Concept Mapping Technique Research Articles

EFFECTS OF CONCEPT MAPPING AND EXPERIMENTAL TECHNIQUES IN TEACHING BIOLOGY IN SECONDARY SCHOOLS IN FEDERAL CAPITAL TERRITORY ABUJA, NIGERIA

The study was aimed at determining the Effect of Using Concept Mapping and Experimental Techniques in Teaching Biology in Senior Secondary Schools in Federal Capital Territory Abuja. The objective of the study was to compare the mean performance scores of students taught Biology using concept maps, experiments and lecture method, determine their retention level and find out their attitude towards the methods. The design of the study was quasi experimental pre-test posttest control group design. The population consisted of 6,208 SS2 Biology students of the Federal Capital Territory, from which 192 were selected from three schools within Karshi zone of Abuja Municipal Area Council. The major instruments used for data collection were Biology Achievement Test pre-test and post-test (BAT), Biology Achievement Retention Test (BART) used after 2 weeks of instruction and Concept Mapping Attitude Scale Towards Biology Questionnaire (CMASTBQ) and Experiment Attitude Scale Towards Biology Questionnaire (EASTBQ).The treatment package included Concept Mapping Instructional Package (CMIP), Lesson Plan for Experiments and Lesson Plan for Control Group. The items used for the pre-test, post-test and retention test were adopted from Educational Resource Centre (ERC) Abuja. The research questions analyzed using mean and standard deviation while the null hypotheses were analyzed using Two sample t-test, Covariance Analysis (ANCOVA) and Pairwise comparison at 0.05 alpha level of significance. The findings of the study showed that the use of experiments in teaching significantly improved the performance of students in Biology more than the use of concept mapping and lecture method. The use of concept mapping though enhances performance of students is not significantly better than the lecture method. The use of experiments makes for better retention levels than the use of concept mapping and lecture method. Students have a more positive attitude toward the use of concept mapping for teaching Biology than experiments. Based on the findings of the study, the use of experiments in the teaching of Biology are indispensable if the teaching and learning of the subject is to be effective and meaningful. Article visualizations:

Using metacognitive strategies in teaching to facilitate understanding of light concepts among year 9 students

Background: Enhancing students’ metacognitive abilities will help to facilitate their understanding of science concepts.Purpose: The study was designed to conduct and evaluate the effectiveness of a repertoire of interventions aimed at enhancing secondary school students’ metacognitive capabilities and their achievements in science.Sample: A class of 35 Year 9 students participated in the study.Design and methods: The study involved a pre-post design, conducted by the first author as part of the regular designated science programme in a class taught by him.In order to enhance the students’ metacognitive capabilities, the first author employed clearly stated focused outcomes, engaging them in collaborative group work, reading scientific texts and using concept mapping techniques during classroom instruction. The data to evaluate the effectiveness of the metacognitive interventions were obtained from pre- and post-test results of two metacognitive questionnaires, the Metacognitive Support Questionnaire (MSpQ) and the Metacognitive Strategies Questionnaire (MStQ), and data from interviews. In addition, pre-test and post-test scores were used from a two-tier multiple-choice test on Light.Results: The results showed gains in the MSpQ but not in the MStQ. However, the qualitative data from interviews suggested high metacognitive capabilities amongst the high- and average-achieving students at the end of the study. Students gains were also evident from the test scores in the Light test.Conclusion: Although the quantitative data obtained from the Metacognitive Strategies Questionnaire did not show significant gains in the students’ metacognitive strategies, the qualitative data from interviews suggested positive perceptions of students’ metacognitive strategies amongst the high- and average-achieving students. Data from the Metacognitive Support Questionnaire showed that there were significant gains in the students’ perceptions of their metacognitive support implying that the majority of the students perceived that their learning environment was oriented towards the development of their metacognitive capabilities. The effect of the metacognitive interventions on students’ achievement in the Light test resulted in students displaying the correct declarative knowledge, but quite often they lacked the procedural knowledge by failing to explain their answers correctly.

