Concept Mapping Technique Research Articles

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 Concept Map Technique on Students’ Cognitive Load and Academic Success in Anatomy Course

The Effect of Concept Map Technique on Students’ Cognitive Load and Academic Success in Anatomy Course

IMPROVING STUDENTS’ ABILITY IN WRITING DESCRIPTIVE PARAGRAPH BY USING CONCEPT MAPPING AT CLASS X-1 TKJ OF SMK YOHANES XXIII MAUMERE IN 2016/2017 ACADEMIC YEAR

This study aims to know whether concept mapping can improve the students’ ability in writing descriptive paragraph at class X-1 TKJ of SMK Yohanes XXIII Maumere. This study was conducted in SMK Yohanes XXIII in the 1st semester of the school year 2016-2017. The population of this study was 32 students who are all examined. This research used classroom action research which conducted in two cycles. Each cycles consisted of planning, action, observation and reflection. The instruments used are observations checklist, reflection notes, pre-test, post-test and questionnaire. The technique of analyzing data is collected through administering pre-test, post-test and questionnaire. The result of the data analysis of pre-test score showed the mean figure of 47.96. The result of the data analysis of post-test score in cycle 1 (S2) showed the increasing mean figure of 67.37. The result of data analysis of post-test score obtained by the subjects under in cycle 2 (S4) pointed out the increasing mean figure of 80.90. Comparing the mean figure of pre-test score, the mean figure obtained by the subjects under study for each cycle was convincingly much higher than the mean figure of pre-test score. These findings clearly showed that concept mapping could improve the students’ ability in writing descriptive paragraph. The result of the data analysis of questionnaire score in pre-test showed the comparative percentages figures of option A: in 7.67%, option B: 24.04%, option C: 68.28%, option D: 0%. The result of the data analysis of questionnaire score in cycle 1 showed the comparative percentages figure of option A: 5.95%, option B: 64.82%, option C: 45.05%, option D: 0%. The result of the data analysis of questionnaire score in cycle 2 showed the comparative percentages figure of option A: 77.19%, option B: 22.45%, option C: 0,35%, option D: 0%. The result comparative percentages figure clearly showed the subjects attitude and motivation in learning descriptive paragraph writing changed positively. Based on this findings, it can be concluded that the application of the concept mapping technique can improve students’ writing ability in class X-1 TKJ of SMK Yohanes XXIII Maumere in 2016/2017 academic year.

Computer based Concept maps as a tool for assessment for meaningful learning

Abstract— The present study investigates use of blended concept map technique appliedtothethermodynamics inthesecond year ofMechanicalengineeringofUniversityofMumbai, India. Two studies have been designed. In one study, traditional teacher leaning was followed to learn the topic of thermodynamicsandinanotherstudy,studentstaughtthesametopic withconcept mapusingsoftware. The present work shows that there is significant difference between test score of pre and posttests who uses concept maps. Students showed positive inclination towards use of concept maps. Keywords—Concept maps, meaningful learning, Bloom’s taxonomy.

An empirical research into IPL's brand doppelgänger using the brand concept mapping technique

An empirical research into IPL's brand doppelgänger using the brand concept mapping technique

La carte conceptuelle : un soutien au transfert des apprentissages métalinguistiques

The Concept Map: A Support for Learning Transfer
 Based on the concept mapping technique, our research endeavors to experimentally address the challenges encountered by candidates taking the Baccalaureate exam, specifically related to their ability to employ interdisciplinary knowledge while inferentially processing texts in French as a foreign language (FLE). The study intersects two disciplines: French as a Foreign Language (FLE) and History courses in the first language (L1). Employing a three-phase action research approach—commencing with a pre-test involving a text recall task, followed by collaborative concept map design using the PREP technique (Langer, 1982-1984) as a metacognitive experience, and concluding with a post-test to validate our approach—we aim to surpass the limited capacity of working memory and facilitate in-depth processing of textual information. By incorporating the concept map into our experimental approach, we aim to simulate "reflection on cognition," aligning with the training in internal monitoring—a central goal in any educational institution. Our initiative addresses linguistic challenges arising from the mental transition between the first language (L1) and the second language (L2), with a particular focus on challenges associated with mental translation. Situated within a plurilingual context involving Classical Arabic (L1) and the second language, French (FLF), we seek to visualize the linguistic interactions occurring during information processing through schematic organization and hierarchization. Resulted revealed that the use of concept maps substantially supports strategies related to analogical reasoning and high-level text processing. This approach significantly enhances learners' lexical repertoire by shaping organizational strategies and facilitating the storage of conceptual knowledge, streamlining retrieval processes. While concept maps undeniably bolster language skills, our research goes beyond this acknowledgement. It not only highlights the positive impact of integrating concept maps for language skill improvement but also emphasizes the untapped potential for even greater significance and promise. The instructional intervention has shed light on specific elements educators should consider to optimize outcomes. As a tool for facilitating transfer learning, the concept map has proven significant, albeit not without some negative transfers. Adjusting teaching strategies based on individual student needs and characteristics is essential to harness the full potential of this approach.

