Concept Map Scores Research Articles

Application of concept maps as an assessment tool in engineering education: Systematic literature review

AbstractBackgroundConcept maps are a valid assessment tool to explore student understanding of diverse topics. Many types of academic programs have integrated concept mapping into their courses, resulting in various activities and scoring methods to understand student perceptions.PurposeFew prior reviews of concept mapping have addressed their use within engineering education. This systematic literature review examines articles that use concept mapping as an assessment tool in engineering education contexts and provides suggestions for future research.Scope/MethodWe conducted a literature search using terms related to concept map and engineering education. Articles were screened by their title, abstract, section, and then full paper, resulting in 53 articles for the final review. Two researchers examined the topic, activity type, and scoring method of the maps.ResultsConcept mapping topics fit into three categories, and the activity structures fit into four types. Of seven scoring methods, “Traditional” was the most used. Studies that compared multiple scoring methods showed that the “Holistic” and “Categorical” methods were better able to capture the content of the maps. All types of scoring demonstrated positive outcomes, suggesting that concept maps can demonstrate understanding of the topic and can assess learning.ConclusionsConcept maps have been applied in a number of ways. All types of concept mapping scores were shown to be useful and can lead to a better understanding of the students' learning outcomes. However, more research is needed to determine which scoring methods are recommended for specific applications.

Creating positive learning experiences with technology: A field study on the effects of user experience for digital concept mapping

Learning and assessment are increasingly mediated by digital technologies. Thus, learners’ experiences with these digital technologies are growing in importance, as they might affect learning and assessment. The present paper explores the impact of user experience on digital concept mapping. It builds on user experience theory to explain variance in the intention to use digital concept mapping tools and in concept map-based assessment scores. Furthermore, it identifies fulfillment of psychological needs as an important driver of positive experiences. In a field study in three schools and a university (N = 71), we tested two concept mapping prototypes on computers and tablets. We found that user experience is a significant factor explaining variance in intention to use. User experience also explained variance in three out of four concept mapping scores on tablets, potentially related to the lower pragmatic quality of the tablet prototypes. Fulfillment of psychological needs strongly affected perceptions of different qualities of user experience with digital concept mapping. These results indicate that user experience needs to be considered in digital concept mapping to provide a positive and successful environment for learning and assessment. Finally, we discuss implications for designers of digital learning and assessment tools.

Concept map and problem-based learning

The research aims to calculate the increase of student’s Concept Map (CM) scores through the implementation of Problem-Based Learning (PBL). The research is a classroom action. Research procedures include planning, observation, implementation, and reflection. The subjects were 34 X grade students. The data were collected by observation, assessment, interviews, and documentation. CM scores were calculated as a percentage based on expert CM. The research data consisted of the percentage of students’ CM scores, performance assessment, the implementation of PBL syntax, interviews, and documentation of the learning process. The validity test used data triangulation. The analysis techniques are through reduction, data presentation, and drawing conclusions. The results show that the percentage of CM scores in the pre-cycle, cycle I, and cycle II, respectively have a range of values of 4.62-20.80%; 11.56-24.25%; and 12.14-30.86% with an average increase in the first cycle is 10.96%, and the second cycle is 4.06%. The increase in the average percentage of CM score is supported by the linear increase in the average components of H, P, B, and E, thus the application of PBL is able to increase the percentage of CM scores based on the linear increase in the average components of H, P, B, and E.

Increase the hierarchy concept map score through the modification in the 2nd stage of problem-based learning

The research aimed to calculate the increase of student’s hierarchy concept map (CM) scores through the modification of problem analysis and learning issue (2nd stage of problem-based learning (PBL)) using question instructional techniques. The type of research is classroom action. Research subjects were 36 X grade students. Research procedures: planning, action, observation, and reflection. Research data is the percentage of hierarchy CM score which is calculated based on the Expert CM score according to the material in each cycle. Data validity is done by confirming the percentage of hierarchy CM score with the result of interviews and documentation of the learning process in each cycle. The analysis techniques use reduction, presentation, and drawing a conclusion. The results show that the average increase in hierarchy percentage scores from pre-cycles to cycle I was 25% and cycle I to II was 38%. The number of students who experienced an increase in percentage hierarchy scores from pre-cycle to cycle I was 83% and cycle I to II by 90%, thus the modification of instructional techniques in problem analysis and learning issues PBL increased the students’ CM hierarchy score.

