Form Of Concept Map Research Articles

Supporting peer tutoring with graphical organisers and knowledge maps

This study delves into the realm of learning from tutoring and extends existing research by introducing augmented concept mapping as an innovative strategy to enhance peer learning in preparing for tutoring. The paper provides a concise overview of the current design of pedagogically augmented concept maps and their integration with Semantic Web and derived technologies for the iterative development of knowledge maps. This research represents an ongoing endeavour with the primary objective of developing graphical organisers to support student tutors in designing tutoring plans before actual tutorials in the form of concept maps and knowledge maps. It serves a dual purpose, aiming to facilitate individual tutor learning and promote collective knowledge construction. The main contribution of this presentation lies not only in the potential for synthesising concept mapping and semantic knowledge mapping, but also in the integration of content learning, such as the domain of hydrology in this study, with dialogical tutoring interaction during peer tutoring preparation

Application of the ASICC Learning Model (Adapting, Searching, Interprenting, Creating, and Communicating) to Increase Physics Creativity

This research aims to improve students' physics creativity skills through the application of the ASICC learning model. This research is considered necessary because the results of the initial ability analysis of students through teacher and student respondents gave low results of 55 with less categories. This study is a class action research conducted as many as two cycles. Matter in the first cycle is sound waves and matter in the second cycle is light waves. This research was conducted at SMAN 1 Perhentian Raja Kampar regency, Riau province, with the research subjects of grade XI science students as many as 25 people, 10 men and 15 women. This step in research starts from the precycle stage (initial capability analysis), making learning tools and instruments, validating devices and instruments, actions, evaluation, and reflection. Assessment of student creativity is carried out every time the meeting is assessed by the teacher himself through the instrument of student creativity. The student work created is a simple work that can be completed in one meeting. The students' work is in the form of concept maps, poster designs, and data graphics. The average results of students' creativity skills obtained for cycle 1 to cycle 2 are, for cycle 1 with an average of 70.85 and cycle 2 with an average of 77.5. This increase can be seen from the change in the value of creativity for the same work in different cycles

UPAYA MENINGKATKAN HASIL BELAJAR SISWA SMA MELALUI MEDIA PETA KONSEP PADA MATA PELAJARAN BAHASA INDONESIA

The aim of the study was to determine the increase in student learning outcomes in the Indonesian Language Education subject with the subject matter of Debate in class X-Anggrek SMA Negeri 1 Telukdalam using the media concept map for the 2021/2022 Academic Year. The implementation of classroom action research was carried out for two cycles. The results showed that in the first cycle the students' cognitive learning outcomes only reached an average of 61.71 while in the second cycle the students' cognitive learning outcomes experienced an increase with an average learning result reaching 77.75 belonging to the good category. Thus the application of learning media in the form of concept maps can improve students' cognitive learning outcomes. Suggestions put forward by researchers, namely: in learning Indonesian Language Education use concept map media on the subject of debate so that it can improve students' cognitive learning outcomes, should in improving the quality of learning Indonesian Language Education use concept map media, and should use concept map media in teacher learning must prepare the material that will be given properly.

The Influence of the Online Student Facilitator and Explaining (SFAE) Cooperative Learning Model on Learning Outcomes of PAI at SMK Persada, Sukabumi City

The study aims to determine the effect of the Student Facilitator And Explaining (SFAE) type cooperative learning model through the online system on the learning outcomes of class X Pharmacy 1 in PAI subjects at Persada Vocational High School, Sukabumi City. This type of research is based on a quantitative approach with descriptive and inferential/inductive statistical analysis. The research design was quasi-experimental, matching only the pre-test post-test control group design technique. The research process involved an experimental group (Class X Pharmacy 1) with a sample of 28 students who were given treatment and a control group (Class X Pharmacy 2) with a sample of 27 students who were not given treatment. Data collection techniques were library research, documentation, observation, and tests. The test is in the form of multiple choice, and the description refers to the PAI subject matter "sources of Islamic law". The comparison test results show the value of t = 3.022 > ttable 2.048 which means Ho is accepted and Sig = 0.005 <0.05. Then Ha is received, or there is a significant comparison of learning outcomes between classes X Pharmacy 1 and 2. The pre-test post-test comparison test results for the experimental class show that the value of t = -9.750 < ttable 2.048 and Sig = 0.000 <0.05, then Ho is rejected and Ha is accepted, or there is a significant comparison between the pre-test and post-test values of the experimental class (X Pharmacy). Thus, applying the online Student Facilitator and Explaining (SFAE) cooperative learning model has an effect on increasing PAI students' learning outcomes at SMK Persada, Sukabumi City. Students are more active in digging for information from PAI material sources and are able to rewrite the results of the information they got in the form of concept maps. So that students become much easier to understand the learning material

Using spatial contiguity and signaling to optimize visual feedback on students’ written explanations.

