Concept Mapping Research Articles

Lean Six Sigma practices supported by Industry 4.0 technologies: evidence from heavy vehicle manufacturers

PurposeThis paper aims to provide empirical evidence regarding Lean Six Sigma (LSS) practices supported by Industry 4.0 (I4.0) technologies in heavy vehicle manufacturing processes.Design/methodology/approachA two-case study was performed involving LSS specialists, leaders and managers of two heavy vehicle manufacturers in Brazil. The data analysis procedure combined content analysis techniques, conceptual maps and network analysis.FindingsThe results provide consistent evidence of synergies between LSS and I4.0, including digital mistake-proofing, digital andon, e-kanban, statistical monitoring as well as process mapping aided by cyber-physical systems (CPS) and big data analytics (BDA). To enable such interactions, companies need to invest in automation architectures, system integration, human–machine interfaces and analytical skills.Research limitations/implicationsThis study relies on data from a two-case study carried out in two companies from a single manufacturing sector in Brazil. For this reason, the findings cannot be generalized to the entire automotive industry.Originality/valueThere is still a lack of comprehensive research on the application of digital technologies in LSS practices. This is the first study which provides empirical evidence regarding the LSS practices supported by I4.0 technologies used by heavy vehicle manufacturers.

Humanistic learning in higher education: a bibliometric analysis utilizing RStudio and Scopus database collection (1970–2023)

ABSTRACT This bibliometric analysis explored research trends on humanistic learning (HL) in higher education (HE), addressing a gap in understanding its integration into HE research. Using the PRISMA framework, 1,115 articles from Scopus were analysed, covering publication years, countries, authors, journals, and keywords. The year 2022 saw the highest output (n = 109), with the United States contributing most articles, overall (n = 855). The Journal of Chemical Education was the leading journal with an h-index of 21, and the University of Minnesota (n = 21) was a key institution in the field. Word cloud analysis highlighted “teaching” as a dominant term, emphasizing its role in HL research. Thematic and conceptual maps revealed major areas like student-centred learning, teacher education, and web-based education. Limitations include the dataset's focus on Social Sciences and specific metrics. Future studies could expand the dataset and apply other bibliometric tools for a more thorough analysis.

Concept Mapping the Ways to Support Mental Health and Mental Well-being of Canadian Racialized and Immigrant Communities.

Although there is recent growing attention on mental health and mental well-being across the globe, supports in this area of healthcare can be a challenge for immigrant and racialized groups with experiences of hardship across several domains. This study aimed to gather perspectives from immigrants and racialized community members on strategies central to support their mental health and well-being, with the aim of addressing research to practice gaps. The study was co-designed in collaboration with a Community Action Table in Markham, Ontario, a setting with 93% of residents self-identifying as visible minorities. Using a community-focused mixed methods Concept Mapping approach, 68 residents, service providers, and policymakers were engaged through three phases of brainstorming, sorting and rating, and interpretation. Their brainstorming led to 68 statements which they sorted into groups and rated for importance and feasibility to act in next six months. Further analysis led to a 9-cluster concept map comprising of Family Wellness, Awareness & Education, Cultural Sensitivity, Social Service Access, Community Building, Socioeconomic, Food Security, Healthcare Access, and Housing Stability. These clusters are important in advancing knowledge on ways to support and prioritize mental health and well-being of immigrants and racialized communities. Overall, participants viewed mental health and well-being as being closely tied to their living and working conditions while also focusing on family wellness and intergenerational dynamics. Novel insights from this project are important for the planning of mental health and well-being supports for immigrant groups in Canada and can help improve foci across sectors through service implementation.

