Halftoning Algorithms and Systems.

DTIC Science & Technology

1996-08-01

TERMS 15. NUMBER IF PAGESi. Halftoning algorithms; error diffusions ; color printing; topographic maps 16. PRICE CODE 17. SECURITY CLASSIFICATION 18...graylevels for each screen level. In the case of error diffusion algorithms, the calibration procedure using the new centering concept manifests itself as a...Novel Centering Concept for Overlapping Correction Paper / Transparency (Patent Applied 5/94)I * Applications To Error Diffusion * To Dithering (IS&T

Concepts and procedures required for successful reduction of tensor magnetic gradiometer data obtained from an unexploded ordnance detection demonstration at Yuma Proving Grounds, Arizona

USGS Publications Warehouse

Bracken, Robert E.; Brown, Philip J.

2006-01-01

On March 12, 2003, data were gathered at Yuma Proving Grounds, in Arizona, using a Tensor Magnetic Gradiometer System (TMGS). This report shows how these data were processed and explains concepts required for successful TMGS data reduction. Important concepts discussed include extreme attitudinal sensitivity of vector measurements, low attitudinal sensitivity of gradient measurements, leakage of the common-mode field into gradient measurements, consequences of thermal drift, and effects of field curvature. Spatial-data collection procedures and a spin-calibration method are addressed. Discussions of data-reduction procedures include tracking of axial data by mathematically matching transfer functions among the axes, derivation and application of calibration coefficients, calculation of sensor-pair gradients, thermal-drift corrections, and gradient collocation. For presentation, the magnetic tensor at each data station is converted to a scalar quantity, the I2 tensor invariant, which is easily found by calculating the determinant of the tensor. At important processing junctures, the determinants for all stations in the mapped area are shown in shaded relief map-view. Final processed results are compared to a mathematical model to show the validity of the assumptions made during processing and the reasonableness of the ultimate answer obtained.

Impact of visual impairment on the lives of young adults in the Netherlands: a concept-mapping approach.

PubMed

Elsman, Ellen Bernadette Maria; van Rens, Gerardus Hermanus Maria Bartholomeus; van Nispen, Ruth Marie Antoinette

2017-12-01

While the impact of visual impairments on specific aspects of young adults' lives is well recognised, a systematic understanding of its impact on all life aspects is lacking. This study aims to provide an overview of life aspects affected by visual impairment in young adults (aged 18-25 years) using a concept-mapping approach. Visually impaired young adults (n = 22) and rehabilitation professionals (n = 16) participated in online concept-mapping workshops (brainstorm procedure), to explore how having a visual impairment influences the lives of young adults. Statements were categorised based on similarity and importance. Using multidimensional scaling, concept maps were produced and interpreted. A total of 59 and 260 statements were generated by young adults and professionals, respectively, resulting in 99 individual statements after checking and deduplication. The combined concept map revealed 11 clusters: work, study, information and regulations, social skills, living independently, computer, social relationships, sport and activities, mobility, leisure time, and hobby. The concept maps provided useful insight into activities influenced by visual impairments in young adults, which can be used by rehabilitation centres to improve their services. This might help in goal setting, rehabilitation referral and successful transition to adult life, ultimately increasing participation and quality of life. Implications for rehabilitation Having a visual impairment affects various life-aspects related to participation, including activities related to work, study, social skills and relationships, activities of daily living, leisure time and mobility. Concept-mapping helped to identify the life aspects affected by low vision, and quantify these aspects in terms of importance according to young adults and low vision rehabilitation professionals. Low vision rehabilitation centres should focus on all life aspects found in this study when identifying the needs of young adults, as this might aid goal setting and rehabilitation referral, ultimately leading to more successful transitions, better participation and quality of life.

Stability of iterative procedures with errors for approximating common fixed points of a couple of q-contractive-like mappings in Banach spaces

NASA Astrophysics Data System (ADS)

Zeng, Lu-Chuan; Yao, Jen-Chih

2006-09-01

Recently, Agarwal, Cho, Li and Huang [R.P. Agarwal, Y.J. Cho, J. Li, N.J. Huang, Stability of iterative procedures with errors approximating common fixed points for a couple of quasi-contractive mappings in q-uniformly smooth Banach spaces, J. Math. Anal. Appl. 272 (2002) 435-447] introduced the new iterative procedures with errors for approximating the common fixed point of a couple of quasi-contractive mappings and showed the stability of these iterative procedures with errors in Banach spaces. In this paper, we introduce a new concept of a couple of q-contractive-like mappings (q>1) in a Banach space and apply these iterative procedures with errors for approximating the common fixed point of the couple of q-contractive-like mappings. The results established in this paper improve, extend and unify the corresponding ones of Agarwal, Cho, Li and Huang [R.P. Agarwal, Y.J. Cho, J. Li, N.J. Huang, Stability of iterative procedures with errors approximating common fixed points for a couple of quasi-contractive mappings in q-uniformly smooth Banach spaces, J. Math. Anal. Appl. 272 (2002) 435-447], Chidume [C.E. Chidume, Approximation of fixed points of quasi-contractive mappings in Lp spaces, Indian J. Pure Appl. Math. 22 (1991) 273-386], Chidume and Osilike [C.E. Chidume, M.O. Osilike, Fixed points iterations for quasi-contractive maps in uniformly smooth Banach spaces, Bull. Korean Math. Soc. 30 (1993) 201-212], Liu [Q.H. Liu, On Naimpally and Singh's open questions, J. Math. Anal. Appl. 124 (1987) 157-164; Q.H. Liu, A convergence theorem of the sequence of Ishikawa iterates for quasi-contractive mappings, J. Math. Anal. Appl. 146 (1990) 301-305], Osilike [M.O. Osilike, A stable iteration procedure for quasi-contractive maps, Indian J. Pure Appl. Math. 27 (1996) 25-34; M.O. Osilike, Stability of the Ishikawa iteration method for quasi-contractive maps, Indian J. Pure Appl. Math. 28 (1997) 1251-1265] and many others in the literature.

The Development of a Technical Conceptual Structure for the Concepts Possessed by Selected Quality Control Specialists. Report of a Research Project.

ERIC Educational Resources Information Center

Nee, John G.

This project had as its specific objective the development and field testing of a procedure for identifying the structure of technical concepts possessed by a group of selected quality control specialists. The associative theory of verbal behavior served as the rationale by which conceptual structures depicted by graphical maps of technical…

Using concept mapping in the knowledge-to-action process to compare stakeholder opinions on barriers to use of cancer screening among South Asians.

PubMed

Lobb, Rebecca; Pinto, Andrew D; Lofters, Aisha

2013-03-23

Using the knowledge-to-action (KTA) process, this study examined barriers to use of evidence-based interventions to improve early detection of cancer among South Asians from the perspective of multiple stakeholders. In 2011, we used concept mapping with South Asian residents, and representatives from health service and community service organizations in the region of Peel Ontario. As part of concept mapping procedures, brainstorming sessions were conducted with stakeholders (n = 53) to identify barriers to cancer screening among South Asians. Participants (n = 46) sorted barriers into groups, and rated barriers from lowest (1) to highest (6) in terms of importance for use of mammograms, Pap tests and fecal occult blood tests, and how feasible it would be to address them. Multi-dimensional scaling, cluster analysis, and descriptive statistics were used to analyze the data. A total of 45 unique barriers to use of mammograms, Pap tests, and fecal occult blood tests among South Asians were classified into seven clusters using concept mapping procedures: patient's beliefs, fears, lack of social support; health system; limited knowledge among residents; limited knowledge among physicians; health education programs; ethno-cultural discordance with the health system; and cost. Overall, the top three ranked clusters of barriers were 'limited knowledge among residents,' 'ethno-cultural discordance,' and 'health education programs' across surveys. Only residents ranked 'cost' second in importance for fecal occult blood testing, and stakeholders from health service organizations ranked 'limited knowledge among physicians' third for the feasibility survey. Stakeholders from health services organizations ranked 'limited knowledge among physicians' fourth for all other surveys, but this cluster consistently ranked lowest among residents. The limited reach of cancer control programs to racial and ethnic minority groups is a critical implementation issue that requires attention. Opinions of community service and health service organizations on why this deficit in implementation occurs are fundamental to understanding the solutions because these are the settings in which evidence-based interventions are implemented. Using concept mapping within a KTA process can facilitate the engagement of multiple stakeholders in the utilization of study results and in identifying next steps for action.

Key features of an EU health information system: a concept mapping study.

PubMed

Rosenkötter, Nicole; Achterberg, Peter W; van Bon-Martens, Marja J H; Michelsen, Kai; van Oers, Hans A M; Brand, Helmut

2016-02-01

Despite the acknowledged value of an EU health information system (EU-HISys) and the many achievements in this field, the landscape is still heavily fragmented and incomplete. Through a systematic analysis of the opinions and valuations of public health stakeholders, this study aims to conceptualize key features of an EU-HISys. Public health professionals and policymakers were invited to participate in a concept mapping procedure. First, participants (N = 34) formulated statements that reflected their vision of an EU-HISys. Second, participants (N = 28) rated the relative importance of each statement and grouped conceptually similar ones. Principal Component and cluster analyses were used to condense these results to EU-HISys key features in a concept map. The number of key features and the labelling of the concept map were determined by expert consensus. The concept map contains 10 key features that summarize 93 statements. The map consists of a horizontal axis that represents the relevance of an 'organizational strategy', which deals with the 'efforts' to design and develop an EU-HISys and the 'achievements' gained by a functioning EU-HISys. The vertical axis represents the 'professional orientation' of the EU-HISys, ranging from the 'scientific' through to the 'policy' perspective. The top ranking statement expressed the need to establish a system that is permanent and sustainable. The top ranking key feature focuses on data and information quality. This study provides insights into key features of an EU-HISys. The results can be used to guide future planning and to support the development of a health information system for Europe. © The Author 2015. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved.

23 CFR 470.105 - Urban area boundaries and highway functional classification.

Code of Federal Regulations, 2010 CFR

2010-04-01

... classification. 470.105 Section 470.105 Highways FEDERAL HIGHWAY ADMINISTRATION, DEPARTMENT OF TRANSPORTATION... criteria and procedures are provided in the FHWA publication “Highway Functional Classification—Concepts... functional classification shall be mapped and submitted to the Federal Highway Administration (FHWA) for...

Improving the human readability of Arden Syntax medical logic modules using a concept-oriented terminology and object-oriented programming expressions.

PubMed

Choi, Jeeyae; Bakken, Suzanne; Lussier, Yves A; Mendonça, Eneida A

2006-01-01

Medical logic modules are a procedural representation for sharing task-specific knowledge for decision support systems. Based on the premise that clinicians may perceive object-oriented expressions as easier to read than procedural rules in Arden Syntax-based medical logic modules, we developed a method for improving the readability of medical logic modules. Two approaches were applied: exploiting the concept-oriented features of the Medical Entities Dictionary and building an executable Java program to replace Arden Syntax procedural expressions. The usability evaluation showed that 66% of participants successfully mapped all Arden Syntax rules to Java methods. These findings suggest that these approaches can play an essential role in the creation of human readable medical logic modules and can potentially increase the number of clinical experts who are able to participate in the creation of medical logic modules. Although our approaches are broadly applicable, we specifically discuss the relevance to concept-oriented nursing terminologies and automated processing of task-specific nursing knowledge.

Big data; sensor networks and remotely-sensed data for mapping; feature extraction from lidar

NASA Astrophysics Data System (ADS)

Tlhabano, Lorato

2018-05-01

Unmanned aerial vehicles (UAVs) can be used for mapping in the close range domain, combining aerial and terrestrial photogrammetry and now the emergence of affordable platforms to carry these technologies has opened up new opportunities for mapping and modeling cadastral boundaries. At the current state mainly low cost UAVs fitted with sensors are used in mapping projects with low budgets, the amount of data produced by the UAVs can be enormous hence the need for big data techniques' and concepts. The past couple of years have witnessed the dramatic rise of low-cost UAVs fitted with high tech Lidar sensors and as such the UAVS have now reached a level of practical reliability and professionalism which allow the use of these systems as mapping platforms. UAV based mapping provides not only the required accuracy with respect to cadastral laws and policies as well as requirements for feature extraction from the data sets and maps produced, UAVs are also competitive to other measurement technologies in terms of economic aspects. In the following an overview on how the various technologies of UAVs, big data concepts and lidar sensor technologies can work together to revolutionize cadastral mapping particularly in Africa and as a test case Botswana in particular will be used to investigate these technologies. These technologies can be combined to efficiently provide cadastral mapping in difficult to reach areas and over large areas of land similar to the Land Administration Procedures, Capacity and Systems (LAPCAS) exercise which was recently undertaken by the Botswana government, we will show how the uses of UAVS fitted with lidar sensor and utilizing big data concepts could have reduced not only costs and time for our government but also how UAVS could have provided more detailed cadastral maps.

Why is number word learning hard? Evidence from bilingual learners.

PubMed

Wagner, Katie; Kimura, Katherine; Cheung, Pierina; Barner, David

2015-12-01

Young children typically take between 18 months and 2 years to learn the meanings of number words. In the present study, we investigated this developmental trajectory in bilingual preschoolers to examine the relative contributions of two factors in number word learning: (1) the construction of numerical concepts, and (2) the mapping of language specific words onto these concepts. We found that children learn the meanings of small number words (i.e., one, two, and three) independently in each language, indicating that observed delays in learning these words are attributable to difficulties in mapping words to concepts. In contrast, children generally learned to accurately count larger sets (i.e., five or greater) simultaneously in their two languages, suggesting that the difficulty in learning to count is not tied to a specific language. We also replicated previous studies that found that children learn the counting procedure before they learn its logic - i.e., that for any natural number, n, the successor of n in the count list denotes the cardinality n+1. Consistent with past studies, we found that children's knowledge of successors is first acquired incrementally. In bilinguals, we found that this knowledge exhibits item-specific transfer between languages, suggesting that the logic of the positive integers may not be stored in a language-specific format. We conclude that delays in learning the meanings of small number words are mainly due to language-specific processes of mapping words to concepts, whereas the logic and procedures of counting appear to be learned in a format that is independent of a particular language and thus transfers rapidly from one language to the other in development. Copyright © 2015. Published by Elsevier Inc.

Automated semantic indexing of figure captions to improve radiology image retrieval.

