Concept Mapping Method Research Articles

Job demands and resources of information and technology use among teachers in Germany

Some teachers associate Information and Communication Technology (ICT) use with additional stress, which is investigated under the term technostress. Other teachers seem to be able to utilize the advantages and potentials of ICT. The extent to which advantages of ICT positively impact teachers’ health has mostly been neglected in previous studies, as well as the interplay of ICT-related factors. The study aims to compile influencing factors of ICT use on teachers’ health and to gain knowledge on the role of the benefits of ICT. Furthermore, information about the interplay of factors is to be obtained. The group concept mapping (GCM) method was used with 14 in-service German teachers from different school types. They compiled, sorted and rated factors related to teachers' health in the context of ICT use. The sorted factors were structured using non-metric multidimensional scaling, and cluster analysis. Seventy-eight unique factors were generated and divided into 9 clusters. The resulting concept map (CM) provides an overview of the various factors influencing the health of teachers using ICT and gives information about their interplay. In addition, the teachers rated clusters related to the positive effects on teachers’ health as more important than those related to negative effects. The results suggest that future studies should consider the positive effects of ICT on teachers' health more extensively. Limitations concerning the chosen method, sampling, and the need for further research are discussed.

‘Learning from what my Mentor Teachers were Doing in the Classroom to Include Diverse learners’: Experiences that Contribute to the Use of Inclusive Instruction in Pre-Service Teachers

ABSTRACT All learners benefit when schools foster an environment for teachers to enhance their teaching skills. Pre-service education programs are often where this important process begins. Using a Global Concept Mapping method, pre-service teachers across Canada were interviewed about the personal and professional experiences that contributed to their instructional practices within inclusive classrooms. Participants sorted 93 unique statements into categories. They were asked to rate on a scale of 1 (not at all important) to 6 (very important) how important each experience would be to their instructional practices. Mentoring relationship statements were rated significantly more important than the others. Practicum experiences and those within the course part of the education program were rated as equally important and more important than professional development. Their perceived least important experiences were those related to past jobs/positions and personal experiences with people identified with diverse learning needs. Understanding the specific experiences that influence pre-service teachers’ perspectives of their inclusive instructional practices will help teacher education programs connect to what motivates teachers’ early experiences in becoming inclusive educators.

Experience of implementing discourse analysis and conceptual mapping of healthy eating communities

The article presents the experience of implementing discourse analysis methods as interpreted by E. Laclau and C. Mouffe and the concept mapping method as interpreted by W. Trochim through the network analysis technique using the example of healthy eating. The result of the analysis is a graph that makes it possible to highlight the struggle of discourse agents for the meaning of key discursive signs, as well as the conceptual map of participants in an online discussion on controversial issues within the topic discussed in the article as an example. The empirical basis for the discourse analysis was 3 000 collected comments in four communities about healthy eating on the social networks VKontakte and Odnoklassniki. The modified versions of the methods of concept mapping and discourse analysis were adapted for the analysis of online discussions. Subsequent validation of the methods seems to be a promising direction for further research. The proposed designs have a number of limitations, which are discussed in the article.

Students’ structured conceptualizations of teamwork in multidisciplinary student teams using concept maps

The design of effective teamwork teaching and learning for multidisciplinary student teams is subject to debate both in research as well as in practice. As researchers and educators, we need to understand the context in which students learn by understanding their experiences and their own conceptualizations of teamwork in multidisciplinary student teams, because that is the frame of reference in which they operate. Using a concept mapping method we aggregated student concept maps of their own teamwork, to understand student conceptualizations of teamwork. The results show that students identify four distinct clusters, the ‘interaction’ cluster, the ‘trust’ cluster, the ‘conflict/divergence’ cluster and the ‘innovation’ cluster. These clusters are strongly connected within themselves, but very weakly connected between clusters. What may be gathered from this is that students see four distinct aspects of teamwork, that have their own inner dynamics, but that is less clear to them how these different clusters influence or mediate each other.