INTEGRATED TEACHING OF ORGANIC SYSTEMS: PROPOSAL FOR AN INVESTIGATIVE APPROACH IN HEALTH EDUCATION

The need for motivating pedagogical strategies that awaken a student who is a protagonist and has the ability to argue scientifically and critically motivated this study, which had as its general objective to develop and analyze the application of an investigative didactic sequence about the integration of the human body and health, developed in the light of meaningful learning and combined with a non-formal educational space. The research was developed with 30 students from the 3rd year of high school at a public school in the city of Belo Horizonte/Minas Gerais and had 3 stages: 1. Elaboration and descriptive analysis of the application of the didactic sequence; 2. Analysis of the students' conception; and 3. Analysis of the students' perception about the application of the investigative didactic sequence. An investigative didactic sequence was developed using Digital Information and Communication Technologies on the theme “The influence of physical exercise on the human body”. Through the interpretation of data produced and collected from the application of the activities of the didactic sequence and semi-structured questionnaires, it was possible to identify that 26 students fully agreed with the statement “The systems of the human body function in an integrated manner”. In the descriptive analysis of the application of the investigative didactic sequence, it was possible to perceive, through the students' reports, video production and conceptual maps: students' enthusiasm in leaving traditional teaching; integrated understanding of the concepts addressed by the theme; curiosity aroused by the investigative context; interest in using digital technologies in activities and in seeking scientific information to explain phenomena experienced in everyday life. When evaluating the students' perception in relation to the applied SDI, 28 answered affirmatively to the question "Did you enjoy participating in the activities of the investigative didactic sequence? Why?", with 19 of these students listing the acquisition of knowledge about the human body as the main reason. And 2 students stated that they did not enjoy the applied activities, as they found them laborious and difficult. All students participating in the study reported that the visit to the Center for Education and Communication in Life Sciences/UFMG contributed to their learning. Therefore, it is considered that the research provided students with an opportunity for an autonomous construction of knowledge and understanding about important science concepts in the context of health education and provided conditions for meaningful learning.

Molecular docking and network pharmacology research on the Danggui Sini Decoction’s mechanism of action for treating erectile dysfunction

Utilizing network pharmacology and molecular docking, we evaluated the possible pharmacological mechanism of Danggui Sini Decoction (DGSND) for treating erectile dysfunction (ED). DGSND’s chemical components and targets were found utilizing the Traditional Chinese Medicine Systems Pharmacology Database and Analysis Platform (TCMSP). Disease-related genes associated with ED were identified through GeneCards, OMIM, TTD, DrugBank, and DisGeNET databases. These datasets intersected to identify possible DGSND targets for treating ED. We developed an interactive visual network that linked herbs, active components, diseases, and targets using Cytoscape 3.7.1. The protein–protein interactions (PPI) were analyzed using the STRING database. The DAVID database was used to conduct gene ontology (GO) and Kyoto Encyclopedia of Genes and Genomes (KEGG) pathway enrichment studies to determine the mechanism of action of the discovered genes. The pathways most strongly associated with ED were analyzed through histograms and bubble maps. From the PPI network, the 6 promising targets were selected for molecular docking with the top ranked compounds in terms of degree value. DGSND contains 7 Chinese herbal medicines, 142 main components, and 73 latent targets for treating ED. GO and KEGG analyses suggest that DGSND may have the ability to modulate oxidative stress, apoptosis, and inflammatory responses. Through the PPI network and topology analysis, 6 core genes were pinpointed. Molecular docking revealed that beta-sitosterol exhibited the lowest binding energy with BCL2, indicating a more stable structure. This study demonstrates that DGSND’s compounds stimulate NO synthesis and reduce inflammation and cell apoptosis to improve ED by acting on AKTI, ALB, IL6, TNF, TP53, and BCL2. The findings show that DGSND’s compounds These findings offer a valuable scientific foundation for further understanding the mechanism of DGSND in treating ED.

Reactions to a hypothetical reduced nicotine content cigarette policy among sexual- and gender-minoritized communities: a concept mapping study.

People who identify as sexual- and/or gender-minoritized (SGM) individuals have high prevalence of cigarette smoking. This study used concept mapping to examine anticipated reactions to a hypothetical cigarette nicotine reduction policy among SGM individuals in the United States. In 2022, SGM individuals who reported past-month cigarette smoking (mean age=33.3) were recruited from 44 U.S. states through Craigslist advertisements to complete an online study. Participants brainstormed statements completing the prompt, "If all cigarettes sold in the United States only had half the nicotine in them that they do now, a specific action I would take or a specific reaction I would have is..." Participants sorted statements by theme and rated statements based on how likely each reaction would be for them. Ninety participants completed at least one part of the study (56, 64, and 73 participants completing brainstorming, sorting, and rating respectively). Participants generated 100 statements that were organized into 7 thematic clusters using multidimensional scaling and hierarchical cluster analysis. The clusters fell into three broad categories: 1) Thoughts and Reactions to the Ban, 2) Positive Preparations and Action Strategies, and 2) Maintaining Substance Use. The highest-rated clusters among participants were Questioning and Wondering (M=4.63), Negative Reactions (M=4.38), and Increasing Intake (4.30), while the lowest-rated cluster was Improving Public Health (M=3.56). A policy reducing nicotine content in cigarettes may have a positive impact on SGM individuals who smoke. Health communication campaigns highlighting the purpose and goals of the policy may increase receptiveness to a policy. People who identify as sexual- and gender-minoritized (SGM) individuals have higher prevalence of cigarette smoking compared to those who do not identify as SGM individuals. A policy reducing the nicotine content in cigarettes may promote smoking cessation or prevent cigarette initiation, and thus may have a greater impact on SGM people who smoke. However, data from the current study indicate that SGM individuals may be suspicious of the intentions of a policy setting a reduced nicotine content cigarette product standard. This study demonstrates that, while a reduced-nicotine content cigarette policy may have positive public health impacts, regulators should consider how the policy will be communicated to the public to increase the acceptability and effectiveness of the policy.