PubMed

Kahn, Charles E; Rubin, Daniel L

2009-01-01

We explored automated concept-based indexing of unstructured figure captions to improve retrieval of images from radiology journals. The MetaMap Transfer program (MMTx) was used to map the text of 84,846 figure captions from 9,004 peer-reviewed, English-language articles to concepts in three controlled vocabularies from the UMLS Metathesaurus, version 2006AA. Sampling procedures were used to estimate the standard information-retrieval metrics of precision and recall, and to evaluate the degree to which concept-based retrieval improved image retrieval. Precision was estimated based on a sample of 250 concepts. Recall was estimated based on a sample of 40 concepts. The authors measured the impact of concept-based retrieval to improve upon keyword-based retrieval in a random sample of 10,000 search queries issued by users of a radiology image search engine. Estimated precision was 0.897 (95% confidence interval, 0.857-0.937). Estimated recall was 0.930 (95% confidence interval, 0.838-1.000). In 5,535 of 10,000 search queries (55%), concept-based retrieval found results not identified by simple keyword matching; in 2,086 searches (21%), more than 75% of the results were found by concept-based search alone. Concept-based indexing of radiology journal figure captions achieved very high precision and recall, and significantly improved image retrieval.

Role of Rotors in the Ablative Therapy of Persistent Atrial Fibrillation

PubMed Central

Schricker, Amir A; Zaman, Junaid; Narayan, Sanjiv M

2015-01-01

Atrial fibrillation (AF) ablation is increasingly used to maintain sinus rhythm yet its results are sub-optimal, especially in patients with persistent AF or prior unsuccessful procedures. Attempts at improvement have often targeted substrates that sustain AF after it is triggered, yet those mechanisms are debated. Many studies now challenge the concept that AF is driven by self-sustaining disordered wavelets, showing instead that localised drivers (rotors) may drive disorder via a process known as fibrillatory conduction. Novel mapping using wide-area recordings, physiological filtering and phase analysis demonstrates rotors in human AF. Contact mapping with focal impulse and rotor modulation (FIRM) shows that localised ablation at sources can improve procedural success in many populations on long-term follow up and some newer approaches to rotor mapping are qualitatively similar. This review critically evaluates the data on rotor mapping and ablation, which advances our conceptual understanding of AF and holds the promise of substantially improving ablative outcomes in patients with persistent AF. PMID:26835100

The effectiveness of learning with concept mapping on the science problem-solving of sixth-grade children

NASA Astrophysics Data System (ADS)

Jolly, Anju B.

The purpose of this study was to analyze the relationship of concept mapping to science problem solving in sixth grade elementary school children. The study proposes to determine whether the students' ability to perform higher cognitive processes was a predictor of students' performance in solving problems in science and whether gender and socioeconomic status are related to performance in solving problems. Two groups participated in the study. Both groups were given a pre-test of higher cognitive ability--the Ross Test of Higher Cognitive Ability. One group received instruction on a science unit of study in concept mapping format and the other group received instruction in traditional format. The instruction lasted approximately 4 weeks. Both groups were given a problem-solving post-test. A comparison of post-test means was done using Analysis of Covariance (ANCOVA) as the statistical procedure with scores on the test of higher cognitive ability as the covariate. Also, Multiple Regression was performed to analyze the influence of participants' gender and socioeconomic status on their performance in solving problems. Results from the analysis of covariance showed that the group receiving instruction in the concept mapping format performed significantly better than the group receiving instruction in traditional format. Also the Ross Test of Higher Cognitive Processes emerged to be a predictor of performance on problem solving. There was no significant difference in the analysis of the performance of males and females. No pattern emerged regarding the influence of socioeconomic status on problem solving performance. In conclusion, the study showed that concept mapping improved problem solving in the classroom, and that gender and socioeconomic status are not predictors of student success in problem solving.

The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning

NASA Astrophysics Data System (ADS)

Kwon, So Young

Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher's classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However, the students who collaboratively generated concept maps created significantly higher quality concept maps than those who individually generated concept maps. The researcher concluded that the concept mapping software, Inspiration(TM), fostered construction of students' concept maps individually or collaboratively for science learning and helped students capture their evolving creative ideas and organize them for meaningful learning. Students in both the individual and the collaborative concept mapping groups had positive attitudes toward concept mapping using Inspiration(TM) software.

A comparison of policy and direct practice stakeholder perceptions of factors affecting evidence-based practice implementation using concept mapping

PubMed Central

2011-01-01

Background The goal of this study was to assess potential differences between administrators/policymakers and those involved in direct practice regarding factors believed to be barriers or facilitating factors to evidence-based practice (EBP) implementation in a large public mental health service system in the United States. Methods Participants included mental health system county officials, agency directors, program managers, clinical staff, administrative staff, and consumers. As part of concept mapping procedures, brainstorming groups were conducted with each target group to identify specific factors believed to be barriers or facilitating factors to EBP implementation in a large public mental health system. Statements were sorted by similarity and rated by each participant in regard to their perceived importance and changeability. Multidimensional scaling, cluster analysis, descriptive statistics and t-tests were used to analyze the data. Results A total of 105 statements were distilled into 14 clusters using concept-mapping procedures. Perceptions of importance of factors affecting EBP implementation varied between the two groups, with those involved in direct practice assigning significantly higher ratings to the importance of Clinical Perceptions and the impact of EBP implementation on clinical practice. Consistent with previous studies, financial concerns (costs, funding) were rated among the most important and least likely to change by both groups. Conclusions EBP implementation is a complex process, and different stakeholders may hold different opinions regarding the relative importance of the impact of EBP implementation. Implementation efforts must include input from stakeholders at multiple levels to bring divergent and convergent perspectives to light. PMID:21899754

A comparison of policy and direct practice stakeholder perceptions of factors affecting evidence-based practice implementation using concept mapping.

PubMed

Green, Amy E; Aarons, Gregory A

2011-09-07

The goal of this study was to assess potential differences between administrators/policymakers and those involved in direct practice regarding factors believed to be barriers or facilitating factors to evidence-based practice (EBP) implementation in a large public mental health service system in the United States. Participants included mental health system county officials, agency directors, program managers, clinical staff, administrative staff, and consumers. As part of concept mapping procedures, brainstorming groups were conducted with each target group to identify specific factors believed to be barriers or facilitating factors to EBP implementation in a large public mental health system. Statements were sorted by similarity and rated by each participant in regard to their perceived importance and changeability. Multidimensional scaling, cluster analysis, descriptive statistics and t-tests were used to analyze the data. A total of 105 statements were distilled into 14 clusters using concept-mapping procedures. Perceptions of importance of factors affecting EBP implementation varied between the two groups, with those involved in direct practice assigning significantly higher ratings to the importance of Clinical Perceptions and the impact of EBP implementation on clinical practice. Consistent with previous studies, financial concerns (costs, funding) were rated among the most important and least likely to change by both groups. EBP implementation is a complex process, and different stakeholders may hold different opinions regarding the relative importance of the impact of EBP implementation. Implementation efforts must include input from stakeholders at multiple levels to bring divergent and convergent perspectives to light.

Pathways to fraction learning: Numerical abilities mediate the relation between early cognitive competencies and later fraction knowledge.

PubMed

Ye, Ai; Resnick, Ilyse; Hansen, Nicole; Rodrigues, Jessica; Rinne, Luke; Jordan, Nancy C

2016-12-01

The current study investigated the mediating role of number-related skills in the developmental relationship between early cognitive competencies and later fraction knowledge using structural equation modeling. Fifth-grade numerical skills (i.e., whole number line estimation, non-symbolic proportional reasoning, multiplication, and long division skills) mapped onto two distinct factors: magnitude reasoning and calculation. Controlling for participants' (N=536) demographic characteristics, these two factors fully mediated relationships between third-grade general cognitive competencies (attentive behavior, verbal and nonverbal intellectual abilities, and working memory) and sixth-grade fraction knowledge (concepts and procedures combined). However, specific developmental pathways differed by type of fraction knowledge. Magnitude reasoning ability fully mediated paths from all four cognitive competencies to knowledge of fraction concepts, whereas calculation ability fully mediated paths from attentive behavior and verbal ability to knowledge of fraction procedures (all with medium to large effect sizes). These findings suggest that there are partly overlapping, yet distinct, developmental pathways from cognitive competencies to general fraction knowledge, fraction concepts, and fraction procedures. Copyright © 2016 Elsevier Inc. All rights reserved.

Automated Semantic Indexing of Figure Captions to Improve Radiology Image Retrieval

PubMed Central

Kahn, Charles E.; Rubin, Daniel L.

2009-01-01

Objective We explored automated concept-based indexing of unstructured figure captions to improve retrieval of images from radiology journals. Design The MetaMap Transfer program (MMTx) was used to map the text of 84,846 figure captions from 9,004 peer-reviewed, English-language articles to concepts in three controlled vocabularies from the UMLS Metathesaurus, version 2006AA. Sampling procedures were used to estimate the standard information-retrieval metrics of precision and recall, and to evaluate the degree to which concept-based retrieval improved image retrieval. Measurements Precision was estimated based on a sample of 250 concepts. Recall was estimated based on a sample of 40 concepts. The authors measured the impact of concept-based retrieval to improve upon keyword-based retrieval in a random sample of 10,000 search queries issued by users of a radiology image search engine. Results Estimated precision was 0.897 (95% confidence interval, 0.857–0.937). Estimated recall was 0.930 (95% confidence interval, 0.838–1.000). In 5,535 of 10,000 search queries (55%), concept-based retrieval found results not identified by simple keyword matching; in 2,086 searches (21%), more than 75% of the results were found by concept-based search alone. Conclusion Concept-based indexing of radiology journal figure captions achieved very high precision and recall, and significantly improved image retrieval. PMID:19261938

Knowledge Maps for E-Learning

ERIC Educational Resources Information Center

Lee, Jae Hwa; Segev, Aviv

2012-01-01

Maps such as concept maps and knowledge maps are often used as learning materials. These maps have nodes and links, nodes as key concepts and links as relationships between key concepts. From a map, the user can recognize the important concepts and the relationships between them. To build concept or knowledge maps, domain experts are needed.…

A phenomenographic case study: Concept maps from the perspectives of middle school students

NASA Astrophysics Data System (ADS)

Saglam, Yilmaz

The objective of this study was to investigate the experiences of middle school students when concept maps were used as a learning tool. Twenty-nine students' written responses, concept maps and videotapes were analyzed. Out of 29 students, thirteen students were interviewed using a semi-structured and open-ended interview protocol. The students' initial written responses provided us with the students' initial reactions to concept maps. The videotapes captured the students' behavior, and interpersonal interactions. The interviews probed students': (1) knowledge about drawing concept maps, (2) perception of the meaning and usefulness of concept maps, and (3) attitudes towards concept maps. The results indicated that the students viewed concept maps as useful tools in learning science. They believed that concept maps organized and summarized the information, which thereby helped them understand the topic easily. They also believed that concept maps had some cognitive benefits. However, the students viewed concept maps as hard to construct because it was difficult for the students to think of related concepts. The students' initial written responses, interviews and videotapes indicated that the students seemed to see both positive and negative aspects of concept maps. Some students' had more positive and some had more negative attitudes.

Experimental philosophy leading to a small scale digital data base of the conterminous United States for designing experiments with remotely sensed data

NASA Technical Reports Server (NTRS)

Labovitz, M. L.; Masuoka, E. J.; Broderick, P. W.; Garman, T. R.; Ludwig, R. W.; Beltran, G. N.; Heyman, P. J.; Hooker, L. K.

1983-01-01

Research using satellite remotely sensed data, even within any single scientific discipline, often lacked a unifying principle or strategy with which to plan or integrate studies conducted over an area so large that exhaustive examination is infeasible, e.g., the U.S.A. However, such a series of studies would seem to be at the heart of what makes satellite remote sensing unique, that is the ability to select for study from among remotely sensed data sets distributed widely over the U.S., over time, where the resources do not exist to examine all of them. Using this philosophical underpinning and the concept of a unifying principle, an operational procedure for developing a sampling strategy and formal testable hypotheses was constructed. The procedure is applicable across disciplines, when the investigator restates the research question in symbolic form, i.e., quantifies it. The procedure is set within the statistical framework of general linear models. The dependent variable is any arbitrary function of remotely sensed data and the independent variables are values or levels of factors which represent regional climatic conditions and/or properties of the Earth's surface. These factors are operationally defined as maps from the U.S. National Atlas (U.S.G.S., 1970). Eighty-five maps from the National Atlas, representing climatic and surface attributes, were automated by point counting at an effective resolution of one observation every 17.6 km (11 miles) yielding 22,505 observations per map. The maps were registered to one another in a two step procedure producing a coarse, then fine scale registration. After registration, the maps were iteratively checked for errors using manual and automated procedures. The error free maps were annotated with identification and legend information and then stored as card images, one map to a file. A sampling design will be accomplished through a regionalization analysis of the National Atlas data base (presently being conducted). From this analysis a map of homogeneous regions of the U.S.A. will be created and samples (LANDSAT scenes) assigned by region.

Air Navigation. Flying Training. AFM 51-40. NAVAIR 00-80V-49.

ERIC Educational Resources Information Center

Air Training Command, Randolph AFB, TX.

This manual provides information on all phases of air navigation for navigators and student navigators in training. It develops the art of navigation from the simplest concepts to the most advanced procedures and techniques. The text contains explanations on how to measure, map, and chart the earth; how to use basic instruments to obtain…

Integrating Concept Mapping and the Learning Cycle To Teach Diffusion and Osmosis Concepts to High School Biology Students.

ERIC Educational Resources Information Center

Odom, Arthur L.; Kelly, Paul V.

2001-01-01

Explores the effectiveness of concept mapping, the learning cycle, expository instruction, and a combination of concept mapping/learning cycle in promoting conceptual understanding of diffusion and osmosis. Concludes that the concept mapping/learning cycle and concept mapping treatment groups significantly outperformed the expository treatment…

Do conceptualisations of health differ across social strata? A concept mapping study among lay people

PubMed Central

Stronks, Karien; Hoeymans, Nancy; Haverkamp, Beatrijs; den Hertog, Frank R J; van Bon-Martens, Marja J H; Galenkamp, Henrike; Verweij, Marcel; van Oers, Hans A M

2018-01-01

Objectives The legitimacy of policies that aim at tackling socioeconomic inequalities in health can be challenged if they do not reflect the conceptualisations of health that are valued in all strata. Therefore, this study analyses how different socioeconomic groups formulate their own answers regarding: what does health mean to you? Design Concept mapping procedures were performed in three groups that differ in educational level. All procedures followed exactly the same design. Setting Area of the city of Utrecht, the Netherlands. Participants Lay persons with a lower, intermediate and higher educational level (±15/group). Results The concept maps for the three groups consisted of nine, eight and seven clusters each, respectively. Four clusters occurred in all groups: absence of disease/disabilities, health-related behaviours, social life, attitude towards life. The content of some of these differed between groups, for example, behaviours were interpreted as having opportunities to behave healthily in the lower education group, and in terms of their impact on health in the higher education group. Other clusters appeared to be specific for particular groups, such as autonomy (intermediate/higher education group). Finally, ranking ranged from a higher ranking of the positively formulated aspects in the higher education group (eg, lust for life) to that of the negatively formulated aspects in the lower education group (eg, having no chronic disease). Conclusion Our results provide indications to suggest that people in lower socioeconomic groups are more likely to show a conceptualisation of health that refers to (1) the absence of health threats (vs positive aspects), (2) a person within his/her circumstances (vs quality of own body/mind), (3) the value of functional (vs hedonistic) notions and (4) an accepting (vs active) attitude towards life. PMID:29674369

Coming To Know: The Role of the Concept Map--Mirror, Assistant, Master?