A Conceptual Exploration of Psychological Empowerment with Older People. A Tailored Concept Mapping Approach

ABSTRACT Empowerment is central in gerontological social work. Operationalizing empowerment from the perspective of the target population is important to align with context specific interpretations of what empowerment means. This study aims at operationalizing psychological empowerment from the perspective of older people. A design was chosen that is based on the concept mapping method, though tailored to accommodate the specific principles we assume in empowerment research and to align with target specific conditions that come to play with older persons. The results show an empowerment with 58 statements divided over four components of empowerment; emotional, cognitive, relational and behavioural component.

사립유치원 교사의 행복에 대한 인식 탐색: 개념도 분석을 중심으로

사립유치원교사, 행복, 개념도The purpose of this study is to examine the recognition of private kindergarten teachers’ happiness. For this purpose, 14 private kindergarten teachers were selected as participants. In this study, the concept mapping method was used, and the research participants stated their thoughts on the focus question. Then, the statements were organized by the process of integrating and deleting, and the participants were required to categorize them and evaluate their importance. As a result of analyzing by conducting multidimensional scale analysis and hierarchical cluster analysis, firstly, the final 50 statements were created for the recognition of happiness of private kindergarten teachers, and a multidimensional scale analysis was conducted and divided into following ‘twodimensions’ ‘early childhood-teacher’ and ‘teacher-welfare and thecher-expertise’. In addition, as a result of conducting a cluster analysis on the final statements, it was classified into five clusters: ‘happiness with young children’, ‘happiness from satisfaction with teaching profession’, ‘happiness with early childhood's parents’, ‘happiness with director and fellow teachers’, and ‘happiness from well-being and balance’. Secondly, as a result of examining the importance of each cluster, cluster 5, ‘happiness from well-being and balance’, showed the highest importance, and as a result of examining the importance of each statement, ‘when receiving bonuses’ and ‘when holidays are long’ showed high importance. The results of this study can be usefully employed as basic data for preparing specific measures to promote the happiness of private kindergarten teachers.

Learning Methods According to Modern Obaidat

Method is a way used to achieve certain goals. This method greatly affects students in receiving the knowledge delivered. The purpose of this research is to find out the learning method according to Obaidat. To achieve the research objectives, the author uses the type of library research by using written materials that have been published in the form of books and journals. There are 11 learning methods according to Obaidat, namely, lecture method, discussion method, brainstorming method, story method, problem solving method, project method, assignment method, field trip method, survey method, concept map method, and play while learning method. Remedial learning with the problem solving method is learning that is dominated by student activeness, so the success in overcoming student difficulties is higher than remedial learning with conventional methods that involve less student activeness. From the many existing learning methods, it can be concluded that students can use any method, as long as learning can take place optimally and students can understand the material presented. With the right learning method, it can encourage the growth of students' enjoyment of lessons, foster and increase motivation in doing assignments, make it easier to understand lessons, thus enabling students to achieve better learning outcomes.

Core outcomes for speech-language services in Ontario schools: a group concept mapping study and guiding framework

BackgroundEstablishing the most important outcomes for school-based speech-language therapy is essential to guide future research and program evaluation for these services. Many health disciplines have developed core outcomes sets (COS) for this purpose. A COS encompasses the most important outcomes for particular health services as identified by appropriate interested parties. These interested parties usually represent health care providers and those with the health condition. In this paper, we report the development of a guiding framework for a COS for speech-language therapy services in schools in a Canadian context.MethodsUsing a group concept mapping method, we identified the outcomes for inclusion in the COS guiding framework through the elicited opinions of key interested parties: speech-language therapists, teachers, and family members of children with speech, language, and communication needs. We extracted 103 statements (potential outcomes) from a previous data set of interview transcripts. We then asked participants to sort the statements into conceptually similar groups, which were aggregated and transformed into a cluster map using multidimensional scaling followed by hierarchical cluster analysis. Participants also rated each statement on 5-point scales for importance and feasibility. We calculated mean ratings for individual statements and for all statements in a cluster, for all participants and for participant groups separately.ResultsWe identified seven core outcomes for school-based speech-language services in Ontario, Canada. These included: classroom-based services, a holistic approach, support for teachers, care coordination, accessible services, family supports, and student success. All outcomes were rated highly for importance. Feasibility ratings were consistently below importance ratings. All participant groups concurred that a holistic approach was the most important outcome and accessible services was the least feasible outcome to achieve.ConclusionsThe seven outcomes identified in this study are recommended to guide the development of a full COS to direct future research and program evaluation for school-based speech-language services. These outcomes have not been widely included in previous research and should be incorporated into future research alongside specific intervention outcomes. Data for some outcomes may be available from non-traditional sources such as administrative data sets. Consequently, their use for program evaluations should be accompanied by appropriate institutional support to allow speech-language therapists to make meaningful use of appropriate outcomes data.