EHR-QC: A streamlined pipeline for automated electronic health records standardisation and preprocessing to predict clinical outcomes

The adoption of electronic health records (EHRs) has created opportunities to analyse historical data for predicting clinical outcomes and improving patient care. However, non-standardised data representations and anomalies pose major challenges to the use of EHRs in digital health research. To address these challenges, we have developed EHR-QC, a tool comprising two modules: the data standardisation module and the preprocessing module. The data standardisation module migrates source EHR data to a standard format using advanced concept mapping techniques, surpassing expert curation in benchmarking analysis. The preprocessing module includes several functions designed specifically to handle healthcare data subtleties. We provide automated detection of data anomalies and solutions to handle those anomalies. We believe that the development and adoption of tools like EHR-QC is critical for advancing digital health. Our ultimate goal is to accelerate clinical research by enabling rapid experimentation with data-driven observational research to generate robust, generalisable biomedical knowledge.

Concept Map Instructional Techniques in the Deciding Stage - Project Based Learning on Students' Argumentation Skills

Argumentation is an assessment that identifies HOTs through collaborative learning activities. Learning that supports collaboration through project design is found in project-based learning at the deciding stage. Decisions in planning investigations tend to be less than optimal and the presentation of data at the deciding stage is incomplete so that it is optimized using the instructional concept map technique. The use of concept maps as an instructional technique guides students to find and relate concepts logically so as to stimulate argumentation skills because it explores critical thinking skills through activities of organizing, categorizing, analyzing, and reasoning. The research aims to analyze differences in students' argumentation skills from the use of concept map instructional techniques at the deciding stage – project-based learning. The research design was quasi-experimental. Determination of the sample using cluster random sampling of 70 students who are determined based on the paired F test. The research instrument consisted of an expert concept map and a matter of argumentation. Data on students' argumentation skills were obtained from an assessment that was arranged according to the argumentation component according to Toulmin (2003) is evidence, warrants, backing, qualifier, rebuttal, and claim a total of 11 questions. The data analysis technique used the t-test. The results of the hypothesis test show that the significance value is 0.001 (<0.05), so there are differences in students' argumentation skills from the use of the instructional concept map technique in the deciding – project-based learning stage. The argumentation skills of the students in the experimental class were better than the control class in argumentation components is evidence, rebuttal, and claim. The concept map instructional technique has aspects that can improve students' argumentation skill scores because it helps students focus on finding and connecting concepts based on evidence and data as a result of investigations

Exploring the Effects of Concept Mapping on Undergraduate Students’ EFL Reading Comprehension in China

Reading is a fundamental life-long learning tool to achieve personal and professional success, and it has been attached with great importance in China. However, despite the significance of reading comprehension, EFL undergraduate students in China face challenges when reading in English language. It is essential for both teachers and researchers to explore effective teaching techniques to teach reading. In this regard, concept mapping can serve as a specific form of teaching and learning technique for reading instruction. The present study employed a quasi-experiment to investigate the effects of concept mapping on the EFL reading comprehension of undergraduate students in China. The study spanned 32 instructional sessions, and the effects on knowledge retention were measured two weeks after the experiment. The participants included 135 second-year undergraduate students from three intact EFL classes at a university in China. The findings revealed that the use of concept mapping technique was effective in improving students’ reading comprehension. Moreover, the combined use of concept mapping with conventional method was more effective than fully using concept mapping in promoting students’ reading comprehension and knowledge retention. The study gives pedagogical and policy implications for teachers, syllabus designers, curriculum developers, and other stakeholders.

Implementation of augmented reality and mixed reality applications for smart facilities management: a systematic review