Effectiveness of analytical thinking–based module to improve students’ learning outcomes using concept map

The effectiveness of 21st century learning emphasizes higher order thinking skills, one of which is analytical thinking. The analytical thinking–based module used includes indicators based on the integration of analytical-thinking aspects and Concept Map components. This study aimed to measure improvement in student learning outcomes using Concept Map through an analytical thinking-based module. The research method used was quasi-experimental with a field test design in the form of a pretest-posttest non-equivalent control group design. Participants were 66 students divided into control class using conventional modules and experimental class using analytical thinking–based modules. The calculation of students’ Concept Map scores is based on the Concept Map experts. The data were analyzed using the Ancova test. The effectiveness results showed: 1) the average score of the Concept Map of the experimental class (81.39%) was higher than the control class (47.89%), 2) the average score of the Concept Map component in the experimental class was higher than the control class, but the cross-link score obtained the lowest score. Concept Map is a powerful tool for educating new knowledge and supporting learning outcomes because has a positive effect on improving students’ learning outcomes and assessment of long-life learning in the teaching and learning process.

Teacher’s question in the stage of solution presentation and reflection problem-based learning for increasing valid relationship score on concept map

The aim of the research is to measure the increase of valid relationship (VR) concept map (CM) scores using a teacher’s question in the stage of solution presentation and reflection problem-based learning. The research is a classroom action consisting of pre-cycle, cycle I, and cycle II. The research procedure included planning, implementing actions, observations, and reflecting on 36 high school X grade students. The research data was VR scores calculated based on expert CM, supported by syntax implementation and performance assessment. Validation of data used triangulation methods which confirmed VR scores with documentation and interviews. The data analysis used data reduction, data presentation, and conclusion. The results showed that the number of students who has an increase in VR scores in linear, trend, and fluctuating fashion as follows: 44,44%; 22,22%; and 33,33%. The teacher’s question in the stage of solution presentation and reflection increased VR scores, therefore the teacher can apply the action to train student’s ability to connect concepts in class.

Effects of a concept mapping‐based flipped learning approach on EFL students’ English speaking performance, critical thinking awareness and speaking anxiety

AbstractThe present study explored the impact of concept mapping‐based flipped learning as a listening‐speaking strategy on learning achievement, English as a foreign language (EFL) learners’ critical thinking awareness and EFL speaking anxiety. The study utilized a pretest/posttest control and a quasi‐experimental design. Seventy‐two EFL learners were assigned to experimental (n = 37) and control (n = 35) groups. The results of the pretest indicated that the participants of the two groups were homogeneous concerning their proficiency level, critical thinking awareness and EFL speaking anxiety. The experimental group was instructed to construct concept maps after each listening task, and formulated their answers to the required speaking tasks from their concept maps. The results of the posttest indicated that concept mapping has a positive and significant influence on EFL learners’ English speaking performance and critical thinking awareness, and can decrease their speaking anxiety. Moreover, the relationships between concept mapping, learning performance, and critical thinking are statistically correlated. The results also revealed a significant negative relationship between speaking anxiety and the other variables. Practitioner NotesWhat is already known about this topic Students learn at their own pace and learn with repeated exposure to the same material to strengthen and deepen their understanding until they acquire the knowledge in flipped learning. The strategy of concept mapping is not only to support learners to organize concepts, but also to develop their ideas. Concept mapping can foster learners’ confidence and build up their background knowledge, so it will facilitate their speaking ability. What this paper adds A concept mapping‐based flipped learning as a listening‐speaking strategy is proposed to help improve students’ listening and speaking skills, EFL learners’ critical thinking awareness, and decrease speaking anxiety. In addition to supporting students’ foreign language learning, the results showed that the proposed approach provides positive results on the concept mapping‐based flipped learning for speaking training course. Implications for practice and/or policy The concept maps served as an approach to help students draw complex conceptual relationships and as an outcome measurement. The learners’ language performance and critical thinking are positively correlated. The learners’ concept mapping scores revealed not only in their performances, but also in speaking, conceptualization, and formulation.

Effects of web-based concept mapping education on students' concept mapping and critical thinking skills: A double blind, randomized, controlled study

BackgroundUsing concept maps in nurse education improves students' critical thinking skills. Offering web-based concept mapping education can increase motivation for learning in students actively using the Internet. ObjectivesTo examine the effects of web-based concept mapping education on nursing students' concept mapping and critical thinking skills. DesignThis is a double-blind, randomized, controlled, experimental study. SettingsA nursing faculty at a state university in Turkey. ParticipantsSecond-year nursing students taking the course surgical nursing in the spring term of the academic year of 2018/2019. MethodsThe experimental group (n = 201) was offered web-based concept mapping education before starting practicums. Data were collected using a students' information form, concept map evaluation keys, and the Critical Thinking Motivational Scale at the end of the practicums. A structured questionnaire was used to reveal opinions of the students about concept mapping. ResultsThere was a significant difference in concept mapping scores between the students offered web-based concept mapping education (16.45 ± 10.91) and those not receiving this education (12.70 ± 9.31) (p= .000). Also, there was a significant difference in students' scores for the subscales of Critical Thinking Motivational Scale expectancy, attainment and utility between the groups. The students reported that concept maps facilitated their learning and management of nursing processes but that they occasionally experienced difficulty. ConclusionIt can be concluded that web-based concept mapping education improves concept mapping skills and motivation for critical thinking skills. Web-based education could be utilized as a tool to enhance nursing students' concept mapping and critical thinking skills.