Writing cohesive texts is a crucial but challenging skill to master. Recently, cognitive tools that provide students with a graphical representation of their texts in the form of concept-maps have been shown to support students’ writing. Despite its beneficial effects, the addition of a graphical representation may have the disadvantage that students have to process multiple isolated representations (i.e., text, graphic), which may increase cognitive load. By applying principles of multimedia learning, in two experiments, we investigated whether interrepresentational signaling and spatial contiguity would have differential effects on students’ subsequent writing performance and on the processing of the graphical feedback. In Experiment 1, students wrote an expository text and either received conventional concept-map feedback, correspondence-enhanced concept-map feedback with interrepresentational signaling, spatially contiguous feedback, or no feedback during text revision. Regarding local cohesion, we found that students profited most when they received spatially contiguous feedback. Contrarily, correspondence-enhanced concept-map feedback was most effective for improving global cohesion. In Experiment 2, we examined the attentional processes while using correspondence-enhanced concept-map feedback versus conventional concept-map feedback by means of eye-tracking. Students receiving correspondence-enhanced concept-map feedback had longer fixation times on the concept-maps, more transitions between their text and the concept-map and were more efficient in improving their text for global cohesion than students receiving concept-maps without signaling. The findings suggest that interrepresentational signaling and spatial contiguity differentially contributed to students’ writing. Therefore, choosing the adequate format of instructional support plays a critical role in scaffolding students’ writing. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

A digital learning tool based on models and simulators for food engineering (MESTRAL)

This paper presents a digital learning tool, MESTRAL (“Modelisation Et Simulation des TRansformations ALimentaires”, “Modelling and Simulating Food Processing” in English), that can provide educators with a tool to teach food processing using simulators and a broad range of models derived from research in food science & engineering. It was built using electronic knowledge books (eK-book). The eK-book represents knowledge in the form of concept maps and knowledge sheets, connected via a network of hypertext links. MESTRAL encompasses 15 modules, that cover approximately 150 h of teaching and a broad range of real systems, from a single unit operation (e.g., frying a banana) to a logistic chain (e.g., ham cold chain). Each module conveys information on a food product or a food process, and includes a simulator based on a published scientific model. Altogether, the models address various scale of systems and are based on different theoretical frameworks. For each simulator, the model inputs and outputs are stored in a database. Outputs are visualized through abacuses, which can be used for virtual practice. MESTRAL modules also include training exercises and tests to help students to assess the knowledge they have acquired during consultation of the modules. Finally, MESTRAL has already been successfully tested by different audiences according to various learning forms.

Developing a context specific PCK model for kitchen-garden learning programmes

ABSTRACTWith the increasing number of schools implementing garden-based learning, there is a need to consider pedagogies that enhance students’ learning in a garden context. At present, there is little research available and the purpose and methods of implementing these programmes are greatly varied. To meet this need, this article introduces a new research-informed model for the analysis of teachers’ pedagogical content knowledge when implementing kitchen-garden learning programmes. The model, PCKG2T, was constructed for use as the result of an interpretive-qualitative study that explored the ways in which five New Zealand teachers implemented a kitchen-garden learning programme and integrated it using a national curriculum. Data in the form of concept maps, documentary data and semi-structured interviews were analysed using three stages of data analysis and the common characteristics of PCK identified by the researchers. It is suggested the PCKG2T model could be an efficacious tool for illustrating a teacher’s PCK for garden-based learning and could be used as a tool for teacher inquiry and professional learning.

Ortaokul Öğrencilerinin Olasılıkla İlgili Hata ve Kavram Yanılgıları: Bir Kavram Haritası Çalışması

This research was conducted to reveal learner mistakes and misconceptions of secondary school 8th grade students regarding the subject of probability. Sample of the study consists of 22 students studying at secondary school 8th grade. Initially two concept maps were prepared in relation to probability subject as data collection tool. First concept map covers the curriculum of 6th, 7th and 8th grades while the latter covers only 8th grade curriculum. The concept maps were revised in accordance with expert views. The students were informed about concept maps and the probability subject was summarized in two courses with the first concept map. Then, the second concept map was implemented on a class of 22 students under the guidance of teachers and researcher. As a result of evaluations, five students with mistakes and misconceptions were interviewed to detect the mistakes and misconceptions regarding the probability subject. As far as the data concerned, it was seen that most of the students have mistaken and misconceptions regarding probability types. It was observed that particularly theoretical probability and experimental probability are confused. In our education system, with spiral structure, presenting previous learnings as a whole to learners in the form of concept map may be an important step for permanent and meaningful learning.