Prototype development of the Mental Health benchmarking Industry Tool for residential aged Care (MHICare Tool): a protocol paper of a two-stage sequential and mixed methods codesign study

ObjectivesCurrent mental health practices for people living in residential aged care (RAC) facilities are poor. In Australia, there are no mechanisms to monitor and promote mental health for people living...

Public Health Student Evaluation of Teaching Qualitative Research Using Interactive Methods

Abstract Background: Interactive teaching methods aid post graduate students in learning qualitative research. Four academic researchers from the United Kingdom had an opportunity to teach qualitative research methods, specifically consensus methods, to the Master of Public Health students (MPH) during a visit to India. This teaching formed part of a work package with All India Institute of Medical Sciences Rishikesh, India exploring the concept of family resilience among families with children under 6 years. Aims: To use the experiences of the MPH students to gain knowledge and create meaning about using the consensus methods. Participants: The participants were the MPH students. Methods: We used the workshop method to introduce the concept of family resilience by using the question, ‘What will be the three top public health priorities in India to support family resilience in the 21st century?’ as a central theme for all the workshops. Furthermore, we introduced qualitative research methods and hands on experience of consensus methods to the students. The students were introduced to Delphi and Group Concept Mapping (GCM) methods during workshop 1. Workshop 2 introduced Nominal Group Technique (NGT) through a short presentation followed by a practical hands on session using GCM data from workshop 1. The last workshop (3) focused on the World Café method. Results: The students evaluated the workshops highly and asked for online sessions on GCM, NGT, and World Café which will be planned in the future. Conclusion: We concluded that the post graduate curriculum for master’s in public health studies would benefit from teaching using interactive research methods which will enhance their critical thinking and autonomy. Second, although the MPH curriculum had quantitative methods in place, introducing qualitative consensus methods will open new avenues into future research. Finally, teaching using practical demonstration gives students a voice and makes learning effective and enjoyable.

Adolescents Perceptions of SW·AI Education Program Effectiveness Using Concept Mapping Method

Adolescents Perceptions of SW·AI Education Program Effectiveness Using Concept Mapping Method

The Effect of Concept Map Training on the Process of Study approach in Nursing Students

Introduction: It is very important to choose the appropriate teaching method that can cause meaningful, effective and usable learning for learners. The present study was conducted with the aim of investigating the effect of conceptual map on the study approaches of nursing students in intensive care unit internship. Methods: This is a semi-experimental study, 36 nursing students of Bandar Gaz Azad University, who were doing ICU internship at Hakim Jurjani Hospital in Gorgan in 2023, participated. The students were included in the study by census method and were assigned to two groups of intervention (18 people) and control (18 people) by random number table. The students of the test groups were trained in the ICU department for 40 hours using a concept map. Questionnaires, including demographic information and revised two-factor study approach questionnaire, were completed before the start of the internship and on the last day of the internship by the students of the experimental and control groups. Data were analyzed using Descriptive and analytical statistics (Shapiro-Wilk, U-Man-Whitney and T. Welch tests through SPSS. Results: The results showed that the average score of the study approach process before the intervention was 65.05 ± 8.18 in the test group and 60.55 ± 2.91 in the control group. Also, the average score of the study approach process in the test group after the intervention (68.83 ± 6.38) was significantly higher than the control group (60.05 ± 2.99) (p=0.02 , t=2.43). Conclusion: The score of the study approach process increased in the people who received training with concept map, so the concept map method promotes the meaningful learning of students and can be used in basic lessons that require high-level learning.