ERIC Educational Resources Information Center

McAleese, Ray

This paper explains the process of creating and managing concept maps, using reflection as a focus for its argument. Section 1, What is a Concept Map?, highlights the background and definition of concept mapping, explains how maps signify virtual conceptual structures, looks at structural knowledge, provides an example of a concept map, and…

What Do Pre-Service Physics Teachers Know and Think about Concept Mapping?

ERIC Educational Resources Information Center

Didis, Nilüfer; Özcan, Özgür; Azar, Ali

2014-01-01

In order to use concept maps in physics classes effectively, teachers' knowledge and ideas about concept mapping are as important as the physics knowledge used in mapping. For this reason, we aimed to examine pre-service physics teachers' knowledge on concept mapping, their ideas about the implementation of concept mapping in physics…

Mining Concept Maps to Understand University Students' Learning

ERIC Educational Resources Information Center

Yoo, Jin Soung; Cho, Moon-Heum

2012-01-01

Concept maps, visual representations of knowledge, are used in an educational context as a way to represent students' knowledge, and identify mental models of students; however there is a limitation of using concept mapping due to its difficulty to evaluate the concept maps. A concept map has a complex structure which is composed of concepts and…

Using Concept Maps to Monitor Knowledge Structure Changes in a Science Classroom

NASA Astrophysics Data System (ADS)

Cook, Leah J.

The aim of this research is to determine what differences may exist in students' structural knowledge while using a variety of concept mapping assessments. A concept map can be used as an assessment which connects concepts in a knowledge domain. A single assessment may not be powerful enough to establish how students' new knowledge relates to prior knowledge. More research is needed to establish how various aspects of the concept mapping task influence the output of map creation by students. Using multiple concept maps and pre-instruction and post-instruction VNOS instruments during a 16-week semester, this study was designed to investigate the impact of concept map training and the impact of assessment design on the created maps. Also, this study was designed to determine what differences can be observed between expert and novice maps and if similarities and differences exist between concept maps and an open-ended assessment. Participants created individual maps and the maps were analyzed for structural complexity, overall structure, and content. The concept maps were then compared by their timing, design, and scores. The results indicate that concept mapping training does significantly impact the shape and structure complexity of the map created by students. Additionally, these data support that students should be frequently reminded of appropriate concept mapping skills and opportunities so that good mapping skills will be utilized. Changing the assessment design does appear to be able to impact the overall structure and complexity of created maps, while narrowing the content focus of the map does not necessarily restrict the overall structure or the complexity. Furthermore, significant differences in structural complexity were observed between novice and expert mappers. The fluctuations of NOS concepts identified in student created maps may suggest why some students were still confused or had incorrect conceptions of NOS, despite explicit and reflective instruction throughout the semester.

Determining the Exchangeability of Concept Map and Problem-Solving Essay Scores

ERIC Educational Resources Information Center

Hollenbeck, Keith; Twyman, Todd; Tindal, Gerald

2006-01-01

This study investigated the score exchangeability of concept maps with problem-solving essays. Of interest was whether sixth-grade students' concept maps predicted their scores on essay responses that used concept map content. Concept maps were hypothesized to be alternatives to performance assessments for content-area domain knowledge in science.…

Constructing Concept Maps to Encourage Meaningful Learning in Science Classroom

ERIC Educational Resources Information Center

Akcay, Hakan

2017-01-01

The purpose of this activity is to demonstrate science teaching and assessing what is learned via using concept maps. Concept mapping is a technique for visually representing the structure of information. Concept mapping allows students to understand the relationships between concepts of science by creating a visual map of the connections. Concept…

Concept Mapping: A Unique Means for Negotiating Meaning in Professional Studies

ERIC Educational Resources Information Center

Mackinnon, Gregory R.; Keppell, Mike

2005-01-01

Concept mapping (Novak & Gowin, 1984) has been used extensively as a graphic organiser in classroom teaching. This article addresses two particular approaches to using concept mapping that go beyond classroom planning into the realm of "idea-exchange" with concept mapping as mediator. The notion of "negotiative concept mapping" is examined in two…

Learning style preference and student aptitude for concept maps.

PubMed

Kostovich, Carol T; Poradzisz, Michele; Wood, Karen; O'Brien, Karen L

2007-05-01

Acknowledging that individuals' preferences for learning vary, faculty in an undergraduate nursing program questioned whether a student's learning style is an indicator of aptitude in developing concept maps. The purpose of this research was to describe the relationship between nursing students' learning style preference and aptitude for concept maps. The sample included 120 undergraduate students enrolled in the adult health nursing course. Students created one concept map and completed two instruments: the Learning Style Survey and the Concept Map Survey. Data included Learning Style Survey scores, grade for the concept map, and grade for the adult health course. No significant difference was found between learning style preference and concept map grades. Thematic analysis of the qualitative survey data yielded further insight into students' preferences for creating concept maps.

Concept Mapping Using Cmap Tools to Enhance Meaningful Learning

NASA Astrophysics Data System (ADS)

Cañas, Alberto J.; Novak, Joseph D.

Concept maps are graphical tools that have been used in all facets of education and training for organizing and representing knowledge. When learners build concept maps, meaningful learning is facilitated. Computer-based concept mapping software such as CmapTools have further extended the use of concept mapping and greatly enhanced the potential of the tool, facilitating the implementation of a concept map-centered learning environment. In this chapter, we briefly present concept mapping and its theoretical foundation, and illustrate how it can lead to an improved learning environment when it is combined with CmapTools and the Internet. We present the nationwide “Proyecto Conéctate al Conocimiento” in Panama as an example of how concept mapping, together with technology, can be adopted by hundreds of schools as a means to enhance meaningful learning.

The effects of three concept mapping strategies on seventh-grade students' science achievement at an urban middle school

NASA Astrophysics Data System (ADS)

Dosanjh, Navdeep Kaur

2011-12-01

There is great concern over students' poor science achievement in the United States. Due to the lack of science achievement, students are not pursing science related careers resulting in an increase in outsourcing to other countries. Learning strategies such as concept mapping may ameliorate this situation by providing students with tools that encourage meaningful learning. The purpose of this quasi-experimental study was to measure the effects of three concept mapping learning strategies (concept identifying, proposition identifying, student generated) on urban middle school students' understanding of the circulatory system. Three intact classes of seventh-grade students were assigned to one of the three concept mapping strategies. The students were given a pretest on the circulatory system then learned and used their respective concept mapping strategies while learning about the circulatory system. At the conclusion of the study, students' science achievement was measured by performance on an achievement test and rubric scores of their respective concept identifying, proposition identifying, and student generated concept maps. The results of the study suggest that all three of the concept mapping strategies are effective in increasing students' science achievement. Additionally, the moderate significant correlations between the posttest and concept map scores of the current study established that concept maps are a useful measure of student knowledge. Lastly, the results of the current study also suggest that the concept identifying mapping strategy may be a useful scaffold in instructing students how to develop student generated concept maps.

The Utility of Concept Maps to Facilitate Higher-Level Learning in a Large Classroom Setting

PubMed Central

Carr-Lopez, Sian M.; Vyas, Deepti; Patel, Rajul A.; Gnesa, Eric H.

2014-01-01

Objective. To describe the utility of concept mapping in a cardiovascular therapeutics course within a large classroom setting. Design. Students enrolled in a cardiovascular care therapeutics course completed concept maps for each major chronic cardiovascular condition. A grading rubric was used to facilitate peer-assessment of the concept map. Assessment. Students were administered a survey at the end of the course assessing their perceptions on the usefulness of the concept maps during the course and also during APPEs to assess utility beyond the course. Question item analyses were conducted on cumulative final examinations comparing student performance on concept-mapped topics compared to nonconcept-mapped topics. Conclusion. Concept maps help to facilitate meaningful learning within the course and the majority of students utilized them beyond the course. PMID:26056408

An Analysis of Prospective Teachers' Knowledge for Constructing Concept Maps

ERIC Educational Resources Information Center

Subramaniam, Karthigeyan; Esprívalo Harrell, Pamela

2015-01-01

Background: Literature contends that a teacher's knowledge of concept map-based tasks influence how their students perceive the task and execute the creation of acceptable concept maps. Teachers who are skilled concept mappers are able to (1) understand and apply the operational terms to construct a hierarchical/non-hierarchical concept map; (2)…

A qualitative study on using concept maps in problem-based learning.

PubMed

Chan, Zenobia C Y

2017-05-01

The visual arts, including concept maps, have been shown to be effective tools for facilitating student learning. However, the use of concept maps in nursing education has been under-explored. The aim of this study was to explore how students develop concept maps and what these concept maps consist of, and their views on the use of concept maps as a learning activity in a PBL class. A qualitative approach consisting of an analysis of the contents of the concept maps and interviews with students. The study was conducted in a school of nursing in a university in Hong Kong. A total of 38 students who attended the morning session (20 students) and afternoon session (18 students) respectively of a nursing problem-based learning class. The students in both the morning and afternoon classes were allocated into four groups (4-5 students per group). Each group was asked to draw two concept maps based on a given scenario, and then to participate in a follow-up interview. Two raters individually assessed the concept maps, and then discussed their views with each other. Among the concept maps that were drawn, four were selected. Their four core features of those maps were: a) the integration of informative and artistic elements; b) the delivery of sensational messages; c) the use of images rather than words; and d) three-dimensional and movable. Both raters were concerned about how informative the presentation was, the composition of the elements, and the ease of comprehension, and appreciated the three-dimensional presentation and effective use of images. From the results of the interview, the pros and cons of using concept maps were discerned. This study demonstrated how concept maps could be implemented in a PBL class to boost the students' creativity and to motivate them to learn. This study suggests the use of concept maps as an initiative to motivate student to learn, participate actively, and nurture their creativity. To conclude, this study explored an alternative way for students to make presentations and pioneered the use of art-based concept maps to facilitate student learning. Copyright © 2017 Elsevier Ltd. All rights reserved.

Prototype of the novel CAMEA concept—A backend for neutron spectrometers

NASA Astrophysics Data System (ADS)

Markó, Márton; Groitl, Felix; Birk, Jonas Okkels; Freeman, Paul Gregory; Lefmann, Kim; Christensen, Niels Bech; Niedermayer, Christof; Jurányi, Fanni; Lass, Jakob; Hansen, Allan; Rønnow, Henrik M.

2018-01-01

The continuous angle multiple energy analysis concept is a backend for both time-of-flight and analyzer-based neutron spectrometers optimized for neutron spectroscopy with highly efficient mapping in the horizontal scattering plane. The design employs a series of several upward scattering analyzer arcs placed behind each other, which are set to different final energies allowing a wide angular coverage with multiple energies recorded simultaneously. For validation of the concept and the model calculations, a prototype was installed at the Swiss neutron source SINQ, Paul Scherrer Institut. The design of the prototype, alignment and calibration procedures, experimental results of background measurements, and proof-of-concept inelastic measurements on LiHoF4 and h-YMnO3 are presented here.

Mapping for Depth and Variety: Using a "Six W's" Scaffold to Facilitate Concept Mapping for Different History Concepts with Different Degrees of Freedom

ERIC Educational Resources Information Center

Tzeng, Jeng-Yi

2014-01-01

This study examines how 98 students in Taiwan taking a typical high-school history class composed concept maps related to both an everyday concept and an academic-oriented unique concept with various degrees of freedom in concept mapping. In order to reveal the multidimensionality of history concepts, this study provided participants a 6W scaffold…

Applicability of New Approaches of Sensor Orientation to Micro Aerial Vehicles

NASA Astrophysics Data System (ADS)

Rehak, M.; Skaloud, J.

2016-06-01

This study highlights the benefits of precise aerial position and attitude control in the context of mapping with Micro Aerial Vehicles (MAVs). Accurate mapping with MAVs is gaining importance in applications such as corridor mapping, road and pipeline inspections or mapping of large areas with homogeneous surface structure, e.g. forests or agricultural fields. There, accurate aerial control plays a major role in successful terrain reconstruction and artifact-free ortophoto generation. The presented experiments focus on new approaches of aerial control. We confirm practically that the relative aerial position and attitude control can improve accuracy in difficult mapping scenarios. Indeed, the relative orientation method represents an attractive alternative in the context of MAVs for two reasons. First, the procedure is somewhat simplified, e.g. the angular misalignment, so called boresight, between the camera and the inertial measurement unit (IMU) does not have to be determined and, second, the effect of possible systematic errors in satellite positioning (e.g. due to multipath and/or incorrect recovery of differential carrier-phase ambiguities) is mitigated. First, we present a typical mapping project over an agricultural field and second, we perform a corridor road mapping. We evaluate the proposed methods in scenarios with and without automated image observations. We investigate a recently proposed concept where adjustment is performed using image observations limited to ground control and check points, so called fast aerial triangulation (Fast AT). In this context we show that accurate aerial control (absolute or relative) together with a few image observations can deliver accurate results comparable to classical aerial triangulation with thousands of image measurements. This procedure in turns reduces the demands on processing time and the requirements on the existence of surface texture. Finally, we compare the above mentioned procedures with direct sensor orientation (DiSO) to show its potential for rapid mapping.

