, to 52% in cycle II, and to 75% in cycle III. And the percentage of critical thinking in the pre-cycle is 63% to 65% in the first cycle, to 66% in the second cycle, and 67% in the third cycle.</em></p>

Undergraduate Nursing Students’ Experience in Studying Evidence-Based Practice by Application of Concept Map

Background: Nowadays nurses should be competent in using knowledge in clinical decision-making for nursing intervention. Therefore, the application of evidence-based practice (EBP) in community healthcare settings is a crucial need that fortifies the quality of the provided services. The governmental policies mandate the application of EBP in healthcare services. The lack of EBP competencies among healthcare professionals including nurses is a barrier for achieving this mandate. Incorporating EBP in nursing curricula combined with interactive teaching strategy such as concept map would overcome this barrier. Aim: The study aimed at providing an overview of the experiences of undergraduate nursing students about studying evidence-based practice by the application of concept map as an educational strategy. Research Design: Qualitative phenomenology study design was used. Setting: The study was carried out at the faculty of nursing, Mansoura University, Egypt during the period from October 2018 until January 2019. Subjects and Sampling: Purposive sampling technique was used to recruit the study participants who were composed of 95 undergraduate nursing students registered at the courses of Community Health Nursing Department. Data collection: Focus group discussion (FGD) was used to collect the required data to achieve the aim of this study. Results: Undergraduate nursing students showed positive views regarding EBP and concept map. They showed interests in studying EBP and applying it in their future career. Nursing students were enthusiastic to use concept map in studying other courses because it helped them in understanding the course content and increased retaining of information. They found the concept map was very helpful in problem-solving. Conclusion and Recommendations: Teaching EBP by using concept map was accepted by undergraduate nursing students. The study recommended the continuity of teaching EBP for undergraduate nursing students and embedding the course of EBP in nursing curricula in post-graduate studies. Concept map would be used in teaching all nursing academic courses.

3345 Group Concept Mapping of Stakeholder’s Ideas to Increase the Quantity and Quality of Clinical and Translational Research in Rhode Island

OBJECTIVES/SPECIFIC AIMS: We sought to solicit and synthesize stakeholders’ ideas for how the Advance-CTR program can best increase the quality and quality of clinical and translational research in Rhode Island, and to apply these findings to address barriers and strengthen research capabilities across our partner institutions. METHODS/STUDY POPULATION: We utilized a Group Concept Mapping approach, involving university and Institution-based researchers and administrators. The process was conducted using the web-based concept mapping application CS Global Max (Concept Systems, Inc). Respondents were asked to provide their best ideas for promoting clinical and translational research in RI. These ideas were then organized by our project team into a set of unique items for consideration by attendees of an Advance-CTR retreat. Participants were tasked with sorting these ideas by theme (cluster), and were also asked to rate each idea according its importance and feasibility. Using the online software, these clusters and ratings were analyzed to identify key themes and to explore differences among sub-groups. RESULTS/ANTICIPATED RESULTS: The Group Concept Mapping exercise yielded 150 statements that were edited down to 78 unique ideas, and clustered into nine themes (e.g., institutional collaboration, training). Fifty-seven retreat participants completed the sorting and rating tasks of the concept mapping exercise. Overall, ideas rated as highly important and highly feasible included “providing seed grants to encourage new collaborations across basic science,” and “connecting researchers with common interests.” Top rated items varied across institutions and according to respondent demographics, allowing us to consider the unique issues relevant to particular groups. Relative rankings of clusters across groups revealed notable differences, such as higher importance placed on community engagement among administrators as compared with researchers, and differences in needs for internal support for research between universities. DISCUSSION/SIGNIFICANCE OF IMPACT: Group Concept Mapping was an effective and insightful participatory approach to engage our program’s stakeholders in developing ideas and identifying challenges to enhancing clinical and translational research in Rhode Island. Our results have implications for project decision-making and initiatives to facilitate translational research in RI. Thus, results have been presented to the Advance-CTR community via webinar, as well as Advance-CTR project leadership and advisory committees.