Integrating Concept Maps into a Medical Student Oncology Curriculum.

Expanding frontiers of knowledge have prompted medical schools to reconsider how best to promote learning in the face of information overload. Concept mapping (CM) promotes knowledge retention and integration. Students have perceived CM positively in prior studies, but the feasibility and utility of integrating CM into a medical student oncology curriculum as a learning and assessment tool have not been described. At the University of California, San Francisco, 152 medical students in a second-year hematology/oncology course produced concept maps about a single cancer type over 4weeks. We collected student evaluations about CM. Two of three graders independently scored each map using a standard rubric. We compared CM scores with USMLE Step 1 scores and clerkship grades using regression. All students produced a concept map. Student perception was mixed, and students provided feedback to improve CM utility as a learning tool. Grading was feasible, and inter-rater reliability was high. CM scores did not predict USMLE Step 1 scores or clerkship grades. CM was feasible as a learning tool, and we present strategies based on student feedback and literature review to improve utility. CM was feasible and reliable as an assessment tool; additional validity evidence may improve utility. Future studies should explore whether CM integrated into medical student oncology curricula early, serially, and collaboratively, with iterative practice and feedback, may predict meaningful learning and performance outcomes.

Empirical evidence that concept mapping reduces neurocognitive effort during concept generation for sustainability

Sustainable development is a systems problem that requires a shift in thinking from individual parts to the relationships between them. Enabling those involved in the development process to more quickly think in systems is therefore vital to create more sustainable solutions. However, measuring the ability to think in systems is a challenge because of the limited methods to observe behavior or measure outcomes. Recent advances in neuroimaging offer a radically new approach to measure one's ability to think in systems. The specific technique, called functional near-infrared spectroscopy (fNIRS), captures the change in oxygenated blood in the cortical region of the brain, which is a proxy for elevated cognitive activation. In this study, engineering students (n = 28) performed both concept mapping (i.e., labeling concepts and drawing directional connections between them) and concept listing (i.e., generating a list of concepts without indicating relationships) related to grand challenges for sustainability. fNIRS captured the increase in oxygenated blood along the prefrontal and parietal cortex during both concept mapping and listing tasks. Self-evaluation and concept mapping scores were also captured and compared. Concept mapping led to significantly more concepts compared to concept listing. Concept mapping also required less cognitive resources (i.e., oxygenated blood) to generate more concepts. The region of the brain that received more cognitive resources is also significantly different when participants were using concept listing and mapping. Concept mapping directed more cognitive resources to the regions of the brain associated with cognitive flexibility and decreased cognitive resources in regions associated with visuospatial processing. Self-evaluation of systems thinking was negatively correlated with concept mapping scores, meaning students with high perceived ability produce worse concept maps. Global efficiency of brain networks was positively correlated to concept map scores and more accurately measure performance compared to self-evaluation. This study provides neurocognitive evidence to support the benefits of concept mapping and also demonstrates the added advantages of neuroimaging to study systems thinking.

Instructional technique questions in the evaluating stage of project based learning to improve concept map score

The study aimed to improve student’s Concept map (CM) scores teacher’s questions on evaluating data, arriving a conclusion, presenting the project in class as preferred and discussion (evaluating data) stage of Project Based Learning. This research was a classroom action research with 3 Cycles. Procedure of this research are planning to compile the lesson plan, implementation of actions, observation, reflection, and construct expert concept map. The subject of this research consisted of 36 students of senior high school. The research data is the concept map score. Validation use triangulation method. verification of CM scores suitability and documentation based on CM experts and interviews. Data obtained by reducing data, graph transformation, and drawing conclusions. The result of this research showed that the teacher’s questions functioned as instructional techniques that improve the CM scores of students.