Enabling Big Geoscience Data Analytics with a Cloud-Based, MapReduce-Enabled and Service-Oriented Workflow Framework

PubMed Central

Li, Zhenlong; Yang, Chaowei; Jin, Baoxuan; Yu, Manzhu; Liu, Kai; Sun, Min; Zhan, Matthew

2015-01-01

Geoscience observations and model simulations are generating vast amounts of multi-dimensional data. Effectively analyzing these data are essential for geoscience studies. However, the tasks are challenging for geoscientists because processing the massive amount of data is both computing and data intensive in that data analytics requires complex procedures and multiple tools. To tackle these challenges, a scientific workflow framework is proposed for big geoscience data analytics. In this framework techniques are proposed by leveraging cloud computing, MapReduce, and Service Oriented Architecture (SOA). Specifically, HBase is adopted for storing and managing big geoscience data across distributed computers. MapReduce-based algorithm framework is developed to support parallel processing of geoscience data. And service-oriented workflow architecture is built for supporting on-demand complex data analytics in the cloud environment. A proof-of-concept prototype tests the performance of the framework. Results show that this innovative framework significantly improves the efficiency of big geoscience data analytics by reducing the data processing time as well as simplifying data analytical procedures for geoscientists. PMID:25742012

Enabling big geoscience data analytics with a cloud-based, MapReduce-enabled and service-oriented workflow framework.

PubMed

Li, Zhenlong; Yang, Chaowei; Jin, Baoxuan; Yu, Manzhu; Liu, Kai; Sun, Min; Zhan, Matthew

2015-01-01

Geoscience observations and model simulations are generating vast amounts of multi-dimensional data. Effectively analyzing these data are essential for geoscience studies. However, the tasks are challenging for geoscientists because processing the massive amount of data is both computing and data intensive in that data analytics requires complex procedures and multiple tools. To tackle these challenges, a scientific workflow framework is proposed for big geoscience data analytics. In this framework techniques are proposed by leveraging cloud computing, MapReduce, and Service Oriented Architecture (SOA). Specifically, HBase is adopted for storing and managing big geoscience data across distributed computers. MapReduce-based algorithm framework is developed to support parallel processing of geoscience data. And service-oriented workflow architecture is built for supporting on-demand complex data analytics in the cloud environment. A proof-of-concept prototype tests the performance of the framework. Results show that this innovative framework significantly improves the efficiency of big geoscience data analytics by reducing the data processing time as well as simplifying data analytical procedures for geoscientists.

Concept Maps for Evaluating Learning of Sustainable Development

ERIC Educational Resources Information Center

Shallcross, David C.

2016-01-01

Concept maps are used to assess student and cohort learning of sustainable development. The concept maps of 732 first-year engineering students were individually analyzed to detect patterns of learning and areas that were not well understood. Students were given 20 minutes each to prepare a concept map of at least 20 concepts using paper and pen.…

Student-Centered Reliability, Concurrent Validity and Instructional Sensitivity in Scoring of Students' Concept Maps in a University Science Laboratory

ERIC Educational Resources Information Center

Kaya, Osman Nafiz; Kilic, Ziya

2004-01-01

Student-centered approach of scoring the concept maps consisted of three elements namely symbol system, individual portfolio and scoring scheme. We scored student-constructed concept maps based on 5 concept map criteria: validity of concepts, adequacy of propositions, significance of cross-links, relevancy of examples, and interconnectedness. With…

The articulation of integration of clinical and basic sciences in concept maps: differences between experienced and resident groups.

PubMed

Vink, Sylvia; van Tartwijk, Jan; Verloop, Nico; Gosselink, Manon; Driessen, Erik; Bolk, Jan

2016-08-01

To determine the content of integrated curricula, clinical concepts and the underlying basic science concepts need to be made explicit. Preconstructed concept maps are recommended for this purpose. They are mainly constructed by experts. However, concept maps constructed by residents are hypothesized to be less complex, to reveal more tacit basic science concepts and these basic science concepts are expected to be used for the organization of the maps. These hypotheses are derived from studies about knowledge development of individuals. However, integrated curricula require a high degree of cooperation between clinicians and basic scientists. This study examined whether there are consistent variations regarding the articulation of integration when groups of experienced clinicians and basic scientists and groups of residents and basic scientists-in-training construct concept maps. Seven groups of three clinicians and basic scientists on experienced level and seven such groups on resident level constructed concept maps illuminating clinical problems. They were guided by instructions that focused them on articulation of integration. The concept maps were analysed by features that described integration. Descriptive statistics showed consistent variations between the two expertise levels. The concept maps of the resident groups exceeded those of the experienced groups in articulated integration. First, they used significantly more links between clinical and basic science concepts. Second, these links connected basic science concepts with a greater variety of clinical concepts than the experienced groups. Third, although residents did not use significantly more basic science concepts, they used them significantly more frequent to organize the clinical concepts. The conclusion was drawn that not all hypotheses could be confirmed and that the resident concept maps were more elaborate than expected. This article discusses the implications for the role that residents and basic scientists-in-training might play in the construction of preconstructed concept maps and the development of integrated curricula.

Relationship of students' conceptual representations and problem-solving abilities in acid-base chemistry

NASA Astrophysics Data System (ADS)

Powers, Angela R.

2000-10-01

This study explored the relationship between secondary chemistry students' conceptual representations of acid-base chemistry, as shown in student-constructed concept maps, and their ability to solve acid-base problems, represented by their score on an 18-item paper and pencil test, the Acid-Base Concept Assessment (ABCA). The ABCA, consisting of both multiple-choice and short-answer items, was originally designed using a question-type by subtopic matrix, validated by a panel of experts, and refined through pilot studies and factor analysis to create the final instrument. The concept map task included a short introduction to concept mapping, a prototype concept map, a practice concept-mapping activity, and the instructions for the acid-base concept map task. The instruments were administered to chemistry students at two high schools; 108 subjects completed both instruments for this study. Factor analysis of ABCA results indicated that the test was unifactorial for these students, despite the intention to create an instrument with multiple "question-type" scales. Concept maps were scored both holistically and by counting valid concepts. The two approaches were highly correlated (r = 0.75). The correlation between ABCA score and concept-map score was 0.29 for holistically-scored concept maps and 0.33 for counted-concept maps. Although both correlations were significant, they accounted for only 8.8 and 10.2% of variance in ABCA scores, respectively. However, when the reliability of the instruments used is considered, more than 20% of the variance in ABCA scores may be explained by concept map scores. MANOVAs for ABCA and concept map scores by instructor, student gender, and year in school showed significant differences for both holistic and counted concept-map scores. Discriminant analysis revealed that the source of these differences was the instruction variable. Significant differences between classes receiving different instruction were found in the frequency of concepts listed by students for 9 of 10 concepts evaluated. Mean ABCA scores did not differ significantly between the two instruction groups. The results of this study failed to provide evidence of conceptual distinctions among different "types" of problem-solving items. The results suggested that several factors influence success in chemistry problem solving, including concept knowledge and organization. Further research into the nature of chemistry problems and problem solving is recommended.

Exploring teacher's perceptions of concept mapping as a teaching strategy in science: An action research approach

NASA Astrophysics Data System (ADS)

Marks Krpan, Catherine Anne

In order to promote science literacy in the classroom, students need opportunities in which they can personalize their understanding of the concepts they are learning. Current literature supports the use of concept maps in enabling students to make personal connections in their learning of science. Because they involve creating explicit connections between concepts, concept maps can assist students in developing metacognitive strategies and assist educators in identifying misconceptions in students' thinking. The literature also notes that concept maps can improve student achievement and recall. Much of the current literature focuses primarily on concept mapping at the secondary and university levels, with limited focus on the elementary panel. The research rarely considers teachers' thoughts and ideas about the concept mapping process. In order to effectively explore concept mapping from the perspective of elementary teachers, I felt that an action research approach would be appropriate. Action research enabled educators to debate issues about concept mapping and test out ideas in their classrooms. It also afforded the participants opportunities to explore their own thinking, reflect on their personal journeys as educators and play an active role in their professional development. In an effort to explore concept mapping from the perspective of elementary educators, an action research group of 5 educators and myself was established and met regularly from September 1999 until June 2000. All of the educators taught in the Toronto area. These teachers were interested in exploring how concept mapping could be used as a learning tool in their science classrooms. In summary, this study explores the journey of five educators and myself as we engaged in collaborative action research. This study sets out to: (1) Explore how educators believe concept mapping can facilitate teaching and student learning in the science classroom. (2) Explore how educators implement concept mapping in their classrooms. (3) Identify challenges educators experience when they implement concept mapping. (4) Explore factors that impact on facilitating collaborative action research. (5) Provide insight into my growth as an action research facilitator.

Thinking Connections: Concept Maps for Life Science. Book B.

ERIC Educational Resources Information Center

Burggraf, Frederick

The concept maps contained in this book (for grades 7-12) span 35 topics in life science. Topics were chosen using the National Science Education Standards as a guide. The practice exercise in concept mapping is included to give students an idea of what the tasks ahead will be in content rich maps. Two levels of concept maps are included for each…

An Intelligent Web-Based System for Diagnosing Student Learning Problems Using Concept Maps

ERIC Educational Resources Information Center

Acharya, Anal; Sinha, Devadatta

2017-01-01

The aim of this article is to propose a method for development of concept map in web-based environment for identifying concepts a student is deficient in after learning using traditional methods. Direct Hashing and Pruning algorithm was used to construct concept map. Redundancies within the concept map were removed to generate a learning sequence.…

Characterization of Visual Scanning Patterns in Air Traffic Control

PubMed Central

McClung, Sarah N.; Kang, Ziho

2016-01-01

Characterization of air traffic controllers' (ATCs') visual scanning strategies is a challenging issue due to the dynamic movement of multiple aircraft and increasing complexity of scanpaths (order of eye fixations and saccades) over time. Additionally, terminologies and methods are lacking to accurately characterize the eye tracking data into simplified visual scanning strategies linguistically expressed by ATCs. As an intermediate step to automate the characterization classification process, we (1) defined and developed new concepts to systematically filter complex visual scanpaths into simpler and more manageable forms and (2) developed procedures to map visual scanpaths with linguistic inputs to reduce the human judgement bias during interrater agreement. The developed concepts and procedures were applied to investigating the visual scanpaths of expert ATCs using scenarios with different aircraft congestion levels. Furthermore, oculomotor trends were analyzed to identify the influence of aircraft congestion on scan time and number of comparisons among aircraft. The findings show that (1) the scanpaths filtered at the highest intensity led to more consistent mapping with the ATCs' linguistic inputs, (2) the pattern classification occurrences differed between scenarios, and (3) increasing aircraft congestion caused increased scan times and aircraft pairwise comparisons. The results provide a foundation for better characterizing complex scanpaths in a dynamic task and automating the analysis process. PMID:27239190

Characterization of Visual Scanning Patterns in Air Traffic Control.

PubMed

McClung, Sarah N; Kang, Ziho

2016-01-01

Characterization of air traffic controllers' (ATCs') visual scanning strategies is a challenging issue due to the dynamic movement of multiple aircraft and increasing complexity of scanpaths (order of eye fixations and saccades) over time. Additionally, terminologies and methods are lacking to accurately characterize the eye tracking data into simplified visual scanning strategies linguistically expressed by ATCs. As an intermediate step to automate the characterization classification process, we (1) defined and developed new concepts to systematically filter complex visual scanpaths into simpler and more manageable forms and (2) developed procedures to map visual scanpaths with linguistic inputs to reduce the human judgement bias during interrater agreement. The developed concepts and procedures were applied to investigating the visual scanpaths of expert ATCs using scenarios with different aircraft congestion levels. Furthermore, oculomotor trends were analyzed to identify the influence of aircraft congestion on scan time and number of comparisons among aircraft. The findings show that (1) the scanpaths filtered at the highest intensity led to more consistent mapping with the ATCs' linguistic inputs, (2) the pattern classification occurrences differed between scenarios, and (3) increasing aircraft congestion caused increased scan times and aircraft pairwise comparisons. The results provide a foundation for better characterizing complex scanpaths in a dynamic task and automating the analysis process.

[The experiment of participatory mapping in order to construct a cartographical alternative to the FHS].

PubMed

Goldstein, Roberta Argento; Barcellos, Christovam; Magalhães, Monica de Avelar Figueiredo Mafra; Gracie, Renata; Viacava, Francisco

2013-01-01

Maps and mapping procedures are useful tools for systematic interpretation and evaluation and for reporting of results to management. Applied to the Family Health Strategy (FHS), these maps permit the demarcation of the territory and the establishment of links between the territory, its population and health services. In this paper the use of maps by the FHS in 17 municipalities in northern and northeastern Brazil is studied and the process of demarcation and digitization of areas with the participation of teams is described. The survey conducted using questionnaires and discussion workshops showed that difficulties still prevail in reconciling the map (drawing) produced at the local level with maps produced by other government sectors. In general, the maps used at local level employ their own references, which prevent the interplay of information with other cartographic documents and their full use as a tool for evaluation and management. The combination of participatory mapping tools, associated with Geographic Information Systems (GIS) applications proposed in this paper, represents an alternative to mapping the territory of operations of FHS teams, as well as a reflection on the concept of territory and operation by the FHS.

Concept Mapping: An "Instagram" of Students' Thinking

ERIC Educational Resources Information Center

Campbell, Laurie O.

2016-01-01

Minimal research has been accumulated in the field of social studies education for Novakian concept mapping, yet there are many benefits from adding this learning tool to a teacher's instructional toolbox. The article defines Novakian concept mapping and invites readers to adopt digital Novakian concept mapping into the social studies classroom as…

High School Biology: A Group Approach to Concept Mapping.

ERIC Educational Resources Information Center

Brown, David S.

2003-01-01

Explains concept mapping as an instructional method in cooperative learning environments, and describes a study investigating the effectiveness of concept mapping on student learning during a photosynthesis and cellular respiration unit. Reports on the positive effects of concept mapping in the experimental group. (Contains 16 references.) (YDS)

A Concept-Mapping Strategy for Assessing Conceptual Change in a Student-Directed, Research-Based Geoscience Course

NASA Astrophysics Data System (ADS)

Rebich, S.