PurposeThe Operations and Maintenance (O&M) cost of a facility is typically 60–85% of the total life cycle cost of a building whereas its design and construction cost accounts for only 5–10%. Therefore, enhancing and optimizing the O&M of a facility is a crucial issue. In addition, with the increasing complexities in a building's operating systems, more technologically advanced solutions are required for proactively maintaining a facility. Thereby, a tool is needed which can optimize and reduce the cost of facility maintenance. One of the solutions is Augmented or Mixed Reality (AR/MR) technologies which can reduce repair time, training time and streamline inspections. Therefore, the purpose of this study is to establish contextual knowledge of AR/MR application in facilities operation and maintenance and present an implementation framework through the analysis and classification of articles published between 2015 and 2022.Design/methodology/approachTo effectively understand all AR/MR applications in facilities management (FM), a systematic literature review is performed. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) protocol was followed for searching and describing the search strategies. Keywords were identified through the concept mapping technique. The Scopus database and Google Scholar were employed to find relevant articles, books and conference papers. A thorough bibliometric analysis was conducted using VOS Viewer and subsequently, a thematic analysis was performed for the selected publications.FindingsThe use of AR/MR within facilities O&M could be categorized into five different application areas: (1) visualization; (2) maintenance; (3) indoor localization and positioning; (4) information management and (5) indoor environment. After a thematic analysis of the literature, it was found that maintenance and indoor localization were the most frequently used research application domains. The chronological evolution of AR/MR in FM is also presented along with the origin of publications, which showed that the technology is out of its infancy stage and is ready for implementation. However, literature showed many challenges hindering this goal, that is (1) reluctance of the organizational leadership to bear the cost of hardware and trainings for the employees, (2) Lack of BIM use in FM and (3) system lagging, crashing and unable to register the real environment. A preliminary framework is presented to overcome these challenges.Originality/valueThis study accommodates a variety of application domains within facilities O&M. The publications were systematically selected from the existing literature and then reviewed to exhibit various AR/MR applications to support FM. There have been no literature reviews that focus on AR and/or MR in the FM and this paper fills the gap by not only presenting its applications but also developing an implementation framework.

APPLICATION OF CONCEPT MAPPING TECHNIQUES IN LEARNING TO COMPILE INDUCTIVE PARAGRAPH

The research aimed at the effectiveness of the Concept Map Technique in learning to compose inductive paragraphs for Grade IX SMPIT Al Ishlah Maros students. The research design is experimental. The research population was 54 Class IX students of SMPIT Al Ishlah Maros. A sample of 22 people, namely Class IX-1. carried out by purposive random sampling technique. The research data collection instrument was a test, analyzed using descriptive statistical techniques. The results of this study indicate that TPK is effectively applied in learning to compose inductive paragraphs.

Effect of concept mapping model on critical thinking skills of family medicine residents: A randomized controlled trial.

The cognitive process of critical thinking (CT) involves the examination of the existing reasons and an analysis of the information to draw conclusions and make decisions. The goal of the study was to determine how concept mapping (CM) technique affects family medicine residents' capacity for critical thought. We conducted a randomized controlled trial among family medicine residents aged between 26 and 28 years. A total of 100 residents were involved; over the course of 3 months, 50 residents were exposed to the conventional teaching model and 50 residents to the CM model. Data was collected using California CT skills test (CCTST) modified Arabic version and a self-administered questionnaire. The primary intervention was teaching method, experimental group received CM lessons while control group had conventional lessons. First session was carried out at baseline and second session one week after baseline, whereas 3rd, 4th, and 5th sessions conducted at end of 1st, 2nd, 3rd months, respectively. Both groups were assessed at baseline and at end of 3rd month. Both groups were reassessed at end of three months. Quantitative data was presented as mean and SD, whereas frequencies and percentages used for qualitative data. Pre- and post-intervention CT scores for study groups were compared using t-test or Mann-Whitney U test, as appropriate. Groups were compared on pre- and post-intervention CT grades using Chi-square test. Vast majority (98%) of participants were females, nearly half were 27 year old, and belonged primarily to urban areas (76%). There was no difference in the CT scores between the groups at baseline. The post-intervention CT scores for study group were statistically significantly higher (18.36±2.68) compared to control group (15.94±1.94) (P = 0.001). The CM approach was superior to the conventional teaching approach in terms of improving CT.

The Effectiveness of Concept Maps in Teaching Vehicles According to Types of Transportation to Students with Intellectual Disabilities

The effectiveness of concept maps presented within the context of direct instruction in teaching vehicles to three children with intellectual disabilities was examined. A multiple baseline across participants design was used. The participants of the study consisted of three students with intellectual disability between the ages of 7 and 10. While the dependent variable in this study was the learning performance of the target students about vehicles, the independent variable was the concept map technique presented through direct instruction. Data were analyzed using graphical/visual analysis. The findings showed that the use of concept maps, presented through direct instruction, was effective in teaching vehicles to children with intellectual disabilities, and that children were able maintain their performance 7, 14 and 21 days after the end of the instruction. Moreover, it was found that teachers' opinions about concept maps were positive. As a result, the concept maps technique presented through direct instruction is effective in teaching vehicles to children with intellectual disabilities.