Investigating Relationships among Pre-Service Science Teachers’ Conceptual Knowledge of Electric Current, Motivational Beliefs and Self-Regulation

Background:The purpose of this study is to examine relationships among pre-service science teachers’ conceptual knowledge of electric current, motivational beliefs, and self-regulation. One hundred and twenty-seven students (female = 107, male = 20) enrolled in the science education program of a public university in Ankara participated the study.Materials and methods:A concept map technique was used to determine students’ conceptual knowledge level of electric current. To determine students’ motivational beliefs and self-regulation, a scale developed by Velayutham, Aldridge, and Fraser (2011) was first translated into Turkish and adapted to Turkish culture and then used as a measurement tool.Results:Results showed that students’ motivational beliefs were positively associated with their self-regulation, and students’ task value, self-efficacy, and self-regulation were positively related with students’ conceptual knowledge of electric current.Conclusions:These results show that students’ motivational beliefs and self-regulation have important roles in students’ conceptual knowledge level when assessed using concept map technique.

Mind Map and Concept Map as Complementary Tools for Teaching

In this article, Novak’s concept mapping technique is compared to Tony Buzan’s mind mapping technique. The application parameters and the respective advantages and disadvantages for two formats for learning and knowledge sharing are reviewed and discussed. It is argued that the combination of these two visualization types can play to the strength of each one. The article then provides real-life examples from such a use in undergraduate and graduate university teaching. The results provide first indications that the different visualization formats can be used in complementary ways to enhance motivation, attention, understanding and recall. The implications for a complementary use of these visualization formats in class room and teaching contexts are discussed and a future research agenda in this domain is articulated.

Analyzing Classroom Strategy: Evaluating the Concept Mapping Technique at SSC Level in Pakistan

This study documents the usage of Concept Mapping in the teaching-learning situation of English at SSC Level. The study is descriptive and analytical in nature and tries to investigate the effects which Concept Mapping renders in the academic environment in the context of ESL classroom setting. The research offers strategies for adopting certain techniques and up gradation of the content taught at the mentioned level by the inculcation of such techniques. Overall, the study produced a range of implementable outcomes by a pervasive discussion of Concept Mapping, the role of the textbooks, the importance of adding the technique to the contents of ESL classroom setting. For data collection and data analysis, two classes were selected. Both were taught the same content under controlled conditions. The concept mapping technique in the class guided the learners towards the improved way of learning the text of second language.

How do Concept-Maps Function for Reading Comprehension Improvement of Iranian Advanced EFL Learners of Both Genders?

This study was an attempt to examine the effect of concept mapping on reading comprehension of Iranian EFL learners. Pretest-posttest design was employed to scrutinize the possible improvement of the study’s participants who were male and female learners whose ages ranged from 19 to 40 and had taken general English courses at Islamic Azad University of Kharg. Two groups (one experimental and one control group) were exposed to the same reading comprehension test as the pre-and post-test, however, only the experimental group received the special treatment of concept mapping techniques for different texts during the treatment. After the application of the study’s treatment, data analysis procedure initiated which indicated that experimental group who received explicit concept mapping instruction had a better performance than the control group on the final reading comprehension test. In addition, the findings shows that students who used this strategy during the seven-week treatment had better results on comprehension reading test and could understand the reading passages better. The findings imply that concept maps can positively affect the reading comprehension ability of Iranian advanced EFL learners. It was also revealed that female learners were superior at employing concept-maps in comparison with their male peers.