2003-12-01

The concept mapping technique has been proposed as a method for examining the evolving nature of students' conceptualizations of scientific concepts, and promises insight into a dimension of learning different from the one accessible through more conventional classroom testing techniques. The theory behind concept mapping is based on an assumption that knowledge acquisition is accomplished through "linking" of new information to an existing knowledge framework, and that meaningful (as opposed to arbitrary or verbatim) links allow for deeper understanding and conceptual change. Reflecting this theory, concept maps are constructed as a network of related concepts connected by labeled links that illustrate the relationship between the concepts. Two concepts connected by one such link make up a "proposition", the basic element of the concept map structure. In this paper, we examine the results of a pre- and post-test assessment program for an upper-division undergraduate geography course entitled "Mock Environmental Summit," which was part of a research project on assessment. Concept mapping was identified as a potentially powerful assessment tool for this course, as more conventional tools such as multiple-choice tests did not seem to provide a reliable indication of the learning students were experiencing as a result of the student-directed research, presentations, and discussions that make up a substantial portion of the course. The assessment program began at the beginning of the course with a one-hour training session during which students were introduced to the theory behind concept mapping, provided with instructions and guidance for constructing a concept map using the CMap software developed and maintained by the Institute for Human and Machine Cognition at the University of West Florida, and asked to collaboratively construct a concept map on a topic not related to the one to be assessed. This training session was followed by a 45-minute "pre-test" on the topic of global climate change, for which students were provided with a list of questions to guide their thoughts during the concept map construction. Following the pre-test, students were not exposed to further concept mapping until the end of the course, when they were asked to complete a "post-test" consisting of exactly the same task. In addition to a summary of our results, this paper presents an overview of available digital concept-mapping tools, proposed scoring techniques, and design principles to keep in mind when designing a concept-mapping assessment program. We also discuss our experience with concept map assessment, the insights it provided into the evolution in student understanding of global climate change that resulted from the course, and our ideas about the potential role of concept mapping in an overall assessment program for interdisciplinary and/or student-directed curricula.

A Tangible Approach to Concept Mapping

NASA Astrophysics Data System (ADS)

Tanenbaum, Karen; Antle, Alissa N.

2009-05-01

The Tangible Concept Mapping project investigates using a tangible user interface to engage learners in concept map creation. This paper describes a prototype implementation of the system, presents some preliminary analysis of its ease of use and effectiveness, and discusses how elements of tangible interaction support concept mapping by helping users organize and structure their knowledge about a domain. The role of physical engagement and embodiment in supporting the mental activity of creating the concept map is explored as one of the benefits of a tangible approach to learning.

Fostering Multimedia Learning with Collaborative Concept Mapping: The Effect of Cognitive Aid on Performance and on Collaboration

ERIC Educational Resources Information Center

Acuña, Santiago Roger; Aymes, Gabriela López; Medrano, Carlos Sergio López

2014-01-01

This paper analyzes the use of collaborative concept maps in multimedia learning tasks. Specifically, the effect of a cognitive aid (providing students a list of main concepts to generate a concept map) on the performance of collaborative concept mapping and on the level of collaboration in this task is discussed. The study was carried out with 57…

Use of Networked Collaborative Concept Mapping To Measure Team Processes and Team Outcomes.

ERIC Educational Resources Information Center

Chung, Gregory K. W. K.; O'Neil, Harold F., Jr.; Herl, Howard E.; Dennis, Robert A.

The feasibility of using a computer-based networked collaborative concept mapping system to measure teamwork skills was studied. A concept map is a node-link-node representation of content, where the nodes represent concepts and links represent relationships between connected concepts. Teamwork processes were examined for a group concept mapping…

Mining e-Learning Domain Concept Map from Academic Articles

ERIC Educational Resources Information Center

Chen, Nian-Shing; Kinshuk; Wei, Chun-Wang; Chen, Hong-Jhe

2008-01-01

Recent researches have demonstrated the importance of concept map and its versatile applications especially in e-Learning. For example, while designing adaptive learning materials, designers need to refer to the concept map of a subject domain. Moreover, concept maps can show the whole picture and core knowledge about a subject domain. Research…

Incorporating Concept Mapping in Project-Based Learning: Lessons from Watershed Investigations

ERIC Educational Resources Information Center

Rye, James; Landenberger, Rick; Warner, Timothy A.

2013-01-01

The concept map tool set forth by Novak and colleagues is underutilized in education. A meta-analysis has encouraged teachers to make extensive use of concept mapping, and researchers have advocated computer-based concept mapping applications that exploit hyperlink technology. Through an NSF sponsored geosciences education grant, middle and…

Using Concept Mapping to Improve Poor Readers' Understanding of Expository Text

ERIC Educational Resources Information Center

Morfidi, Eleni; Mikropoulos, Anastasios; Rogdaki, Aspasia

2018-01-01

The present study examined whether the use of concept mapping is more effective in teaching expository material in comparison to a traditional, lecture only, approach. Its objective was threefold. First, to determine if multimedia concept mapping produces differential learning outcomes compared to digital text-based concept mapping. Secondly, to…

Concept Maps and Language: A Turkish Experience

ERIC Educational Resources Information Center

Kilic, Gulsen Bagci

2003-01-01

Concept maps are being used by an increasing number of educators in Europe and the US. This paper has four goals. First, it discusses problems in developing Novak's style concept maps in Turkish caused by linguistic differences between Turkish and English. Second, it reports the findings of a research study conducted to adapt concept maps to…

Use of multiple cluster analysis methods to explore the validity of a community outcomes concept map.

PubMed

Orsi, Rebecca

2017-02-01

Concept mapping is now a commonly-used technique for articulating and evaluating programmatic outcomes. However, research regarding validity of knowledge and outcomes produced with concept mapping is sparse. The current study describes quantitative validity analyses using a concept mapping dataset. We sought to increase the validity of concept mapping evaluation results by running multiple cluster analysis methods and then using several metrics to choose from among solutions. We present four different clustering methods based on analyses using the R statistical software package: partitioning around medoids (PAM), fuzzy analysis (FANNY), agglomerative nesting (AGNES) and divisive analysis (DIANA). We then used the Dunn and Davies-Bouldin indices to assist in choosing a valid cluster solution for a concept mapping outcomes evaluation. We conclude that the validity of the outcomes map is high, based on the analyses described. Finally, we discuss areas for further concept mapping methods research. Copyright © 2016 Elsevier Ltd. All rights reserved.

Use of the concept mapping in teaching during a medical rotation of interns: an exploratory study.

PubMed

Kwas, Hamida; Ghédira, Habib

2017-12-01

Concept mapping is an excellent learning toolallowing to stimulate active learning.For this reason, the concept mapping is currently used increasingly in the medical and paramedical field. The aim of our study is to determine the contribution of teaching of medical interns by the concept mapping. Fourteen students enrolled at the same time in a medical rotation in Pulmonology were recruited for this exploratory study. Interns are divided into two groups (A and B).Both groups are taught by the clinical case method, illustrated by a concept mapping for group A interns. The evolution of the knowledge accuracy at post-testing has been greater in the group taught by the method of concept mapping: the number of correct responses increased in all participants of group A versus only 4 of group B. All students taught by concept mapping had at the post-test a note higher than or equal to 10/20 versus only three of the group taught by the method without concept map. The average score was 13 (11-15) in group A versus 10.28 (6-14) in group B. We emphasize the use of concept mapping in teaching especially in the faculty of medicine and we encourage clinicians to use this method in teaching interns in the hospital.

Experimentation of cooperative learning model Numbered Heads Together (NHT) type by concept maps and Teams Games Tournament (TGT) by concept maps in terms of students logical mathematics intellegences

NASA Astrophysics Data System (ADS)

Irawan, Adi; Mardiyana; Retno Sari Saputro, Dewi

2017-06-01

This research is aimed to find out the effect of learning model towards learning achievement in terms of students’ logical mathematics intelligences. The learning models that were compared were NHT by Concept Maps, TGT by Concept Maps, and Direct Learning model. This research was pseudo experimental by factorial design 3×3. The population of this research was all of the students of class XI Natural Sciences of Senior High School in all regency of Karanganyar in academic year 2016/2017. The conclusions of this research were: 1) the students’ achievements with NHT learning model by Concept Maps were better than students’ achievements with TGT model by Concept Maps and Direct Learning model. The students’ achievements with TGT model by Concept Maps were better than the students’ achievements with Direct Learning model. 2) The students’ achievements that exposed high logical mathematics intelligences were better than students’ medium and low logical mathematics intelligences. The students’ achievements that exposed medium logical mathematics intelligences were better than the students’ low logical mathematics intelligences. 3) Each of student logical mathematics intelligences with NHT learning model by Concept Maps has better achievement than students with TGT learning model by Concept Maps, students with NHT learning model by Concept Maps have better achievement than students with the direct learning model, and the students with TGT by Concept Maps learning model have better achievement than students with Direct Learning model. 4) Each of learning model, students who have logical mathematics intelligences have better achievement then students who have medium logical mathematics intelligences, and students who have medium logical mathematics intelligences have better achievement than students who have low logical mathematics intelligences.

Computer-assisted concept mapping: Visual aids for knowledge construction

PubMed Central

Mammen, Jennifer R.

2016-01-01

Background Concept mapping is a visual representation of ideas that facilitates critical thinking and is applicable to many areas of nursing education. Computer-Assisted Concept Maps are more flexible and less constrained than traditional paper methods, allowing for analysis and synthesis of complex topics and larger amounts of data. Ability to iteratively revise and collaboratively create computerized maps can contribute to enhanced interpersonal learning. However, there is limited awareness of free software that can support these types of applications. Discussion This educational brief examines affordances and limitations of Computer-Assisted Concept Maps and reviews free software for development of complex, collaborative malleable maps. Free software such as VUE, Xmind, MindMaple, and others can substantially contribute to utility of concept-mapping for nursing education. Conclusions Computerized concept-mapping is an important tool for nursing and is likely to hold greater benefit for students and faculty than traditional pen and paper methods alone. PMID:27351610

Concept mapping: Impact on content and organization of technical writing in science

NASA Astrophysics Data System (ADS)

Conklin, Elaine

The purpose of this quasi-experimental study was to compare the relationship between concept mapping and the content and organization of technical writing of ninth grade biology students. All students in the study completed a prewriting assessment. The experimental group received concept map instruction while the control group performed alternate tasks. After instruction, both groups completed the postwriting assessment and mean differences were compared using the t statistic for independent measures. Additionally, scores on the concept map were correlated to the scores on the postwriting assessment using the Pearson correlation coefficient. Finally, attitudes toward using concept mapping as a prewriting strategy were analyzed using the t statistic for repeated measures. Concept mapping significantly improved the depth of content; however, no statistical significance was detected for organization. Students had a significantly positive change in attitude toward using concept mapping to plan a writing assessment, organize information, and think creatively. The findings indicated concept mapping had a positive effect on the students' abilities to select concepts appropriate to respond to a writing prompt, integrate facts into complete thoughts and ideas, and apply it in novel situations. Concept maps appeared to facilitate learning how to process information and transform it into expository writing. Sustained practice in designing concept maps may influence organization as well as content. Developing a systematic approach to synthesize well-organized and coherent arguments in response to a writing task is an invaluable communication skill that has implications for the learner across disciplines and prepares them for higher education and the workforce.

Do conceptualisations of health differ across social strata? A concept mapping study among lay people.

PubMed

Stronks, Karien; Hoeymans, Nancy; Haverkamp, Beatrijs; den Hertog, Frank R J; van Bon-Martens, Marja J H; Galenkamp, Henrike; Verweij, Marcel; van Oers, Hans A M

2018-04-19

The legitimacy of policies that aim at tackling socioeconomic inequalities in health can be challenged if they do not reflect the conceptualisations of health that are valued in all strata. Therefore, this study analyses how different socioeconomic groups formulate their own answers regarding: what does health mean to you? Concept mapping procedures were performed in three groups that differ in educational level. All procedures followed exactly the same design. Area of the city of Utrecht, the Netherlands. Lay persons with a lower, intermediate and higher educational level (±15/group). The concept maps for the three groups consisted of nine, eight and seven clusters each, respectively. Four clusters occurred in all groups: absence of disease/disabilities, health-related behaviours, social life, attitude towards life. The content of some of these differed between groups, for example, behaviours were interpreted as having opportunities to behave healthily in the lower education group, and in terms of their impact on health in the higher education group. Other clusters appeared to be specific for particular groups, such as autonomy (intermediate/higher education group). Finally, ranking ranged from a higher ranking of the positively formulated aspects in the higher education group (eg, lust for life) to that of the negatively formulated aspects in the lower education group (eg, having no chronic disease). Our results provide indications to suggest that people in lower socioeconomic groups are more likely to show a conceptualisation of health that refers to (1) the absence of health threats (vs positive aspects), (2) a person within his/her circumstances (vs quality of own body/mind), (3) the value of functional (vs hedonistic) notions and (4) an accepting (vs active) attitude towards life. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Concept Mapping: A Critical Thinking Technique

ERIC Educational Resources Information Center

Harris, Charles M.; Zha, Shenghua

2013-01-01

Concept mapping, graphically depicting the structure of abstract concepts, is based on the observation that pictures and line drawings are often more easily comprehended than the words that represent an abstract concept. The efficacy of concept mapping for facilitating critical thinking was assessed in four sections of an introductory psychology…

Using Generalizability Theory to Examine Different Concept Map Scoring Methods

ERIC Educational Resources Information Center

Cetin, Bayram; Guler, Nese; Sarica, Rabia

2016-01-01

Problem Statement: In addition to being teaching tools, concept maps can be used as effective assessment tools. The use of concept maps for assessment has raised the issue of scoring them. Concept maps generated and used in different ways can be scored via various methods. Holistic and relational scoring methods are two of them. Purpose of the…

Concept Maps: A Tool to Prepare for High Fidelity Simulation in Nursing

ERIC Educational Resources Information Center

Daley, Barbara J.; Beman, Sarah Black; Morgan, Sarah; Kennedy, Linda; Sheriff, Mandy

2017-01-01

In this study, the use of concept mapping as a method to prepare for high fidelity simulated learning experiences was investigated. Fourth year baccalaureate nursing students were taught how to use concept maps as a way to prepare for high fidelity simulated nursing experiences. Students prepared concept maps for two simulated experiences…

Effects of Multidimensional Concept Maps on Fourth Graders' Learning in Web-Based Computer Course

ERIC Educational Resources Information Center

Huang, Hwa-Shan; Chiou, Chei-Chang; Chiang, Heien-Kun; Lai, Sung-Hsi; Huang, Chiun-Yen; Chou, Yin-Yu

2012-01-01

This study explores the effect of multidimensional concept mapping instruction on students' learning performance in a web-based computer course. The subjects consisted of 103 fourth graders from an elementary school in central Taiwan. They were divided into three groups: multidimensional concept map (MCM) instruction group, Novak concept map (NCM)…

Concept Map Structure, Gender and Teaching Methods: An Investigation of Students' Science Learning

ERIC Educational Resources Information Center

Gerstner, Sabine; Bogner, Franz X.

2009-01-01

Background: This study deals with the application of concept mapping to the teaching and learning of a science topic with secondary school students in Germany. Purpose: The main research questions were: (1) Do different teaching approaches affect concept map structure or students' learning success? (2) Is the structure of concept maps influenced…

Going to the source: creating a citizenship outcome measure by community-based participatory research methods.