The Impacts of Guided and Unguided Mobile‐Mediated Concept Mapping on EFL Learners’ Vocabulary Learning and Strategy Awareness

The Impacts of Guided and Unguided Mobile‐Mediated Concept Mapping on EFL Learners’ Vocabulary Learning and Strategy Awareness

Differing conceptual maps of skills for implementing evidence-based interventions held by community-based organization practitioners and academics: A multidimensional scaling comparison.

Community-based organizations (CBOs) are critical for delivering evidence-based interventions (EBIs) to address cancer inequities. However, a lack of consensus on the core skills needed for this work often hinders capacity-building strategies to support EBI implementation. The disconnect is partly due to differing views of EBIs and related skills held by those typically receiving versus developing capacity-building interventions (here, practitioners and academics, respectively). Our team of implementation scientists and practice-based advisors used group concept mapping to engage 34 CBO practitioners and 30 academics with experience addressing cervical cancer inequities implementing EBIs. We created group-specific maps of skills using multidimensional scaling and hierarchical cluster analysis, then compared them using Procrustes comparison permutations. The 98 skills were sorted into six clusters by CBO practitioners and five by academics. The groups generated maps with statistically comparable underlying structures but also statistically significant divergence. Some skill clusters had high concordance across the two maps, e.g. "managing funding and external resources." Other skill clusters, e.g. "adapting EBIs" from the CBO practitioner map and "selecting and adapting EBIs" from the academic map, did not overlap as much. Across groups, key clusters of skills included connecting with community members, understanding the selected EBI and community context, adapting EBIs, building diverse and equitable partnerships, using data and evaluation, and managing funding and external resources. There is a significant opportunity to combine CBO practitioners' systems/community frames with the EBI-focused frame of academics to promote EBI utilization and address cancer and other health inequities.

Readiness of primary healthcare and community markets for joint delivery of cardiovascular disease prevention services in Kenya: an observational feasibility study of Health Kiosks in Markets (HEKIMA)

ObjectivesThe increasing burden of cardiovascular diseases (CVDs) in Kenya threatens its healthcare system. There is a need for innovative models that improve equitable access to CVD prevention services. Community markets...

Towards a comprehensive understanding of science practices: a heuristic for increasing educator familiarity across a series of science education frameworks

Scientific practices describe behaviors scientists engage in while investigating the natural world. Educators should be aware of different science practice frameworks to better understand their students' progression for learning science practices across the K-20 spectrum. For example, a high school AP instructor would benefit from understanding both the K-12 frameworks their students have already experienced and the future undergraduate frameworks their students are moving toward. We were interested in exploring educator familiarity with the scientific practices outlined in the Next Generation Science and Engineering Practices, the Advanced Placement Science Practices, and Vision & Change Core Competencies. In practice, all science educators are teaching the same set of core principles around which these different frameworks are built. Under this view, it is a missed opportunity to not consider or draw on different frameworks to expand one’s teaching practice. Using a cognitive constructionist approach, we describe the implementation of the “Science Practice Frameworks Concept Map Activity,” designed to (1) introduce educators to scientific practices contained within Science Practice Frameworks and (2) show educators that despite these science practices targeting different student populations they are, at their core, very similar and often overlap. We present data showing a positive shift in educator familiarity with Science Practice Frameworks and present examples of participant concept maps that help us begin to understand how educators perceive the frameworks and the relationships between them, ensuring that educators are better prepared to guide students through a comprehensive understanding of science practices.