Instructional technique questions in the planning phase of project based learning to increase the score of concept map

The study aimed to improve student’s Concept map (CM) scores through the application of instructional techniques questions in the form of planning investigation according to driving questions (planning) in Project Based Learning. Research is a Class Action Research with 3 Cycles, including: planning to compile the lesson plan and its completeness, implementation of actions, observation, reflection and construct of expert CM. The research subjects consist of 35 high school students. Validation data use triangulation method: verification of CM scores suitability and documentation based on CM experts and interviews. Data analysis is done with qualitative descriptive: reducing, presenting data and drawing conclusions based on complete CM data. The results showed that the teacher’s questions functioned as instructional techniques that increased the CM scores of students but variation presented in component CM.

Instructional techniques’ teacher’s questions in the presenting stage of project-based learning to improve students’ concept map scores

The study aims to improve students’ concept maps scores through the implementation of instructional techniques’ teacher’s questions in the presenting stage of project-based learning (PjBL). The research is Classroom Action Research with 3 cycles, procedures of the research are: lesson plan, implementation of action activities, observation, reflection and construct of expert concept map. The participants were 35 students of class X high school. Percentage of students’ concept map scores calculated based on Novak and Gowin. Validation test use triangulation method, includes: verification of concept map scores suitability and documentation based on concept map expert and interview. Data analysis with qualitative descriptive by reducing, presenting data and drawing conclusions based on complete concept map data. The results showed that the teacher’s questions as instructional techniques’ in the presenting stage of project-based learning commonly improve scores of students’ concept map, but each component of the concept map has a variation percentage.

Instructional Technique Question Application in Stage of Deciding in Project Based Learning to Increase Score Concept Map

The study aimed to improve the concept map score through the application of instructional techniques questions in stage of deciding the study group way of collecting data and data analysis in project based learning. The research subjects consisted of 34 high school students. The study is a Class Action Research with three cycles, including: planning to develop lesson plan and its completeness, implementation of actions, observations, and reflections. Data collection is done by observation, assessment to calculate the concept map score, interviews, and documentation. Data validation uses triangulation techniques: verification of suitability of concept map scores and documentation based on expert concept maps and interviews. Data analiyzed used qualitative descriptive conducted by data reduction, data presentation and conclusion drawing based on complete data concept map. The results of the study showed that the instructional technique of the questions in the deciding the study group the way of collecting data and data analysis stage on project based learning increased the students’ concept map score of students.

Instructional technique questions in the searching phase of project based learning to increase concept map scores

The research aims to increase the student’s Concept Map (CM) score through the application of instructional technique questions in the stages of searching for the theoretical background of the driving question in Project Based Learning. Research is a Class Action Research with 3 Cycles, procedure of the research are: planning the lesson plan, implementation of actions, observation, reflection, and construct of expert CM. The research subjects consisted of 32 high school students. Percentage of students’s CM score calculated based Novak & Gowin. Validation test uses triangulation method: verification of CM scores suitability and documentation based on CM experts and interviews. Data analyzed as qualitative descriptive by reducing, presenting data and drawing conclusions based on complete CM data. The results shown that the instructional technique of teacher’s questions increased the CM scores of students, but variation presented in component CM.

Integrating concept maps into a medical student oncology curriculum.

10506 Background: Proliferating knowledge domains have prompted medical schools to reconsider how best to facilitate multidisciplinary learning. Concept maps promote knowledge retention and integration; however, the feasibility and utility of integrating concept maps into a medical student oncology curriculum as a learning and assessment tool have not previously been described. Methods: In 2015-2016, all 152 second-year University of California, San Francisco (UCSF) medical students in a hematology/oncology course produced a concept map about a single cancer type over four weeks. Two of three graders independently scored each map using a standard rubric. We used linear regression to calculate the Pearson correlation coefficient between graders and between concept map scores and preclinical examination scores, USMLE Step 1 scores, and clerkship grades. We sent course evaluations to 50 randomly selected students (as is typical in the UCSF curriculum) and performed an inductive content analysis of open-ended comments about concept mapping. Results: We graded all 152 concept maps. Inter-rater reliability was excellent ( r = 0.95 or greater between the graders). Concept map scores did not correlate with preclinical or clinical performance. 43 of 50 students (86%) rated the helpfulness of concept mapping on a 5-point agreement scale (1=strongly disagree; 5=strongly agree). The median rating was 3, and the mean (SD) rating was 2.81 (1.44). 22 of 50 (44%) students submitted comments about concept mapping. Some (9 of 22) found concept mapping useful, expressing themes such as “learning the material better” and delving into the “details.” Others (7 of 22) did not, expressing themes such as preferring “other study methods” and feeling that concept mapping was “busy work” or “stressful.” Conclusions: Integrating concept maps into a medical student oncology curriculum was feasible, and we demonstrated reliability evidence as an assessment tool. Future studies should explore whether integrating concept maps earlier in medical school, producing multiple concept maps over time with training and feedback, or developing concept maps collaboratively may increase utility as a learning and assessment tool.