Concept Mapping During Simulation Debriefing to Encourage Active Learning, Critical Thinking, and Connections to Clinical Concepts.

This pilot study showed how concept mapping during debriefing made a difference in the learning experience of participants. After a 20-minute video showing the clinical interaction between nurses and a patient, 34 nursing students debriefed their observations in either a traditional team debriefing session or in a debriefing session using concept mapping. Results showed an increase in analysis of thoughts, feelings, and critical thinking and connections to clinical concepts for students who used concept mapping during the debriefing session. Results suggest the application of concept mapping during debriefing as a useful teaching modality to help make connections to clinical concepts.

THE EFFECT OF CONCEPT MAPPING STRATEGY ON STUDENTS' READING COMPREHENSION AT MA ARRASYID TEMBILAHAN

This study is aimed at finding out the effect of concept mapping strategy on the students’ reading comprehension. The study was done through quasi-experimental design which involved pre-test and post-test procedures. There was a try out before administering the tests. Then,the pre-test was administered before giving treatments and the post-test was administered after the treatments. The data collection techniques were tests. The population consisted of 119 students. A cluster sampling technique was used to take them as samples. The samples were divided into two groups; experimental group and control group. Then, the data were analyzed using t-test and paired sample t-test methods to find out whether there was significant difference between the experimental group taught by using concept mapping strategy as the treatment and the control group taught conventionally. The results of the research shows that the significant probabilities were higher than 0.05 (>0.05) ) in both paired sample t-test and independent sample t-test. It meant that there was significant difference on the students’ reading comprehension in the pre-test and in the post-test of the classes. There was also a significant difference on their reading comprehension before and after treatments in the experimental class. The value of eta square was 0.68 for their reading comprehension. In sum up, the the application of concept mapping gives positive effect toward the students’ reading comprehension.

The Effective Application of Concept Mapping in Marketing Education

A concept map represents knowledge hierarchically. Concept mapping facilitates meaningful learning because it helps to 1) identify understanding, misconceptions, conceptual change, 2) facilitate collaboration and cooperative learning, 3) assess learning of students, and 4) organize and present information. This paper proposes a number of teaching and learning activities with concept mapping. After they were implemented in two marketing classes in a university, both the survey and quiz were used to verify its effectiveness. In the survey, 162 students had positive attitudes to concept mapping with the grand mean of 4.1 in the Likert scale from 1 (strongly disagree) to 5 (strongly agree). The quiz results (with the full mark = 30) also showed that there was academic improvement in two classes with the average scores changing from 17.5 to 24.3 and from 16.5 to 24.5 respectively. These positively proved that concept maps could facilitate teaching and learning activities and improve students’ academic performance significantly.

Application of concept map guided nursing rounds in the nursing care of diabetic patients

Objective To evaluate the application effect of concept map guided nursing in the high quality nursing of diabetic patients. Methods A total of 119 hospitalized diabetic patients from March 2016 to December 2016 were selected using convenient sampling and randomly divided into the control group (n=59) and observation group (n=58) . Conventional nursing ward round were conducted in the control group, and the concept map nursing round were used in the observation group. Patients' satisfaction was evaluated using satisfaction questionnaire. The Chinese critical thinking disposition inventory (CTDI-CV) was used to evaluate the ability of nurses' critical thinking. Results Scores of all dimensions of nursing satisfaction and the total score in the observation group were significantly higher than those in the control group (P<0.05) . After the implementation of concept map nursing round, scores of critical thinking in nurses truth seeking, analysis ability, open-mind, systematic ability, self-confidence of critical thinking and curiosity and the total score were improved when compared to those of nurses before the implementation; the differences were statistically significant (P<0.05) . Conclusions Clinical application of concept map, which provides human-based high quality nursing service for patients, can optimize the nursing quality and improve the critical thinking ability and quality of nurses. Key words: Diabetes; Concept map; High quality nursing