Improving Teaching and Learning of Glycolysis and Kerbs' Cycle Using Concept Mapping Technique

Improving Teaching and Learning of Glycolysis and Kerbs' Cycle Using Concept Mapping Technique

Transferring architectural management into practice: A taxonomy framework

This research aimed to develop a unique framework to help architects understand and apply architectural management (AM) in their practices. A comprehensive literature review identified several components belonging to different specialist fields. A pragmatic methodology for developing the framework was adopted by combining the methodology of Japareen for building conceptual frameworks with the Concept Mapping and Qualitative Met-Synthesis techniques. The resulting framework underwent a series of testing stages aimed at refining the framework further. The testing process targeted two groups (researchers and professionals) by adopting a mixed method approach, which included a facilitated workshop, interviews, and a questionnaire survey. The feedback from the testing phase was used to create the final AM Taxonomy Framework (AMTF), and served as an original and practical guide for practitioners, further extending their understanding of AM. Further validation and refinement are planned in the long term by applying the framework to selected architectural practices.

Constructs, Concept Mapping, and Psychometric Assessment of the Concise Scale of Individualism–Collectivism

We developed and psychometrically evaluated the Concise Scale of Individualism–Collectivism (CSIC) to support the growing need for cross-cultural research to better understand the relationship between culture and health. To construct the scale, we used the concept mapping technique. The CSIC contains 18 paired items, 9 of which are used to assess respondents' level of individualism and 9 to assess collectivism, rated using a 5-point Likert scale. We evaluated the instrument using a diverse sample (N = 249, Mage = 29.64, SD = 7.81) consisting of rural-to-urban migrants and nonmigrant rural and urban residents in the city of Wuhan, China. Cronbach's alpha coefficients were .91, .83, and .86 for the total CSIC scale, and for the collectivism and individualism subscales, respectively. A 2-factor model fit the data well, showing that both individualism and collectivism scores significantly differed according to level of education and area of residence, and significantly predicted levels of social capital, social support, resilience, and stress of respondents. We determined that the CSIC has adequate reliability and validity for use in research to quantify cultural beliefs about individualism and collectivism among Chinese adults.

The nature of choice and value for services and amenities in Australian universities

In two decades, Australian university students have accumulated over $25 billion in debt, a figure that is expected to increase dramatically over the next few years. The literature has rarely considered students’ attitudes about ancillary services and amenities, despite their importance to the character of university life and substantial contribution to rising student debt. This case study examines the attitudes and concerns of students regarding the compulsory fees for non-teaching services and amenities levied at an Australian university. Using a concept analysis and mapping technique, this case study highlights significant concerns among students regarding the benefits of services and amenities, and low involvement in the co-creation of value. Drawing on service co-creation topologies, the study identifies market opportunity and further reforms that could facilitate a more sustainable, responsive and dynamic service provision environment, in the context of the Australian and international higher education.

How good is my concept map? Am I a good Cmapper?

There have been many efforts reported in the literature to score or rate the quality of concept maps. In many cases the objective was to standardize procedures for grading student concept maps, but other efforts have served a variety of purposes, including guiding workshop participants to construct better concept maps or monitoring the advances in concept mapping techniques on a large population of users. We examine some of the criteria used by others for rating or scoring concept maps as “good” and propose a scheme that takes into account both graphical structure criteria and semantic or subject matter accuracy that we propose can lead to better, “excellent” concept maps. It has been said that presentations that are concise but capture the complexity of the content involved are elegant—and producing these kinds of concept maps should be our goal.

An empirical analysis of international consumers’ associations with Bavarian food products by means of concept mapping

Purpose – Knowledge of consumers’ perception of foreign food products can be a key element for successful international marketing strategies, as operating on a regional or global level requires deep knowledge about international markets. Purchase decisions for most products are strongly linked to a person’s attitude towards these products, which are determined by beliefs and meanings associated with the product. In this context, the purpose of this paper is to analyze and compare the perception of Bavarian food products in an international context. Design/methodology/approach – The qualitative technique of concept mapping has been used to uncover and visualise consumers’ semantic networks regarding Bavarian food products. Two European countries – Bulgaria and Romania – as well as two Asian ones – China and South Korea – are exemplary selected for this study. Findings – The results clearly show that the two frequently mentioned associations across all four countries are the same while the other associations which were enumerated show a greater heterogeneity. Furthermore the study provides empirical evidence that the associations regarding Bavarian food products of the European countries are more similar to each other than the Asian ones. South Koreans have more indirect than direct associations with Bavarian food products and Chinese semantic networks regarding Bavarian food products are the least complex. These findings are underpinned by network analysis. Originality/value – This study adds to the existing literature on country image by exploring international consumer’s cognitive networks regarding Bavarian food products by means of concept mapping.