EXPLORATORY STRUCTURAL PROCEDURES IN HEALTH SERVICES RESEARCH

Abstract When analysing data where little knowledge of relationships is available, exploratory structuring techniques, e.g., clustering and scaling techniques, are applied, using an inductive approach to construct analogies and thus suggest how to organize the data. These procedures in Health Service Research mainly focus on latent variables and are particularly used in the development of instruments or theories. Our symposium includes three presentations on research studies in which exploratory structural procedures were used for data analysis, that were considered appropriate for Health Service Research. Dr. Johannes Bergmann will present a concept mapping technique of the German Preferences for Everyday Living Inventory (PELI-D), for structuring the questionnaire from the perspective of professional nurses. This is a mixed methods participatory approach that combines interpretation and decisions by the researchers with a sequence of multivariate statistical analyses (multidimensional scaling, cluster analysis).. Jan Dreyer will present a Multiple Correspondence Analysis and Hierarchical Cluster Analysis as exploratory data reduction procedures. His aim was to identify types of home-based care arrangements for people living with dementia. To analyse the relationships between care arrangement variables, he performed Multiple Correspondence Analysis. To cluster the care arrangements, he performed Hierarchical Cluster Analysis. Anna Louisa Hoffmann will present an alternative, modified procedure of Multiple Correspondence analysis. Since Multiple Correspondence Analysis underestimates the true quality of data representation, she used Adjusted Multiple Correspondence Analysis to explore construct validity of the Dementia Policy Questionnaire (DemPol-Q). This procedure was considered appropriate to assign categorical variables to latent variables.

Utilization of Concept Mapping Technique on Students’ Performance in Science

Determination of the effects of concept mapping technique on students’ performance in Grade 9 Science of one public high school in Bukidnon, Philippines was the main objective of this study. Specifically, it aimed to (1) describe the level of students’ performance in science as exposed to concept mapping technique (CMT) and those exposed to non- concept mapping technique (non-CMT); and (2) find out significant difference between student’s performance in science when exposed to CMT and those exposed to non-CMT. A quasi-experimental research design was utilized involving two sections. Findings of the study revealed that students exposed to concept mapping technique “did not meet expectation” in the pretest and have “fairly satisfactory” result in the post-test while those who were exposed to non-concept mapping technique “did not meet expectation” in both pretest and post-test. Performance of students exposed to CMT were significantly higher than those exposed to non-CMT. Concept Mapping Technique may be utilized in science classes to further enhance the academic performance of students.

Utilization of Concept Mapping Technique on Students' Performance in Science

Utilization of Concept Mapping Technique on Students' Performance in Science

Utilization of Concept Mapping Technique on Students' Performance in Science

Utilization of Concept Mapping Technique on Students' Performance in Science

EXPERIENCES THAT SHAPE THE DEVELOPMENT OF INCLUSIVE INSTRUCTION IN PRESERVICE TEACHERS: AN INTERNATIONAL COMPARISON

Preservice teacher education programs are vital in teachers’ development of instructional practices for inclusive classrooms. In previous research, preservice teachers in Canada had higher scores on measures of experience with people with disabilities when compared to those in Germany. The current study investigated the proposition that differences existed because of experiences of inclusion in the respective countries. Participants were 18 Canadian preservice teachers from faculties of education in Ontario, Canada and 29 German preservice teachers from a Bavarian university. A Group Concept Mapping (GCM) technique was employed. Both groups identified Practicum Experiences, Education Program, Past Jobs, and Personal Life Experiences as contributing to the development of their inclusive practice. Only the Canadian sample identified Mentoring Relationships and Professional Development. Differences and similarities in teacher education programs are highlighted as possible contributors to the differences in Canadian and German preservice teachers’ perceptions of experiences useful for shaping their instructional practice.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0946/a.php" alt="Hit counter" /></p>

The Effects of Concept Mapping, Argument Mapping and Mind Mapping on 6th Graders’ Vocabulary Production

As vocabulary is an important element in enhancing English knowledge, utilizing effective and novel vocabulary learning strategies help foster learners’ vocabulary production. The aim of this study is to present mapping techniques such as concept mapping, argument mapping, and mind mapping as innovative strategies to increase students’ vocabulary production. Several studies have been carried out on the impacts of concept mapping, argument mapping, and mind mapping techniques but there is no obvious comprehension of the supremacy of any of these strategies over the others. The present study investigated the impacts of the selected techniques on vocabulary production of 6th Graders. To this end, 90 female students (6th graders) studying in an English institute in Tehran, Iran were selected and categorized into three experimental groups. Each of these groups received one of the chosen techniques randomly. At the end of the instructional sessions, one post-test designed in fill-in-the-blanks format was performed to evaluate vocabulary production of the students. A One-Way ANOVA procedure was utilized to analyse the acquired results. The outcomes showed that the obtained differences between the groups of concept mapping, argument mapping and mind mapping were statistically significant. Those participants who used the concept mapping and mind mapping techniques performed better than their classmates of the argument mapping technique. It is worthy to note that learners, teachers, and materials’ designers can benefit from the findings of this study.

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.