Concept networks of students\u2019 knowledge of relationships between physics concepts: finding key concepts and their epistemic support

Concept maps, which are network-like visualisations of the inter-linkages between concepts, are used in teaching and learning as representations of students’ understanding of conceptual knowledge and its relational structure. In science education, research on the uses of concept maps has focused much attention on finding methods to identify key concepts that are of the most importance either in supporting or being supported by other concepts in the network. Here we propose a method based on network analysis to examine students’ representations of the relational structure of physics concepts in the form of concept maps. We suggest how the key concepts and their epistemic support can be identified through focusing on the pathways along which the information is passed from one node to another. Towards this end, concept maps are analysed as directed and weighted networks, where nodes are concepts and links represent different types of connections between concepts, and where each link is assumed to provide epistemic support to the node it is connected to. The notion of key concept can then be operationalised through the directed flow of information from one node to another in terms of communicability between the nodes, separately for out-going and in-coming weighted links. Here we analyse a collated concept network based on a sample of 12 original concept maps constructed by university students. We show that communicability is a simple and reliable way to identify the key concepts and examine their epistemic justification within the collated network. The communicabilities of the key nodes in the collated network are compared with communicabilities averaged over the set of 12 individual concept maps. The comparison shows the collated network contains an extensive set of key concepts with good epistemic support. Every individual networks contain a sub-set of these key concepts but with a limited overlap of the sub-sets with other individual networks. The epistemically well substantiated knowledge is thus sparsely distributed over the 12 individual networks.

Public Participation Planning of Environmental Impact Assessment (EIA) and Regulations: Analysis of Inconsistency for Some Cases in Indonesia

The failure in community involvement during the environmental documents planning may result in the failure of the planned project implementation. This study aims to determine the gap between practices and regulations that apply to the process of community involvement in the environmental documents planning, and find out inconsistency of implementation on each stakeholder in the planning of the Environmental Impact Assessment (EIA) and the environmental permit. The method used was qualitative through interview and literature study which is analyzed using triangulation model and presented in the form of concept map. The results of the study indicate that 1) the determination of community representatives based on the criteria of the impacted communities is not clearly described, 3) suggestions, opinions, and responses to the environmental impact management are not well implemented by the project proponent, 3) implementation of the environmental management of other licensed activities affecting the behavior (4) stakeholders (project proponent, EIA consultants, and EIA appraisal committee) do not play their role as mandated in applicable legislation.

Customizing scaffolds for game-based learning in physics: Impacts on knowledge acquisition and game design creativity

Scaffolds in games have the potential to facilitate learning effects in addition to assisting the gaming process. However, studies on game-based science learning usually only adopt questionnaires to evaluate scientific concepts, and use interviews or observations to assess problem solving ability, neglecting the importance of investigating game-making outcomes. We customized a digital game, “Crayon Physics Deluxe,” with varied scaffolding designs to evaluate their effects on science learning. A total of 126 participants were divided into four groups: demonstration scaffolding, non-scaffolding, marking critical features scaffolding, and the no-game group. Learning outcomes were examined in terms of physics knowledge acquisition (in the form of concept maps) and design creativity (in the form of game episode designs). Students were asked to transform their roles from problem solvers to problem designers, which might not only demonstrate their ability to solve scientific problems, but also develop their creativity potential in designing scientific puzzles. The results indicated that the marking critical features scaffolding group performed significantly better than the demonstration scaffolding group in both conceptual knowledge acquisition and the sensitivity dimension of design creativity, while the group with demonstration scaffolding scored higher in the flexibility dimension of design creativity. These findings suggest that proper scaffolds could be designed to function as learning scaffolds rather than just as gaming scaffolds, and different learning purposes require various scaffolding designs. The content of the scaffolds, as well as the timing of their provision should be carefully designed according to the game features to achieve specific instructional purposes.

Representing Swiss vocational education and training teachers’ domain-specific conceptions of financial literacy using concept maps

Issues related to financial matters are an integral component of the curricula in vocational education and training in Switzerland. However, the differences between students’ competences are caused not only by the curricula but by multiple factors. One key factor is teachers’ characteristics that support successful learning processes. Teachers’ conceptions with respect to general or domain-specific aspects of teaching-related phenomena and processes play a particularly important role. In contrast to subjects such as mathematics, little is known about teachers’ conceptions in the domain of economics and financial literacy. This applies in particular to the investigation of the deep structure of teachers’ conceptions, which goes beyond the designation of contents. A structural representation in the form of concept maps is a possible instrument for the collection and analysis of data to that end. Consequently, it is the aim of this study to demonstrate, how concept maps can be used as a methodological instrument in order to gain information about the domain-specific conceptions of vocational education and training teachers regarding the subject matter of financial literacy. Results show that concept maps are a targeted instrument for the exploration of the deep structure of conceptions and have therefore a great potential for research and teacher education.