Comparing two teaching methods based on concept map and lecture on dental students' knowledge and performance of post-exposure prophylaxis to hepatitis B: A quasi-experimental study.

Dental students are at high risk of hepatitis B virus (HBV) infection during clinical activities. Therefore, preventive measures are essential after exposure to the HBV. This study aimed to compare the effectiveness of the concept map and the lecture methods on dental students' knowledge and performance regarding hepatitis B post-exposure prophylaxis (PEP) after possible exposure to the HBV. This quasi-experimental study was conducted on 70 dental students at Shiraz University of Medical Sciences, Iran. Subjects were categorized into two groups, each receiving either the concept map or the traditional lecture methods. After the interventions, dental students' knowledge and performance were measured by a researcher-made questionnaire. The statistical analysis showed significantly higher knowledge and performance in the concept map group compared to the lecture group (P = 0.030 and P = 0.022, respectively). Although both groups' knowledge and performance decreased after the six-month intervention, the second group who received the lecture method showed more decline in knowledge and performance (P = 0.041 and P < 0.001, respectively). Both the concept map and lecture methods have proved to be effective ways of improving the knowledge and performance of dental students. However, the present study revealed that the concept method was more effective on dental students' knowledge and performance regarding preventive measures after exposure to HBV. Thus, the concept map method is recommended for informative and educational purposes.

The Explorational Analysis of the Digital Transformation Challenges in the Freshwater Fisheries Industry in Central Java Province Through Group Concept Mapping: a Digital Business Ecosystem Perspective

This research explores the perspective of the challenges of digital business ecosystem players who utilize digital technology in the freshwater fisheries industry in Central Java. Methodology Obtained from ecosystem actor informants through interviews. This research falls under the mix method criteria where qualitative challenge analysis is carried out from triple helix sources (government, universities and industry) which produces challenge clusters so that they are qualitative in nature. natural. in nature. Research can be carried out on SME respondents using number 8. These SMEs assess clusters based on what they face and the obstacles that exist in their industry. Through this mixed method more comprehensive results were obtained, validating the challenge statement. The results of the research show critical clusters that are important and deserve attention for assessing the current situation through quadrant distribution graphs, namely Attitudes and SME Business Actors in Utilizing Digital Business Technology, Business Actors' Mindsets towards Digital Business Technology, Evaluation of Government Support, and Business Readiness Technology Digital. thus creating change for the better as a form of future strategy that is neater and more distributed according to the needs of the actors. Research implications: Data collection using interviews with the group concept mapping method limits researchers in confirming results and invites grouping of collected challenge statements so that the GCM method is not recommended for small studies. In addition, the greater the number of respondents, the more valid the results are for various SME conditions.

Mapping social work challenges and responses during COVID-19: a case study of social workers in South Korea

ABSTRACT This study explores the impact of the COVID-19 pandemic on social work practice and how practitioners have responded to practical challenges. The study interviewed 12 frontline social workers at a community welfare centre in South Korea and utilised the concept mapping method to analyse qualitative data. The results revealed five themes: recognising changes in practice, addressing new social risks, reassessing professional roles and responsibilities, improving practices through reflection, and managing emotions and self-care. The study highlights the challenges and opportunities social workers encountered during the pandemic and the need to enhance social workers’ capacity to adapt to new risks. Finally, the study offers suggestions to improve their preparedness for future crises.