The Use of Card-Game Design to Teach Universal Design Theory.

This paper discusses the use of a card-game design task to teach the implementation of Universal Design (UD) principles to undergraduate students. The underlying assumption is that in order to implement UD methods, designers need to select the right tools to gather information and they need to understand the theoretical basis of the tools chosen. The aim is to bridge the theory/practice gap by getting students to actively consider how each aspect of their design research contribute to the implementation of the theory. Work by Herriott (2023) shows that design researchers are not consistent in explaining or making transparent the underlying reasons for why a UD tool was chosen. UD theory is also somewhat weak on the topic of implementation, a necessary element of design theory according to Jones & Gregor (2007). The didactic purpose of the card-game design was to encourage students to become conscious of the reason they chose the design tools eventually used in their course project. It was also to examine how, from a UD theory standpoint, implementation of UD could be enhanced since this aspect of UD theory appears to be in need of reinforcement. The students developed in class a card-game which could be used to create and advance their designs and also to retrospectively analyse them upon completion. The in-class discussion of what was required for a game also focused studentst' attention to the elements of UD and their possible implementation. The work shows that more time is needed to explain game design; mapping of UD concept to game affordances is necessary; the course learning outcomes require addition of demonstration of theory-to-implementation.

Using concept mapping to develop a curriculum for career studies

My goal in this paper is to offer a simple example of a career studies curriculum developed using the technique of concept mapping. In doing this, my intention is to help others construct their own courses, and so I would like to state quite clearly that what follows is simply an example of what a career studies curriculum might look like, it is not intended as a model or set of instructions. It is desirable, and in my view, essential, that course designers design their own courses and learning outcomes for their own contexts. I will make some preliminary remarks about concept mapping, explain my own career studies concept maps, and then use these to suggest eight workshops for use with participants. These workshop ideas will be relevant to designers of courses in career education, career development, employability, personal development, professional development, enterprise and career management skills.

The Effect of STAD-Cooperative Learning Model with Concept Maps in Promoting Students’ Self-Efficacy and Conceptual Understanding of Thermochemistry

The research sought to explore how employing the Student Team Achievement Division (STAD) cooperative learning model, along with concept maps, impacts the enhancement of students' self-efficacy and grasp of thermochemistry concepts. This study employed a quasi-experimental approach using a pretest-posttest control group design. It was carried out among 127 11th-grade science students from MAN 1 Bengkulu City, chosen through cluster random sampling. The information was gathered by utilizing self-efficacy questionnaires and conceptual understanding tests and was analyzed using Multivariate Analysis of Variance (MANOVA). The findings indicated that the obtained p-value was less than 0.05 (p<0.05), revealing a statistically significant difference in self-efficacy and conceptual understanding between students in the experimental and control groups. This suggests that students in the experimental group showed greater enhancements in self-efficacy and conceptual understanding when compared to those in the controlled group. Thus, These findings revealed that STAD-cooperative learning with concept maps had a better influence in enhancing self-efficacy and student conceptual understanding of thermochemistry.

Outcomes of guidelines from health technology assessment organizations in community-based primary care: a systematic mixed studies review.

Health technology assessment (HTA) organizations generate guidelines to inform healthcare practices toward improved health outcomes. This review sought to identify and classify outcomes of guidelines from HTA organizations within published research. We performed a systematic mixed studies review of empirical studies that (a) referred to a published guideline from an HTA organization and (b) reported an outcome resulting from a guideline. We searched the published literature in English or French within seven databases. Outcome types were classified within five dimensions of an existing framework for online health information (e.g., relevance, cognitive/affective impact, and use). Subdimensions were inductively developed. A two-phase sequential data synthesis was performed. Phase 1: a hybrid deductive-inductive thematic analysis identified the types of outcomes and displayed their relationships on a concept map. Phase 2: descriptive statistics were tabulated by the type of outcome. A total of 6,719 records were retrieved through searches on 6 February 2023. After screening, we included 120 observational studies (twenty-one qualitative, ninety-four quantitative, and five mixed methods). Phase 1 identified twenty-nine types of outcomes. The most frequently reported outcomes were within the organizational dimension (reported in ninety-four studies). The most common subdimensions were "Referrals" (thirty-eight occurrences), the "Quality of Prescriptions" (fifteen occurrences), and the "Quality of Diagnosis" (eight occurrences). For Phase 2, we could only generate descriptive statistics on seventeen outcomes. These were almost equally distributed among positive, neutral, and negative effects. Our results contribute to knowledge about the outcomes of HTA guidelines and options for documenting and measuring them in future evaluations.