Improving Teaching and Learning of Glycolysis and Kerbs' Cycle Using Concept Mapping Technique

The purpose of this study is to investigate the use of concept map to enhance academic performance of students in Glycolysis and Krebs cycle. Sixty-three (63) second year students from Odorgonno Senior High School (OSSA) in the Greater Accra Region of Ghana were used for the study. A quasi-experimental design which combines both qualitative and quantitative with inclusion of participatory design was used to gather information from students’ concept maps (interventional tool used) on Glycolysis and Krebs cycle. Closeness index technique designed by Goldsmith, Johnson and Acton (1991) was used to assess students’ concept maps. The outcome of the study disclosed high performance of students’ skills in concept map construction and a significant increase in students’ understanding of Glycolysis and Krebs cycle; concepts in tissue respiration. The study portrayed a significant difference between the pre-test and post-test scores and this suggests that concept mapping is an effective tool that can enhance SHS students’ academic performance in Glycolysis and Krebs cycle.

Concept Mapping in Education and Semantic Knowledge Representation: An Illustrative Survey

Abstract Concept Maps are graphic representations of topics, ideas, and their relationships. They allow users to group information in related modules so that the connections between the modules become more readily apparent. Among the potential uses of concept mapping for the improvement of learning and teaching in classrooms, the powerful technique of concept mapping could improve education in four different categories: (1) as a planned learning strategy, (2) as an instructional strategy, (3) as a strategy for planning curriculum, and (4) as a means of assessing students understanding of science concepts. Concept Maps are essential to increase meaningful learning in students and for representing the knowledge, experience of individuals and teams in education, science, medical and management course. In this paper we have made exhaustive survey to bind up various research works carried on concept maps in the above mentioned disciplines and have simplified the things for beginners to carry out research on concept mapping.

Effect of Concept Mapping in Improving Nursing Students’ Knowledge and Attitudes Related to Care of HIV/AIDS Patients

This one group pre- and post-test study evaluated the effectiveness of concept mapping and lecture method of teaching among 73 under graduate nursing students. One group was exposed to concept mapping technique and the other group was exposed to lecture method of teaching about HIV/AIDS. Findings indicated a statistically significant increase in the knowledge and attitude of students towards HIV/ AIDS among students exposed to concept mapping than students who underwent lecture method. The results of this study indicated that modern teaching strategies may enhance learning among nursing students. However further evaluation is needed.

The Effect of Concept Mapping on Iranian Pre-intermediate L2 Reading Comprehension

Teachers are always looking for innovative ways to help students improve their reading comprehension. One popular method is the use of graphic organizers such as concept maps. This study examined the use of concept maps (a meta cognitive technique) to aid reading comprehension of Iranian pre- intermediate L2 learners in one of the language institutes in Shiraz. The researcher wanted to find appropriate answers to the following research questions 1) does the application of concept mapping technique have any significant effect on Iranian pre-intermediate L2 reading comprehension 2) do Iranian pre-intermediate L2learners have positive attitude toward the application of concept maps in their reading classes? For this, 30 pre-intermediate L2 learners were selected and assigned as experimental group. This experimental group received instruction on how to use concept mapping technique as a pre-reading activity. This group took part in language classes twice a week for one hour and half and reading activities covered thirty minutes of the whole class and also they completed two thirty-minutes reading comprehension tests, one as the pre-test and the other as the post-test. The results of Wilcoxon Sign Rank test showed that the participants in concept mapping group performed better in post-test than in pre-test administration. Moreover, the results of Chi-square revealed that, on the whole, L2 learners had positive attitudes toward using concept mapping technique in reading classes. This study had theoretical as well as pedagogical implication in the field of second/ foreign teaching and learning.