PubMed

Rowe, Michael; Clayton, Ashley; Benedict, Patricia; Bellamy, Chyrell; Antunes, Kimberly; Miller, Rebecca; Pelletier, Jean-Francois; Stern, Erica; O'Connell, Maria J

2012-01-01

This study used participatory methods and concept-mapping techniques to develop a greater understanding of the construct of citizenship and an instrument to assess the degree to which individuals, particularly those with psychiatric disorders, perceive themselves to be citizens in a multifaceted sense (that is, not in a simply legal sense). Participants were persons with recent experience of receiving public mental health services, having criminal justice charges, having a serious general medical illness, or having more than one of these "life disruptions," along with persons who had not experienced any of these disruptions. Community-based participatory methods, including a co-researcher team of persons with experiences of mental illness and other life disruptions, were employed. Procedures included conducting focus groups with each life disruption (or no disruption) group to generate statements about the meaning of citizenship (N = 75 participants); reducing the generated statements to 100 items and holding concept-mapping sessions with participants from the five stakeholder groups (N = 66 participants) to categorize and rate each item in terms of importance and access; analyzing concept-mapping data to produce citizenship domains; and developing a pilot instrument of citizenship. Multidimensional scaling and hierarchical cluster analysis revealed seven primary domains of citizenship: personal responsibilities, government and infrastructure, caring for self and others, civil rights, legal rights, choices, and world stewardship. Forty-six items were identified for inclusion in the citizenship measure. Citizenship is a multidimensional construct encompassing the degree to which individuals with different life experiences perceive inclusion or involvement across a variety of activities and concepts.

Using concept mapping to evaluate knowledge structure in problem-based learning.

PubMed

Hung, Chia-Hui; Lin, Chen-Yung

2015-11-27

Many educational programs incorporate problem-based learning (PBL) to promote students' learning; however, the knowledge structure developed in PBL remains unclear. The aim of this study was to use concept mapping to generate an understanding of the use of PBL in the development of knowledge structures. Using a quasi-experimental study design, we employed concept mapping to illustrate the effects of PBL by examining the patterns of concepts and differences in the knowledge structures of students taught with and without a PBL approach. Fifty-two occupational therapy undergraduates were involved in the study and were randomly divided into PBL and control groups. The PBL group was given two case scenarios for small group discussion, while the control group continued with ordinary teaching and learning. Students were asked to make concept maps after being taught about knowledge structure. A descriptive analysis of the morphology of concept maps was conducted in order to compare the integration of the students' knowledge structures, and statistical analyses were done to understand the differences between groups. Three categories of concept maps were identified as follows: isolated, departmental, and integrated. The students in the control group constructed more isolated maps, while the students in the PBL group tended toward integrated mapping. Concept Relationships, Hierarchy Levels, and Cross Linkages in the concept maps were significantly greater in the PBL group; however, examples of concept maps did not differ significantly between the two groups. The data indicated that PBL had a strong effect on the acquisition and integration of knowledge. The important properties of PBL, including situational learning, problem spaces, and small group interactions, can help students to acquire more concepts, achieve an integrated knowledge structure, and enhance clinical reasoning.

Incorporating Concept Mapping in Project-Based Learning: Lessons from Watershed Investigations

NASA Astrophysics Data System (ADS)

Rye, James; Landenberger, Rick; Warner, Timothy A.

2013-06-01

The concept map tool set forth by Novak and colleagues is underutilized in education. A meta-analysis has encouraged teachers to make extensive use of concept mapping, and researchers have advocated computer-based concept mapping applications that exploit hyperlink technology. Through an NSF sponsored geosciences education grant, middle and secondary science teachers participated in professional development to apply computer-based concept mapping in project-based learning (PBL) units that investigated local watersheds. Participants attended a summer institute, engaged in a summer through spring online learning academy, and presented PBL units at a subsequent fall science teachers' convention. The majority of 17 teachers who attended the summer institute had previously used the concept mapping strategy with students and rated it highly. Of the 12 teachers who continued beyond summer, applications of concept mapping ranged from collaborative planning of PBL projects to building students' vocabulary to students producing maps related to the PBL driving question. Barriers to the adoption and use of concept mapping included technology access at the schools, lack of time for teachers to advance their technology skills, lack of student motivation to choose to learn, and student difficulty with linking terms. In addition to mitigating the aforementioned barriers, projects targeting teachers' use of technology tools may enhance adoption by recruiting teachers as partners from schools as well as a small number that already are proficient in the targeted technology and emphasizing the utility of the concept map as a planning tool.

And then the internet happened: Thoughts on the future of concept mapping.

PubMed

McLinden, Daniel

2017-02-01

Over 25 years ago, in the late twentieth century, concept mapping emerged as a mixed method approach to inquiry that enables a group of people to conceptualize their thinking about a specific topic. Since then, the application of concept mapping has spread widely and an easy prediction for the future is that this trend is likely to continue; a more important and greater challenge is to think about the ways in which concept mapping may and should evolve. Discussed here are thoughts about the future of concept mapping including some predictions of likely directions and suggestions for new possibilities. Thoughts on the future are grounded in concept mapping applications that have emerged and gained ground in recent years; these include exploring wicked problems in communities and integrating concept mapping with other methods of inquiry. Thoughts on the future are also grounded in the social and cultural milieu in which we find ourselves at this time. The influence of social media and internet technologies has led to the emergence peer production and crowdsourcing as approaches to co-create information, knowledge, products and services. These tactics may create fertile ground for the further spread of concept mapping. This same collaborative milieu has produced the open software movement which in turn, offers opportunities to enhancing the methodology of concept mapping. Copyright © 2016 Elsevier Ltd. All rights reserved.

Using concept maps in a modified team-based learning exercise.

PubMed

Knollmann-Ritschel, Barbara E C; Durning, Steven J

2015-04-01

Medical school education has traditionally been driven by single discipline teaching and assessment. Newer medical school curricula often implement an organ-based approach that fosters integration of basic science and clinical disciplines. Concept maps are widely used in education. Through diagrammatic depiction of a variety of concepts and their specific connections with other ideas, concept maps provide a unique perspective into learning and performance that can complement other assessment methods commonly used in medical schools. In this innovation, we describe using concepts maps as a vehicle for a modified a classic Team-Based Learning (TBL) exercise. Modifications to traditional TBL in our innovation included replacing an individual assessment using multiple-choice questions with concept maps as well as combining the group assessment and application exercise whereby teams created concept maps. These modifications were made to further assess understanding of content across the Fundamentals module (the introductory module of the preclerkship curriculum). While preliminary, student performance and feedback from faculty and students support the use of concept maps in TBL. Our findings suggest concept maps can provide a unique means of determining assessment of learning and generating feedback to students. Concept maps can also demonstrate knowledge acquisition, organization of prior and new knowledge, and synthesis of that knowledge across disciplines in a unique way providing an additional means of assessment in addition to traditional multiple-choice questions. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

Semantic Mappings and Locality of Nursing Diagnostic Concepts in UMLS

PubMed Central

Kim, Tae Youn; Coenen, Amy; Hardiker, Nicholas

2011-01-01

One solution for enhancing the interoperability between nursing information systems, given the availability of multiple nursing terminologies, is to cross-map existing nursing concepts. The Unified Medical Language System (UMLS) developed and distributed by the National Library of Medicine (NLM) is a knowledge resource containing cross-mappings of various terminologies in a unified framework. While the knowledge resource has been available for the last two decades, little research on the representation of nursing terminologies in UMLS has been conducted. As a first step, UMLS semantic mappings and concept locality were examined for nursing diagnostic concepts or problems selected from three terminologies (i.e., CCC, ICNP, and NANDA-I) along with corresponding SNOMED CT concepts. The evaluation of UMLS semantic mappings was conducted by measuring the proportion of concordance between UMLS and human expert mappings. The semantic locality of nursing diagnostic concepts was assessed by examining the associations of select concepts and the placement of the nursing concepts on the Semantic Network and Group. The study found that the UMLS mappings of CCC and NANDA-I concepts to SNOMED CT were highly concordant to expert mappings. The level of concordance in mappings of ICNP to SNOMED CT, CCC and NANDA-I within UMLS was relatively low, indicating the need for further research and development. Likewise, the semantic locality of ICNP concepts could be further improved. Various stakeholders need to collaborate to enhance the NLM knowledge resource and the interoperability of nursing data within the discipline as well as across health-related disciplines. PMID:21951759

Exploring the Interactive Patterns of Concept Map-Based Online Discussion: A Sequential Analysis of Users' Operations, Cognitive Processing, and Knowledge Construction

ERIC Educational Resources Information Center

Wu, Sheng-Yi; Chen, Sherry Y.; Hou, Huei-Tse

2016-01-01

Concept maps can be used as a cognitive tool to assist learners' knowledge construction. However, in a concept map-based online discussion environment, studies that take into consideration learners' manipulative actions of composing concept maps, cognitive process among learners' discussion, and social knowledge construction at the same time are…

The Effects of Integrating Computer-Based Concept Mapping for Physics Learning in Junior High School

ERIC Educational Resources Information Center

Chang, Cheng-Chieh; Yeh, Ting-Kuang; Shih, Chang-Ming

2016-01-01

It generally is accepted that concept mapping has a noticeable impact on learning. But literatures show the use of concept mapping is not benefit all learners. The present study explored the effects of incorporating computer-based concept mapping in physics instruction. A total of 61 9th-grade students participated in this study. By using a…

Perspectives on the strategic uses of concept mapping to address public health challenges.

PubMed

Anderson, Lynda A; Slonim, Amy

2017-02-01

We examine the adaptation of approaches used to plan and implement the steps of concept mapping to meet specialized needs and requirements in several public health projects. Seven published concept mapping projects are detailed to document how each of the phases were modified to meet the specific aims of each project. Concept mapping was found to be a useful tool to complement public health roles such as assessment, program development, and priority setting. The phases of concept mapping allow for a blending of diverse perspectives, which is critical to public health efforts. The adaptability of concept mapping permits the use of multiple modalities such as the addition of face-to-face brainstorming; use of qualitative methods, including structured interviews; and review and use of published literature and guidelines. Another positive aspect of concept mapping for public health practice is its ability to identify program elements, provide a visual map of generated ideas and their relationships to one another, and assist in identifying priorities. Our reflections on the adaptability should help inform another generation in designing concept mapping projects and related products that may benefit from unique adaptations and the rapidly expanding social media technology and platforms. Copyright © 2016 Elsevier Ltd. All rights reserved.

Concept Mapping as a Learning Tool for the Employment Relations Degree

ERIC Educational Resources Information Center

Martinez-Canas, Ricardo; Ruiz-Palomino, Pablo

2011-01-01

Concept mapping is a technique to represent relationships between concepts that can help students to improve their meaningful learning. Using the cognitive theories proposed by Ausubel (1968), concept maps can help instructors and students to enhance their logical thinking and study skills by revealing connections among concepts that can simplify…

Concept Mapping as a Tool to Develop and Measure Students' Understanding in Science

ERIC Educational Resources Information Center

Tan, Sema; Erdimez, Omer; Zimmerman, Robert

2017-01-01

Concept maps measured a student's understanding of the complexity of concepts, and interrelationships. Novak and Gowin (1984) claimed that the continuous use of concept maps increased the complexity and interconnectedness of students' understanding of relationships between concepts in a particular science domain. This study has two purposes; the…

Making clinical case-based learning in veterinary medicine visible: analysis of collaborative concept-mapping processes and reflections.

PubMed

Khosa, Deep K; Volet, Simone E; Bolton, John R

2014-01-01

The value of collaborative concept mapping in assisting students to develop an understanding of complex concepts across a broad range of basic and applied science subjects is well documented. Less is known about students' learning processes that occur during the construction of a concept map, especially in the context of clinical cases in veterinary medicine. This study investigated the unfolding collaborative learning processes that took place in real-time concept mapping of a clinical case by veterinary medical students and explored students' and their teacher's reflections on the value of this activity. This study had two parts. The first part investigated the cognitive and metacognitive learning processes of two groups of students who displayed divergent learning outcomes in a concept mapping task. Meaningful group differences were found in their level of learning engagement in terms of the extent to which they spent time understanding and co-constructing knowledge along with completing the task at hand. The second part explored students' and their teacher's views on the value of concept mapping as a learning and teaching tool. The students' and their teacher's perceptions revealed congruent and contrasting notions about the usefulness of concept mapping. The relevance of concept mapping to clinical case-based learning in veterinary medicine is discussed, along with directions for future research.

How does creating a concept map affect item-specific encoding?

PubMed

Grimaldi, Phillip J; Poston, Laurel; Karpicke, Jeffrey D

2015-07-01

Concept mapping has become a popular learning tool. However, the processes underlying the task are poorly understood. In the present study, we examined the effect of creating a concept map on the processing of item-specific information. In 2 experiments, subjects learned categorized or ad hoc word lists by making pleasantness ratings, sorting words into categories, or creating a concept map. Memory was tested using a free recall test and a recognition memory test, which is considered to be especially sensitive to item-specific processing. Typically, tasks that promote item-specific processing enhance free recall of categorized lists, relative to category sorting. Concept mapping resulted in lower recall performance than both the pleasantness rating and category sorting condition for categorized words. Moreover, concept mapping resulted in lower recognition memory performance than the other 2 tasks. These results converge on the conclusion that creating a concept map disrupts the processing of item-specific information. (c) 2015 APA, all rights reserved.

The Effectiveness of Concept Maps in Teaching Physics Concepts Applied to Engineering Education: Experimental Comparison of the Amount of Learning Achieved with and without Concept Maps

ERIC Educational Resources Information Center

Martinez, Guadalupe; Perez, Angel Luis; Suero, Maria Isabel; Pardo, Pedro J.

2013-01-01

A study was conducted to quantify the effectiveness of concept maps in learning physics in engineering degrees. The following research question was posed: What was the difference in learning results from the use of concept maps to study a particular topic in an engineering course? The study design was quasi-experimental and used a post-test as a…

Computer-Assisted Concept Mapping: Visual Aids for Knowledge Construction.