Exploring problems Dutch transgender and gender diverse people experience during transition

Background and Aim During transition transgender and gender diverse (TGD) people may experience various problems. This research aimed to identify the problems Dutch TGD people face during transition, to examine how frequently they encounter these problems, and to create an overview of the main problems. Method The concept mapping method was used to inventory problems TGD people experience during the transition process. A focus group, consisting of TGD people and care providers, formulated seventy-four such problems. Subsequently, a new group of 124 TGD participants reported how often they perceived these problems. We analyzed the frequencies of the experienced problems and the differences between groups based on gender identity and transition phase using MANOVA. The influence of age was examined with multiple regression analyses. Results Principal component and cluster analysis, based on these problems, revealed five clusters: problems arising from the care process, consequences of the transition in relation to yourself, consequences of the transition in relation to others, problems arising from society, and financial consequences of the transition. The most frequently experienced problems were the long waiting lists, confrontation with one’s body, and the energy the transition takes. The MANOVAs revealed that frequency scores varied with identity and phase of transition. For example, trans men and nonbinary people reported a higher frequency of experiencing problems related to body satisfaction than trans women. The frequency scores were correlated with age; younger participants scored higher on many experienced problems. Discussion We highlighted the problems that emerge during transition. The observed differences between groups showed that TGD people vary widely in their experiences during transition. This inventory can provide useful input for supporting TGD people during their transition and serve as a guide for the development of more TGD-inclusive policies.

Adolescência em tempos de pandemia: integrando consensos em um mapa conceitual

A disseminação da COVID-19 exigiu medidas sanitárias para salvaguardar vidas, mas que também podem promover agravos ou exacerbar problemas preexistentes de saúde mental. Este estudo teve por objetivo desenvolver um mapa conceitual para dimensionar os impactos da pandemia provocada pelo novo coronavírus nos adolescentes. Foi desenvolvido estudo teórico baseado na construção de mapa conceitual e aplicação do Método Delphi. Os dados coletados indicaram que que medidas sanitárias de distanciamento social, fechamento das escolas e confinamento doméstico têm impactos socioemocionais nos adolescentes. A pandemia pode ser considerada um determinante social para saúde mental; ainda que os adolescentes não estejam necessariamente doentes, as restrições desencadeiam quadros de sofrimento e sintomatologia psicopatológica. O mapa conceitual desenvolvido permitiu organizar o pensamento sistêmico sobre uma dimensão da pandemia ainda pouco explorada cientificamente: a vivência dos adolescentes. Indicadores de saúde mental e bem-estar na adolescência também devem ser considerados no enfrentamento da pandemia.

Effects of concept mapping on students’ science learning: secondary schools of Habru Woreda, Amhara Region-Ethiopia

Effects of concept mapping on students’ science learning: secondary schools of Habru Woreda, Amhara Region-Ethiopia