Concept maps as versatile tools to integrate complex ideas: From kindergarten to higher and professional education

Knowledge is getting increasingly more complex. Learners, from Kindergarten to higher education, require powerful tools to connect complex ideas. This paper explores the range of studies that investigated concept maps as learning, metacognitive, collaborative, and assessment tools to support integrating complex ideas. Research suggests that concept maps can be successfully implemented in a wide variety of settings, from K12 to higher and professional education. However, the effectiveness of concept maps depends on different factors, such as concept map training and choosing a suitable form of concept map to match the task and learner. Developing proficiency in concept mapping takes time and practice and should not be first introduced in higher education. Concept map training could start as early as Kindergarten and include concept map generation, interpretation, and revision. This paper concludes that, if implemented thoughtfully, concept maps can be versatile tools to support knowledge integration processes towards a deeper understanding of the relations and structures of complex ideas and facilitate life-long learning.

An Approach for Building a Personal Health Information System Using Conceptual Domain Knowledge

In this paper we present the development of a Personal Health Information System (PHIS) by capturing the domain knowledge in the form of concept maps. The software architecture based on capturing the conceptual domain knowledge is demonstrated using a working prototype for patients suffering from diabetes mellitus. Cited current literature predicts that this user based information system has the potential to improve patient care, reduce medical errors, and lower health care costs.

An integrated approach to the use of complementary visual learning tools in an undergraduate microbiology class

The ability to appreciate the inter-connectedness of complex biological relationships can be difficult for many students. Graphical knowledge in the form of concept maps and flow charts are learning tools which can assist students to recognise the inter-connectivity. This report focuses on a trial which incorporates these two related visual learning tools using a tablet PC to support their instruction in an undergraduate introductory microbiology class. The objectives of the trial were to introduce both concept maps and flow charts so as to assist students in linking theory with practical knowledge, to make connections within and outside their course of study, and to increase student preparedness and time management in laboratories. An integrated approach to teaching using a pen-based technology with live audio visual in both lectures and laboratories was used. This report details the implementation of the teaching approach focusing on the application of the concept maps and flow charts and how tablet PC technology was incorporated in both settings. The evaluation results of the trial are also reported indicating the impact of the integrated teaching approach on student learning experience and concludes with potential areas for future consideration.

Towards open ontology learning and filtering

Open ontology learning is the process of extracting a domain ontology from a knowledge source in an unsupervised way. Due to its unsupervised nature, it requires filtering mechanisms to rate the importance and correctness of the extracted knowledge. This paper presents OntoCmaps, a domain-independent and open ontology learning tool that extracts deep semantic representations from corpora. OntoCmaps generates rich conceptual representations in the form of concept maps and proposes an innovative filtering mechanism based on metrics from graph theory. Our results show that using metrics such as Betweenness, PageRank, Hits and Degree centrality outperforms the results of standard text-based metrics (TF-IDF, term frequency) for concept identification. We propose voting schemes based on these metrics that provide a good performance in relationship identification, which again provides better results (in terms of precision and F-measure) than other traditional metrics such as frequency of co-occurrences. The approach is evaluated against a gold standard and is compared to the ontology learning tool Text2Onto. The OntoCmaps generated ontology is more expressive than Text2Onto ontology especially in conceptual relationships and leads to better results in terms of precision, recall and F-measure.

Tacit Knowledge Codification

Problem statement: In managing knowledge and competencies as a strategic advantage to an organization, there are difficulties in captu ring, storing, sharing and reusing all this knowled ge. Researchers have agreed that assessing tacit knowle dge is difficult because knowhow of an employee are elusive and what more to assess them. It is compounded when employees leave the organization or become unavailable due to their mob ility within the organization. As a result various approaches to collection and codification of knowle dge have emerged. One of the most important approaches to emerge is knowledge management. Approach: In this study, we presented Knowledge Extract, Profiling and Sharing Network (KEPSNet), framework to facilitate the codification knowledge and competencies management adapting knowledge management processes in capturing, storing, sharing and reusing knowledg e and competencies. Results: We enhanced these processes autonomously by capturing knowledge and competencies in tacit and explicit form from members of group project implementation in the form of concept maps and managed, according to knowledge management process. A case study in a software development group setting was evaluated and results of knowledge management processes output generated from KEPSNet prototype are compared with the result from the pro ject manager in managing the project based. Two sets of questionnaires were given to the group members before and after implementing KEPSNet. Conclusion/Recommendations: The result of the evaluation validates the viabili ty of the key concept presented. Codification of tacit knowle dge has resulted in the codified knowledge and competencies recognized.

Repertory grid analysis as a form of concept mapping in science education research

Repertory grid analysis as a form of concept mapping in science education research