PubMed

Mammen, Jennifer R

2016-07-01

Concept mapping is a visual representation of ideas that facilitates critical thinking and is applicable to many areas of nursing education. Computer-assisted concept maps are more flexible and less constrained than traditional paper methods, allowing for analysis and synthesis of complex topics and larger amounts of data. Ability to iteratively revise and collaboratively create computerized maps can contribute to enhanced interpersonal learning. However, there is limited awareness of free software that can support these types of applications. This educational brief examines affordances and limitations of computer-assisted concept maps and reviews free software for development of complex, collaborative malleable maps. Free software, such as VUE, XMind, MindMaple, and others, can substantially contribute to the utility of concept mapping for nursing education. Computerized concept-mapping is an important tool for nursing and is likely to hold greater benefit for students and faculty than traditional pen-and-paper methods alone. [J Nurs Educ. 2016;55(7):403-406.]. Copyright 2016, SLACK Incorporated.

Creative Concept Mapping.

ERIC Educational Resources Information Center

Brown, David S.

2002-01-01

Recommends the use of concept mapping in science teaching and proposes that it be presented as a creative activity. Includes a sample lesson plan of a potato stamp concept mapping activity for astronomy. (DDR)

An effective self-assessment based on concept map extraction from test-sheet for personalized learning

NASA Astrophysics Data System (ADS)

Liew, Keng-Hou; Lin, Yu-Shih; Chang, Yi-Chun; Chu, Chih-Ping

2013-12-01

Examination is a traditional way to assess learners' learning status, progress and performance after a learning activity. Except the test grade, a test sheet hides some implicit information such as test concepts, their relationships, importance, and prerequisite. The implicit information can be extracted and constructed a concept map for considering (1) the test concepts covered in the same question means these test concepts have strong relationships, and (2) questions in the same test sheet means the test concepts are relative. Concept map has been successfully employed in many researches to help instructors and learners organize relationships among concepts. However, concept map construction depends on experts who need to take effort and time for the organization of the domain knowledge. In addition, the previous researches regarding to automatic concept map construction are limited to consider all learners of a class, which have not considered personalized learning. To cope with this problem, this paper proposes a new approach to automatically extract and construct concept map based on implicit information in a test sheet. Furthermore, the proposed approach also can help learner for self-assessment and self-diagnosis. Finally, an example is given to depict the effectiveness of proposed approach.

The Power and Benefits of Concept Mapping: Measuring Use, Usefulness, Ease of Use, and Satisfaction. Research Report

ERIC Educational Resources Information Center

Freeman, Lee A.; Jessup, Leonard M.

2004-01-01

The power and benefits of concept mapping rest in four arenas: enabling shared understanding, the inclusion of affect, the balance of power, and client involvement. Concept mapping theory and research indicate concept maps (1) are appropriate tools to assist with communication, (2) are easy to use, and (3) are seen as beneficial by their users. An…

The Effects of a Concept Map-Based Support Tool on Simulation-Based Inquiry Learning

ERIC Educational Resources Information Center

Hagemans, Mieke G.; van der Meij, Hans; de Jong, Ton

2013-01-01

Students often need support to optimize their learning in inquiry learning environments. In 2 studies, we investigated the effects of adding concept-map-based support to a simulation-based inquiry environment on kinematics. The concept map displayed the main domain concepts and their relations, while dynamic color coding of the concepts displayed…

Comparative Effects of Computer-Based Concept Maps, Refutational Texts, and Expository Texts on Science Learning

ERIC Educational Resources Information Center

Adesope, Olusola O.; Cavagnetto, Andy; Hunsu, Nathaniel J.; Anguiano, Carlos; Lloyd, Joshua

2017-01-01

This study used a between-subjects experimental design to examine the effects of three different computer-based instructional strategies (concept map, refutation text, and expository scientific text) on science learning. Concept maps are node-link diagrams that show concepts as nodes and relationships among the concepts as labeled links.…

Concept Maps for Improved Science Reasoning and Writing: Complexity Isn’t Everything

PubMed Central

Dowd, Jason E.; Duncan, Tanya; Reynolds, Julie A.

2015-01-01

A pervasive notion in the literature is that complex concept maps reflect greater knowledge and/or more expert-like thinking than less complex concept maps. We show that concept maps used to structure scientific writing and clarify scientific reasoning do not adhere to this notion. In an undergraduate course for thesis writers, students use concept maps instead of traditional outlines to define the boundaries and scope of their research and to construct an argument for the significance of their research. Students generate maps at the beginning of the semester, revise after peer review, and revise once more at the end of the semester. Although some students revised their maps to make them more complex, a significant proportion of students simplified their maps. We found no correlation between increased complexity and improved scientific reasoning and writing skills, suggesting that sometimes students simplify their understanding as they develop more expert-like thinking. These results suggest that concept maps, when used as an intervention, can meet the varying needs of a diverse population of student writers. PMID:26538388

An Annotated Bibliography of Concept Mapping

ERIC Educational Resources Information Center

Garcia, GNA

2008-01-01

A rich narrative-style bibliography of concept mapping (reviewing six articles published between 1992-2005). Articles reviewed include: (1) Cognitive mapping: A qualitative research method for social work (C. Bitoni); (2) Collaborative concept mapping: Provoking and supporting meaningful discourse (C. Boxtel, J. Linden, E. Roelofs, and G. Erkens);…

Using concept mapping for assessing and promoting relational conceptual change in science

NASA Astrophysics Data System (ADS)

Liu, Xiufeng

2004-05-01

In this article, we adopted the relational conceptual change as our theoretical framework to accommodate current views of conceptual change such as ontological beliefs, epistemological commitment, and social/affective contexts commonly mentioned in the literature. We used a specific concept mapping format and process - digraphs and digraphing - as an operational framework for assessing and promoting relational conceptual change. We wanted to find out how concept mapping can be used to account for relational conceptual change. We collected data from a Grade 12 chemistry class using collaborative computerized concept mapping on an ongoing basis during a unit of instruction. Analysis of progressive concept maps and interview transcripts of representative students and the teacher showed that ongoing and collaborative computerized concept mapping is able to account for student conceptual change in ontological, epistemological, and social/affective domains.

The use of concept mapping in measurement development and evaluation: Application and future directions.

PubMed

Rosas, Scott R; Ridings, John W

2017-02-01

The past decade has seen an increase of measurement development research in social and health sciences that featured the use of concept mapping as a core technique. The purpose, application, and utility of concept mapping have varied across this emerging literature. Despite the variety of uses and range of outputs, little has been done to critically review how researchers have approached the application of concept mapping in the measurement development and evaluation process. This article focuses on a review of the current state of practice regarding the use of concept mapping as methodological tool in this process. We systematically reviewed 23 scale or measure development and evaluation studies, and detail the application of concept mapping in the context of traditional measurement development and psychometric testing processes. Although several limitations surfaced, we found several strengths in the contemporary application of the method. We determined concept mapping provides (a) a solid method for establishing content validity, (b) facilitates researcher decision-making, (c) insight into target population perspectives that are integrated a priori, and (d) a foundation for analytical and interpretative choices. Based on these results, we outline how concept mapping can be situated in the measurement development and evaluation processes for new instrumentation. Copyright © 2016 Elsevier Ltd. All rights reserved.

Evidence-Based Concept Mapping for the Athletic Training Student

ERIC Educational Resources Information Center

Speicher, Timothy E.; Martin, Malissa; Zigmont, Jason

2013-01-01

Context: A concept map is a graphical and cognitive tool that enables learners to link together interrelated concepts using propositions or statements that answer a posed problem. As an assessment tool, concept mapping reveals a learner's research skill proficiency and cognitive processing. Background: The identification and organization of the…

Concept Mapping: Developing Guides to Literature.

ERIC Educational Resources Information Center

Leahy, Robert

1989-01-01

Concept maps, diagrams that show the relationships among concepts in a piece of writing, can help students travel through literature to destinations that they can identify and defend. The use of concept maps for Ernest Hemingway's "The Old Man and The Sea" and Albert Camus'"The Stranger" is described. (MLW)

Concept Mapping: A Graphical System for Understanding the Relationship between Concepts. ERIC Digest.

ERIC Educational Resources Information Center

Plotnick, Eric

This ERIC Digest discusses concept mapping, a technique for representing the structure of information visually. Concept mapping can be used to brainstorm, design complex structures, communicate complex ideas, aid learning by explicitly integrating new and old knowledge, and assess understanding or diagnose misunderstanding. Visual representation…

Using Concept Maps to Assess Interdisciplinary Integration of Green Engineering Knowledge

ERIC Educational Resources Information Center

Borrego, Maura; Newswander, Chad B.; McNair, Lisa D.; McGinnis, Sean; Paretti, Marie C.

2009-01-01

Engineering education, like many fields, has started to explore the benefits of concept maps as an assessment technique for knowledge integration. Because they allow students to graphically link topics and represent complex interconnections among diverse concepts, we argue that concept maps are particularly appropriate for assessing…

Concept Mapping for Critical Thinking: Efficacy, Timing, & Type

ERIC Educational Resources Information Center

Harris, Charles M.; Zha, Shenghua

2017-01-01

Many college students are not progressing in the development of their critical thinking skills. Concept mapping is a technique for facilitating validation of one's critical thinking by graphically depicting the structure of complex concepts. Each of our three studies of concept mapping involved approximately 240 students enrolled in four sections…

Evaluation of dynamical models: dissipative synchronization and other techniques.

PubMed

Aguirre, Luis Antonio; Furtado, Edgar Campos; Tôrres, Leonardo A B

2006-12-01

Some recent developments for the validation of nonlinear models built from data are reviewed. Besides giving an overall view of the field, a procedure is proposed and investigated based on the concept of dissipative synchronization between the data and the model, which is very useful in validating models that should reproduce dominant dynamical features, like bifurcations, of the original system. In order to assess the discriminating power of the procedure, four well-known benchmarks have been used: namely, Duffing-Ueda, Duffing-Holmes, and van der Pol oscillators, plus the Hénon map. The procedure, developed for discrete-time systems, is focused on the dynamical properties of the model, rather than on statistical issues. For all the systems investigated, it is shown that the discriminating power of the procedure is similar to that of bifurcation diagrams--which in turn is much greater than, say, that of correlation dimension--but at a much lower computational cost.

Mapping Conceptual Understanding of Algebraic Concepts: An Exploratory Investigation Involving Grade 8 Chinese Students

ERIC Educational Resources Information Center

Jin, Haiyue; Wong, Khoon Yoong

2015-01-01

Conceptual understanding is a major aim of mathematics education, and concept map has been used in non-mathematics research to uncover the relations among concepts held by students. This article presents the results of using concept map to assess conceptual understanding of basic algebraic concepts held by a group of 48 grade 8 Chinese students.…

The Articulation of Integration of Clinical and Basic Sciences in Concept Maps: Differences between Experienced and Resident Groups

ERIC Educational Resources Information Center

Vink, Sylvia; van Tartwijk, Jan; Verloop, Nico; Gosselink, Manon; Driessen, Erik; Bolk, Jan

2016-01-01

To determine the content of integrated curricula, clinical concepts and the underlying basic science concepts need to be made explicit. Preconstructed concept maps are recommended for this purpose. They are mainly constructed by experts. However, concept maps constructed by residents are hypothesized to be less complex, to reveal more tacit basic…

Concept mapping learning strategy to enhance students' mathematical connection ability

NASA Astrophysics Data System (ADS)

Hafiz, M.; Kadir, Fatra, Maifalinda

2017-05-01

The concept mapping learning strategy in teaching and learning mathematics has been investigated by numerous researchers. However, there are still less researchers who have scrutinized about the roles of map concept which is connected to the mathematical connection ability. Being well understood on map concept, it may help students to have ability to correlate one concept to other concept in order that the student can solve mathematical problems faced. The objective of this research was to describe the student's mathematical connection ability and to analyze the effect of using concept mapping learning strategy to the students' mathematical connection ability. This research was conducted at senior high school in Jakarta. The method used a quasi-experimental with randomized control group design with the total number was 72 students as the sample. Data obtained through using test in the post-test after giving the treatment. The results of the research are: 1) Students' mathematical connection ability has reached the good enough level category; 2) Students' mathematical connection ability who had taught with concept mapping learning strategy is higher than who had taught with conventional learning strategy. Based on the results above, it can be concluded that concept mapping learning strategycould enhance the students' mathematical connection ability, especially in trigonometry.

The Effect of Concept Maps on Undergraduate Nursing Students' Critical Thinking.

PubMed

Garwood, Janet K; Ahmed, Azza H; McComb, Sara A

The aim of the study was to evaluate the effect of using concept maps as a teaching and learning strategy on students' critical thinking abilities and examine students' perceptions toward concept maps utilizing the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Researchers have found that almost two thirds of nurse graduates do not have adequate critical thinking skills for a beginner nurse. Critical thinking skills are required for safe practice and mandated by accrediting organizations. Nursing educators should consider teaching and learning strategies that promote the development of critical thinking skills. A literature review was conducted using "concept maps, nursing education, and critical thinking" as the combined search terms. Inclusion criteria were studies that measured the effects of concept mapping on critical thinking in nursing students. Seventeen articles were identified. Concept maps may be useful tools to promote critical thinking in nursing education and for applying theory to practice.

The power and benefits of concept mapping: measuring use, usefulness, ease of use, and satisfaction

NASA Astrophysics Data System (ADS)

Freeman, Lee A.; Jessup, Leonard M.

2004-02-01

The power and benefits of concept mapping rest in four arenas: enabling shared understanding, the inclusion of affect, the balance of power, and client involvement. Concept mapping theory and research indicate concept maps (1) are appropriate tools to assist with communication, (2) are easy to use, and (3) are seen as beneficial by their users. An experiment was conducted to test these assertions and analyze the power and benefits of concept mapping using a typical business consulting scenario involving 16 groups of two individuals. The results were analyzed via empirical hypothesis testing and protocol analyses, and indicate an overall support of the theory and prior research and additional support of new measures of usefulness, ease of use, and satisfaction by both parties. A more thorough understanding of concept mapping is gained and available to future practitioners and researchers.

Using Concept Maps to Teach a Nanotechnology Survey Short Course

ERIC Educational Resources Information Center

Moyses, David D.; Rivet, Jennifer L.; Fahlman, Bradley D.

2010-01-01

We describe the use of concept maps within a 4-week nanotechnology survey course, designed for first-year undergraduate students. Because of the extremely short time frame of the class, students would be inundated with an overwhelming number of new concepts and definitions. Hence, we employed concept mapping to increase student retention and…

Concept Landscapes: Aggregating Concept Maps for Analysis

ERIC Educational Resources Information Center

Mühling, Andreas

2017-01-01

This article presents "concept landscapes"--a novel way of investigating the state and development of knowledge structures in groups of persons using concept maps. Instead of focusing on the assessment and evaluation of single maps, the data of many persons is aggregated and data mining approaches are used in analysis. New insights into…

Ontology-based vector space model and fuzzy query expansion to retrieve knowledge on medical computational problem solutions.