Case-Based Group Learning Using Concept Maps to Achieve Multiple Educational Objectives and Behavioral Outcomes.

Knowledge integration is an important aspect of education. In clinical education, there is an emphasis on the integration of basic medical science with clinical practice to provide a higher order of comprehension for future physicians. Also of importance in medical education is the promotion and development of professional behaviors (i.e., teamwork and interpersonal professional behavior). We set out to design and implement a weekly, 2 hour educational active learning activity for first-year preclinical medical students to foster knowledge integration and to promote professional development. As part of our case-based curriculum, we used a small-group active-learning approach involving 3 stages: concept mapping, student peer-review, and student group evaluation. Specific learning objectives and behavioral outcomes were designed to focus the learning activities. Rubrics were designed to (1) assess learners’ group generated concept maps, (2) determine effective student peer review, and (3) appropriate evaluation of group dynamics. In addition to assessment data from the rubrics, course evaluations from participating students were collected. Analysis of rubric assessments and student evaluation data confirmed that there was significant statistical achievement in critical thinking and teamwork among students. Furthermore, when analyzing concept mapping scores between the first and last case, the data displayed significant statistical improvement supporting that student groups were further integrating basic science and clinical concepts. Our concept map-based active-learning approach achieved our designated objectives and outcomes.

A Peer Tutoring-Based Concept Mapping Approach to Improving Students' Learning Achievements and Attitudes for a Social Studies Course

Concept maps are well recognized as being an effective tool for helping students organize and construct their knowledge. However, previous studies have also indicated the difficulty encountered by young students in concept mapping. Therefore, how to provide an efficient strategy for enhancing students' learning achievement using concept mapping is worth studying. The purpose of this study is to explore the effects of the peer tutoring-based concept mapping approach on students' learning performance. A 5-week experiment was conducted in an elementary school social studies course in southern Taiwan. The participants were two classes of fifth graders. One class was the experimental group consisting of 33 students provided with a computerized concept map learning model based on peer tutoring, whereas the other class was the control group consisting of 32 students learning with a conventional computerized concept mapping approach. It was found that the learning achievements and the concept map scores of the students who learned with the peer-tutoring strategy were significantly higher than those students who learned with the conventional computerized concept mapping approach. Meanwhile, the result also indicated that the innovative approach is significantly helpful for improving the students' learning attitudes and technology acceptance levels.

Science Teachers’ Use of a Concept Map Marking Guide as a Formative Assessment Tool for the Concept of Energy

ABSTRACTIn this study, we investigated the value of a concept map marking guide as an alternative formative assessment tool for science teachers to adopt for the topic of energy. Eight high school science teachers marked students’ concept maps using an itemized holistic marking guide. Their marking was compared with the researchers’ marking and the scores of a multiple-choice diagnostic test. Statistical analysis revealed that teachers evaluated students’ concept maps consistently, but the concept map scores were only mildly correlated with the multiple-choice test scores. We explored what each assessment method revealed in terms of students’ understanding with one student’s performance as a showcase. Teachers’ views on using the marking guide of concept maps as an assessment tool were also included. We discuss the value of the concept map marking guide as a formative assessment tool for science teachers to create and modify in order to encourage students’ conceptual learning.

Effects of a Specialized Content Knowledge Workshop on Preservice Teachers’ Pedagogical Content Knowledge in Physical Education Teaching

It has been known that specialized content knowledge (SCK) is directly related to pedagogical content knowledge (PCK). However, little is known about the direct relationship between SCK and PCK. The purpose of this study was to examine the effects of a SCK workshop with knowledge packet on preservice teachers’ PCK in physical education teaching. A total of 18 preservice teachers, who were taking secondary methods class, were randomly divided by two different groups (i.e., control group and experimental group). Pedagogical content knowledge in physical education (PCKPE) tool and concept map assessment were used to examine preservice teachers’ PCK. A SCK workshop using knowledge packet was conducted only for the experimental group. A 2 X 2 (Group X Time) analysis of variance (ANOVA) with repeated measures was utilized and a significant interaction was found between group and time (Wilks’ ramda = .48, F (1, 7) = 7.68, p .05). The preservice teachers’ PCKPE scores significantly improved from pre-test (M = 29.54, SD = 3.17) to post-test (M = 40.95, SD = 3.37) in experimental group (p .001). The PCKPE scores were strongly related to the concept map scores in both pre- and post-test (r = .82 and .86, respectively, p .001). Results confirm that the PCKPE measurement tool can be used to accurately measure PCK as a direct observational tool.