Addressing HIV vulnerability and promoting resilience among heterosexual Black men and communities in Ontario, Canada: A concept-mapping approach

We used concept-mapping methods to gain insights into promising HIV prevention intervention strategies from the collective experience of heterosexual Black men (HBM) in four cities of Ontario. We engaged 60 HBM in online group concept-mapping sessions. First, we held a brainstorming session where the HBM generated 226 statements anonymously on strategies to reduce HIV vulnerabilities. The statements were condensed to 123. Second, the HBM ( n = 45) sorted the 123 statements into self-created categories. Third, the HBM rated the strategy statements by importance ( n = 45) and feasibility ( n = 41). Finally, cluster analysis and multidimensional scaling were used to describe data patterns. The statements cluster tagged “family and individual level interventions” had the highest mean rating in importance (4.061) and feasibility (3.610). The policy interventions cluster solution was rated second highest in importance (IR = 4.058) and the sixth in feasibility (FR = 3.413). Other cluster solutions ratings were addressing racism (third highest in importance [IR = 4.030] and fourth highest in feasibility [FR = 3.514]); healthcare, research, and economic opportunities (fourth highest in importance [IR = 4.018] and third highest in feasibility [FR = 3.526]); sexual health awareness strategies (fifth highest in importance [IR = 3.993] and highest in feasibility [FR = 3.611]) and sex/HIV education (sixth highest in importance [IR = 3.975] and fifth highest in feasibility [FR = 3.442]); and individual and community empowerment (lowest in importance [IR = 3.846] and lowest in feasibility [FR = 3.375]). Intergenerational (family and individual), policy, and anti-racism interventions are the top three priority strategies for HIV prevention and care for HBM and communities in Ontario.

Reconciling chemical flame retardant exposure and fire risk in domestic furniture.

Evidence suggests that standards for resistance of furniture to ignition may lead to an increase in use of chemical flame retardants (CFRs). This is motivating the development of new approaches that maintain high levels of fire safety while facilitating a reduction in use of CFRs. However, reconciling potential fire risk with use of CFRs in relation to specific policy objectives is challenging. To inform the development of a new policy in the UK for the fire safety of furniture, we developed for domestic furniture quantitative models of fire risk and potential for CFR exposure. We then combined the models to determine if any lower fire risk, higher CFR exposure categories of furniture were identifiable. We applied a novel mixed-methods approach to modelling furniture fire risk and CFR exposure in a data-poor environment, using literature-based concept mapping, qualitative research, and data visualisation methods to generate fire risk and CFR exposure models and derive furniture product rankings. Our analysis suggests there exists a cluster of furniture types including baby and infant products and pillows that have comparable overall properties in terms of lower fire risk and higher potential for CFR exposure. There are multiple obstacles to reconciling fire risk and CFR use in furniture. In particular, these include a lack of empirical data that would allow absolute fire risk and exposure levels to be quantified. Nonetheless, it seems that our modelling method can potentially yield meaningful product clusters, providing a basis for further research.

은근한 따돌림은 학교폭력인가?

Objectives The purposes of this study were to determine characteristics of ‘Eun-ta’(ostracism, being stated in the Act on the Prevention of and Countermeasures Against Violence in Schools.) and examine conceptual definition. Methods To this end, conceptual review of domestic and foreign research trends was conducted and compared concepts of bullying and ostracism. This study also identified the characteristics of Eun-ta using the concept mapping method. Using concept mapping, the data were collected from 10 teachers of middle and high schools in capital area. 54 statements were extracted through depth interview on experiences of Eun-ta in school settings. The statements were analyzed using multidimensional scaling and hierarchical cluster analysis. Results The results are as follows. First, the related research has not been performed since 2000, the recent re-search still has quoted the same concept and definition. Second, there are obvious different definition between bullying and ostracism in international research. Third, the result of concept mapping showed that the character-istics of student being separated from peers had six clusters with two dimensions. Conclusions This study suggested that Eun-ta hardly belong to school violence by revealing the conceptual structure. The study would contribute to the conceptual definition and the development of related educational guidance and policies.

The Effect of the Concept Map Method on Student Learning Motivation in Geography Class XI Social Studies 3 in Public High School 8 Banjarmasin

The Effect of the Concept Map Method on Student Learning Motivation in Geography Class XI Social Studies 3 in Public High School 8 Banjarmasin

Pharmacology Teaching by Concept Map Method

Abstract not available Bangladesh Journal of Medical Science Vol. 22 No. 04 October’23 Page : 942-944