Supporting prescriber progression: a group concept mapping study

Abstract Introduction Education reforms allow pharmacists to become prescribers earlier in their career and from 2026, new registrants will be independent prescribers.1 In NHS Scotland, an operational framework supports the development of pharmacist independent prescribing.2 We wanted to supplement the operational framework by identifying our core areas of prescribing to articulate prescribing progression and inform education and training provision. Aim To develop a core prescribing framework to support safe prescribing and a spiral approach to expanding scope of practice. Methods We conducted a participatory mixed-method approach using group concept mapping methodology.3 Phase 1 (brainstorming): all hospital pharmacists working in a patient-facing clinical role were invited to enter statements on a cloud-based platform (Padlet®) using the prompt ‘In my day-to-day practice I prescribe and/or make prescribing recommendations about the following medicines / conditions …’. The statements were triangulated with electronic inpatient pharmacist prescribing data over the previous three months. Phase 2 (sorting and rating): a project group comprised of pharmacists with different levels of practice and areas of clinical expertise, individually sorted the statements into groups based on the statements’ conceptual similarity and rated each statement by level of practice (post-registration foundation, advancing, advanced) and importance for including in a core framework (5-point Likert scale). R software applied multidimensional scaling to sorting data to create a similarity matrix, cluster map and Go-Zones. ChatGPT generated cluster titles. The project group discussed the results and following a few revisions, consensus was achieved on the content of the prescribing framework. This study was not considered research and was approved by the pharmacy quality improvement team in line with local governance process. Results Forty-three pharmacists participated in the brainstorming phase and generated 158 statements. Fourteen pharmacists participated in the sorting and rating phase. Multidimensional scaling analysis identified three clusters of prescribing activities: initiating, adjusting and deprescribing. The data identified activities involving initiating medicines and autonomous decision making rated at advancing/advanced level practice while adjusting/deprescribing medicines (often with the caveat of within guidelines, protocols or team decisions) was rated at post-registration foundation level. The prescribing framework includes the activities considered important and is organised by cluster and level of practice. Discussion / Conclusion This study provides a structured conceptualisation of prescribing across the levels of practice. The prescribing framework reflects the needs of our patients and hospital inpatient service and provides a scaffolded approach to progressing from inexperienced to more advanced prescribing roles. Post-registration foundation prescribing activities focus on processes or types of prescribing, whilst advanced are more autonomous and complex. Limitations we didn’t collect clinical area of practice as part of the demographic information for the brainstorming phase and some specialities may not be represented. Further work includes a training needs analysis and developing entrustable professional activities for core and higher risk areas of prescribing (e.g. post-operative pain).

Strengthening healthcare providers’ leadership capabilities, interprofessional collaboration, and systems thinking: a conceptualization of the Clinical Scholars program impact

BackgroundHealthcare provider leadership programs represent an intervention opportunity to support advancement of the national system of care and an evaluation of their program impacts is needed. Between 2016 and 2023, the Robert Wood Johnson Foundation (RWJF) funded Clinical Scholars (CS), a three-year equity-centered leadership training program for US healthcare providers. CS recruited participants (referred to as Fellows) in cohorts and engaged them as members of interprofessional teams to transform their careers and the health of their communities. The aim of this study was to evaluate Fellows’ perspectives on the success of CS, specifically the program elements and their importance for community well-being and sustainability.MethodsWe used the mixed methods group concept mapping (GCM) approach to evaluate Fellows’ perspectives on program success. First, we conducted the qualitative phases of brainstorming, sorting, and rating with Fellows. Secondly, we conducted the quantitative phases using multi-dimensional scaling and hierarchical cluster analysis and integrated the sorting and rating information from each Fellow to develop a series of concept maps. Finally, we conducted the interpretation phase to synthesize findings. Fellows (N = 177) across five cohorts were invited to participate in the study.ResultsFifty-seven Fellows (32%) completed one or more GCM phases. A conceptual map emerged, consisting of seven thematic clusters, which showed that program value could be attributed to the following elements: “Resources”, “Wicked Problem Impact Project (WPIP) Support”, “Curriculum”, “Thinking Bigger”, “Leadership Training”, “Networking”, and “Teamwork.” The pattern match showed that all seven clusters were highly rated by Fellows across the Community Well-being Impact and Sustainability domains.ConclusionStudy findings support the value of the RWJF-CS program strategy of long-term investment in the development of healthcare leaders with applied skills in interprofessional collaboration who will be prepared to continue addressing complex, multi-faceted challenges in the system of care.

UTILIZAÇÃO DE MAPAS CONCEITUAIS PARA VERIFICAÇÃO DE APRENDIZAGEM SIGNIFICATIVA EM ATIVIDADES INTERDISCIPLINARES NO TÉCNICO INTEGRADO EM AUTOMAÇÃO INDUSTRIAL

This article presents the results of an investigation into the use of concept maps to assess meaningful learning in interdisciplinary activities with students from a Technical Course in Industrial Automation integrated into High School at a Federal Institute campus in the interior of Rio de Janeiro state. Based on David Ausubel's Theory of Meaningful Learning and using Joseph Novak's Concept Maps, this work adopted a qualitative approach with a pedagogical intervention through an Interdisciplinary Didactic Sequence. Concepts from Physics, Programmable Logic Controllers, Instrumentation, Process Control, and Pneumatic Commands were integrated, using the Flipped Classroom and practical activities on a Didactic Bench. The analysis of the concept maps, created by students before and after the intervention, revealed a significant increase of 32.56% in the quality of cross-links, indicating deep integrative reconciliations and improved assimilation of interdisciplinary concepts.