An ideation method for generating new product ideas using TRIZ, concept mapping, and fuzzy linguistic evaluation techniques

This paper presents an ideation methodology for generating new product ideas.The Su-field enhanced concept mapping diagram is used to clarify potential problems.TRIZ methods are employed to abstrac...

Double empowerment: The roles of ethnic-based groups in the Korean community in New Zealand – Implications for social work practice

SummaryThe current forces of globalisation facilitate the migration of people around the world. The purpose of this article is to explore the roles of ethnic-based groups and organisations in the Korean community in New Zealand. A qualitative approach was employed to collect data from in-depth interviews of Korean adults within the ethnic community. Fourteen participants served as key informants in this study. The data collected were analysed mainly using a concept-mapping technique in a bilingual context.FindingsThere was a range of community groups in the Korean community in New Zealand. Those ethnic-based groups played important roles in not only enabling migrants to meet their needs but also connecting them with local communities. Some groups or organisations often served as ‘transnational’ bridges, promoting a range of interactions and exchanges between the host society and the homeland. The information and resources necessary for their survival were likely to be obtained from both the societies, which made the community becoming ‘double-empowered’ in the transnational context.ApplicationsThis study highlights the claim that ethnic-based groups have vital functions, providing contact places for migrants and local people, and creating social and transnational influences in the context of modern migration. It is suggested that a community-empowerment approach would help social work practitioners work effectively with migrants and their community groups.

Training needs assessment of fishermen in Oman through concept mapping technique

Purpose – This study aims to assess the training needs of fishermen in Oman using the concept mapping technique. This study was the part of a larger research project on the training needs assessment (TNA), where a mixed method approach was used to identify the training needs. Design/methodology/approach – Perspective of 12 instructors on a focus question was taken during a brainstorming session at a Fishermen Training Institute in Oman. Using the concept mapping technique involving the multidimensional scaling and hierarchical cluster analysis, the data recorded was analyzed to arrive at the need clusters, which were later rated and ranked to assign relative importance. Findings – The identification led to a ten-clustered solution, covering a range of areas, requiring technical and behavioral skills. The top five training concerns were also identified using the participants’ ratings of the identified training-need clusters. Furthermore, the merit of concept mapping technique over purely quantitative assessments was also realized. Research limitations/implications – The study not only identified and evaluated the training needs but also observed the relevance of concept mapping technique. It was observed that the concept mapping technique struck a balance between the two extremes of subjectivity and objectivity while identifying the training needs. The application of concept mapping technique can help in covering the concerns of multiple stakeholders in TNA. Practical implications – It identifies some key training areas for Fishermen Training Institutions and government bodies in Oman. The research also supports the extension of the application of concept mapping technique to decision-making situations in other areas. Social implications – Training interventions based on the needs assessment will help fishermen from the Oman’s Batinah coast in gaining additional skills, expertise and income. Originality/value – This study applies the concept mapping technique in assessing the training needs of fishermen. The research also shares the outcomes of a pioneering attempt to identify fishermen’s training needs in Oman.

An ideation method for generating new product ideas using TRIZ, concept mapping, and fuzzy linguistic evaluation techniques

The quality of initial ideas is considered a critical determinant for successful new product development (NPD). This study presents an ideation method for generating new product ideas. The aims of the proposed method are (1) to clarify and identify potential problems involved in the knowledge domain of the product design through the Su-field enhanced concept mapping diagram; (2) to abstract inventive problems and generate novel product ideas by means of the theory of inventive problem solving (TRIZ) methodology; and, (3) to develop an effective decision aiding method for evaluating alternative ideas and determining promising product ideas using fuzzy linguistic evaluation techniques. The applicability of the ideation method is demonstrated through a case study of an air purifier design. The theoretical and practical implications of the ideation method are also discussed.