PubMed

Bratsas, Charalampos; Koutkias, Vassilis; Kaimakamis, Evangelos; Bamidis, Panagiotis; Maglaveras, Nicos

2007-01-01

Medical Computational Problem (MCP) solving is related to medical problems and their computerized algorithmic solutions. In this paper, an extension of an ontology-based model to fuzzy logic is presented, as a means to enhance the information retrieval (IR) procedure in semantic management of MCPs. We present herein the methodology followed for the fuzzy expansion of the ontology model, the fuzzy query expansion procedure, as well as an appropriate ontology-based Vector Space Model (VSM) that was constructed for efficient mapping of user-defined MCP search criteria and MCP acquired knowledge. The relevant fuzzy thesaurus is constructed by calculating the simultaneous occurrences of terms and the term-to-term similarities derived from the ontology that utilizes UMLS (Unified Medical Language System) concepts by using Concept Unique Identifiers (CUI), synonyms, semantic types, and broader-narrower relationships for fuzzy query expansion. The current approach constitutes a sophisticated advance for effective, semantics-based MCP-related IR.

Empirical evidence of the effectiveness of concept mapping as a learning intervention for nuclear medicine technology students in a distance learning radiation protection and biology course.

PubMed

Passmore, Gregory G; Owen, Mary Anne; Prabakaran, Krishnan

2011-12-01

Metacognitive learning strategies are based on instructional learning theory, which promotes deep, meaningful learning. Educators in a baccalaureate-level nuclear medicine technology program demonstrated that students enrolled in an online, distance learning section of an introductory radiation protection and radiobiology course performed better when traditional instruction was supplemented with nontraditional metacognitive learning strategies. The metacognitive learning strategy that was used is best known as concept mapping. The concept map, in addition to the standard homework problem assignment and opportunity for question-answer sessions, became the template for misconception identification and remediation interactions between the instructor and the student. The control group relied on traditional homework problems and question-answer sessions alone. Because students in both the "treatment" groups (i.e., students who used concept mapping) and the control group were distance learning students, all personal communications were conducted via e-mail or telephone. The final examination of the course was used to facilitate a quantitative comparison of the performance of students who used concept mapping and the performance of students who did not use concept mapping. The results demonstrated a significantly higher median final examination score for the concept mapping group than for the non-concept mapping group (z = -2.0381, P = 0.0415), with an appropriately large effect size (2.65). Concept mapping is a cognitive learning intervention that effectively enables meaningful learning and is suitable for use in the independent learner-oriented distance learning environments used by some nuclear medicine technology programs.

A concept for the modernization of underground mining master maps based on the enrichment of data definitions and spatial database technology

NASA Astrophysics Data System (ADS)

Krawczyk, Artur

2018-01-01

In this article, topics regarding the technical and legal aspects of creating digital underground mining maps are described. Currently used technologies and solutions for creating, storing and making digital maps accessible are described in the context of the Polish mining industry. Also, some problems with the use of these technologies are identified and described. One of the identified problems is the need to expand the range of mining map data provided by survey departments to other mining departments, such as ventilation maintenance or geological maintenance. Three solutions are proposed and analyzed, and one is chosen for further analysis. The analysis concerns data storage and making survey data accessible not only from paper documentation, but also directly from computer systems. Based on enrichment data, new processing procedures are proposed for a new way of presenting information that allows the preparation of new cartographic representations (symbols) of data with regard to users' needs.

Concept Maps Applied to Mars Exploration Public Outreach

NASA Technical Reports Server (NTRS)

Briggs, Geoffrey; Canas, Alberto; Shamma, David; Scargle, Jeffrey; Novak, Joseph

2004-01-01

This paper describes CMEX Mars, an effort in the creation of a comprehensive set of concept maps to describe all aspects of Mars exploration. These concept maps, created using the CmapTools software developed by the Institute for Human and Machine Cognition, are available on the Internet at http:/cmex.arc.nasa.gov/CMEX and are linked among themselves as well as to resources on the Internet. The work described took place mainly between 1998 and 2001 and combined the goals of: 1) developing a library of concept maps for educational outreach while also 2) refining the capabilities of the software used to create the interactive maps and 3) making them available on the Internet. Here we focus on the library of Mars exploration concept maps that has been created.

Similarity and accuracy of mental models formed during nursing handovers: A concept mapping approach.

PubMed

Drach-Zahavy, Anat; Broyer, Chaya; Dagan, Efrat

2017-09-01

Shared mental models are crucial for constructing mutual understanding of the patient's condition during a clinical handover. Yet, scant research, if any, has empirically explored mental models of the parties involved in a clinical handover. This study aimed to examine the similarities among mental models of incoming and outgoing nurses, and to test their accuracy by comparing them with mental models of expert nurses. A cross-sectional study, exploring nurses' mental models via the concept mapping technique. 40 clinical handovers. Data were collected via concept mapping of the incoming, outgoing, and expert nurses' mental models (total of 120 concept maps). Similarity and accuracy for concepts and associations indexes were calculated to compare the different maps. About one fifth of the concepts emerged in both outgoing and incoming nurses' concept maps (concept similarity=23%±10.6). Concept accuracy indexes were 35%±18.8 for incoming and 62%±19.6 for outgoing nurses' maps. Although incoming nurses absorbed fewer number of concepts and associations (23% and 12%, respectively), they partially closed the gap (35% and 22%, respectively) relative to expert nurses' maps. The correlations between concept similarities, and incoming as well as outgoing nurses' concept accuracy, were significant (r=0.43, p<0.01; r=0.68 p<0.01, respectively). Finally, in 90% of the maps, outgoing nurses added information concerning the processes enacted during the shift, beyond the expert nurses' gold standard. Two seemingly contradicting processes in the handover were identified. "Information loss", captured by the low similarity indexes among the mental models of incoming and outgoing nurses; and "information restoration", based on accuracy measures indexes among the mental models of the incoming nurses. Based on mental model theory, we propose possible explanations for these processes and derive implications for how to improve a clinical handover. Copyright © 2017 Elsevier Ltd. All rights reserved.

Fostering clinical reasoning in physiotherapy: comparing the effects of concept map study and concept map completion after example study in novice and advanced learners.

PubMed

Montpetit-Tourangeau, Katherine; Dyer, Joseph-Omer; Hudon, Anne; Windsor, Monica; Charlin, Bernard; Mamede, Sílvia; van Gog, Tamara

2017-12-01

Health profession learners can foster clinical reasoning by studying worked examples presenting fully worked out solutions to a clinical problem. It is possible to improve the learning effect of these worked examples by combining them with other learning activities based on concept maps. This study investigated which combinaison of activities, worked examples study with concept map completion or worked examples study with concept map study, fosters more meaningful learning of intervention knowledge in physiotherapy students. Moreover, this study compared the learning effects of these learning activity combinations between novice and advanced learners. Sixty-one second-year physiotherapy students participated in the study which included a pre-test phase, a 130-min guided-learning phase and a four-week self-study phase. During the guided and self-study learning sessions, participants had to study three written worked examples presenting the clinical reasoning for selecting electrotherapeutic currents to treat patients with motor deficits. After each example, participants engaged in either concept map completion or concept map study depending on which learning condition they were randomly allocated to. Students participated in an immediate post-test at the end of the guided-learning phase and a delayed post-test at the end of the self-study phase. Post-tests assessed the understanding of principles governing the domain of knowledge to be learned (conceptual knowledge) and the ability to solve new problems that have similar (i.e., near transfer) or different (i.e., far transfer) solution rationales as problems previously studied in the examples. Learners engaged in concept map completion outperformed those engaged in concept map study on near transfer (p = .010) and far transfer (p < .001) performance. There was a significant interaction effect of learners' prior ability and learning condition on conceptual knowledge but not on near and far transfer performance. Worked examples study combined with concept map completion led to greater transfer performance than worked examples study combined with concept map study for both novice and advanced learners. Concept map completion might give learners better insight into what they have and have not yet learned, allowing them to focus on those aspects during subsequent example study.

Concept mapping and network analysis: an analytic approach to measure ties among constructs.

PubMed

Goldman, Alyssa W; Kane, Mary

2014-12-01

Group concept mapping is a mixed-methods approach that helps a group visually represent its ideas on a topic of interest through a series of related maps. The maps and additional graphics are useful for planning, evaluation and theory development. Group concept maps are typically described, interpreted and utilized through points, clusters and distances, and the implications of these features in understanding how constructs relate to one another. This paper focuses on the application of network analysis to group concept mapping to quantify the strength and directionality of relationships among clusters. The authors outline the steps of this analysis, and illustrate its practical use through an organizational strategic planning example. Additional benefits of this analysis to evaluation projects are also discussed, supporting the overall utility of this supplemental technique to the standard concept mapping methodology. Copyright © 2014 Elsevier Ltd. All rights reserved.

Using a concept map as a tool for strategic planning: The Healthy Brain Initiative.

PubMed

Anderson, Lynda A; Day, Kristine L; Vandenberg, Anna E

2011-09-01

Concept mapping is a tool to assist in strategic planning that allows planners to work through a sequence of phases to produce a conceptual framework. Although several studies describe how concept mapping is applied to various public health problems, the flexibility of the methods used in each phase of the process is often overlooked. If practitioners were more aware of the flexibility, more public health endeavors could benefit from using concept mapping as a tool for strategic planning. The objective of this article is to describe how the 6 concept-mapping phases originally outlined by William Trochim guided our strategic planning process and how we adjusted the specific methods in the first 2 phases to meet the specialized needs and requirements to create The Healthy Brain Initiative: A National Public Health Road Map to Maintaining Cognitive Health. In the first stage (phases 1 and 2 of concept mapping), we formed a steering committee, convened 4 work groups over a period of 3 months, and generated an initial set of 42 action items grounded in science. In the second stage (phases 3 and 4), we engaged stakeholders in sorting and rating the action items and constructed a series of concept maps. In the third and final stage (phases 5 and 6), we examined and refined the action items and generated a final concept map consisting of 44 action items. We then selected the top 10 action items, and in 2007, we published The Healthy Brain Initiative: A National Public Health Road Map to Maintaining Cognitive Health, which represents the strategic plan for The Healthy Brain Initiative.

Assessing Changes in High School Students' Conceptual Understanding through Concept Maps before and after the Computer-Based Predict-Observe-Explain (CB-POE) Tasks on Acid-Base Chemistry at the Secondary Level

ERIC Educational Resources Information Center

Yaman, Fatma; Ayas, Alipasa

2015-01-01

Although concept maps have been used as alternative assessment methods in education, there has been an ongoing debate on how to evaluate students' concept maps. This study discusses how to evaluate students' concept maps as an assessment tool before and after 15 computer-based Predict-Observe-Explain (CB-POE) tasks related to acid-base chemistry.…

Comparing Two Forms of Concept Map Critique Activities to Facilitate Knowledge Integration Processes in Evolution Education

ERIC Educational Resources Information Center

Schwendimann, Beat A.; Linn, Marcia C.

2016-01-01

Concept map activities often lack a subsequent revision step that facilitates knowledge integration. This study compares two collaborative critique activities using a Knowledge Integration Map (KIM), a form of concept map. Four classes of high school biology students (n?=?81) using an online inquiry-based learning unit on evolution were assigned…

An Experiment in Mind-Mapping and Argument-Mapping: Tools for Assessing Outcomes in the Business Curriculum

ERIC Educational Resources Information Center

Gargouri, Chanaz; Naatus, Mary Kate

2017-01-01

Distinguished from other teaching-learning tools, such as mind and concept mapping in which students draw pictures and concepts and show relationships and correlation between them to demonstrate their own understanding of complex concepts, argument mapping is used to demonstrate clarity of reasoning, based on supporting evidence, and come to a…

Concept Maps: Practice Applications in Adult Education and Human Resource Development

ERIC Educational Resources Information Center

Daley, Barbara J.

2010-01-01

Concept maps can be used as both a cognitive and constructivist learning strategy in teaching and learning in adult education and human resource development. The maps can be used to understand course readings, analyze case studies, develop reflective thinking and enhance research skills. The creation of concept maps can also be supported by the…

Concept Maps in Introductory Statistics

ERIC Educational Resources Information Center

Witmer, Jeffrey A.

2016-01-01

Concept maps are tools for organizing thoughts on the main ideas in a course. I present an example of a concept map that was created through the work of students in an introductory class and discuss major topics in statistics and relationships among them.

SModelS v1.1 user manual: Improving simplified model constraints with efficiency maps

NASA Astrophysics Data System (ADS)

Ambrogi, Federico; Kraml, Sabine; Kulkarni, Suchita; Laa, Ursula; Lessa, Andre; Magerl, Veronika; Sonneveld, Jory; Traub, Michael; Waltenberger, Wolfgang

2018-06-01

SModelS is an automatized tool for the interpretation of simplified model results from the LHC. It allows to decompose models of new physics obeying a Z2 symmetry into simplified model components, and to compare these against a large database of experimental results. The first release of SModelS, v1.0, used only cross section upper limit maps provided by the experimental collaborations. In this new release, v1.1, we extend the functionality of SModelS to efficiency maps. This increases the constraining power of the software, as efficiency maps allow to combine contributions to the same signal region from different simplified models. Other new features of version 1.1 include likelihood and χ2 calculations, extended information on the topology coverage, an extended database of experimental results as well as major speed upgrades for both the code and the database. We describe in detail the concepts and procedures used in SModelS v1.1, explaining in particular how upper limits and efficiency map results are dealt with in parallel. Detailed instructions for code usage are also provided.

Prior Knowledge Activation: How Different Concept Mapping Tasks Lead to Substantial Differences in Cognitive Processes, Learning Outcomes, and Perceived Self-Efficacy

ERIC Educational Resources Information Center

Gurlitt, Johannes; Renkl, Alexander

2010-01-01

Two experiments investigated the effects of characteristic features of concept mapping used for prior knowledge activation. Characteristic demands of concept mapping include connecting lines representing the relationships between concepts and labeling these lines, specifying the type of the semantic relationships. In the first experiment,…

Automatic Scaffolding and Measurement of Concept Mapping for EFL Students to Write Summaries

ERIC Educational Resources Information Center

Yang, Yu-Fen

2015-01-01

An incorrect concept map may obstruct a student's comprehension when writing summaries if they are unable to grasp key concepts when reading texts. The purpose of this study was to investigate the effects of automatic scaffolding and measurement of three-layer concept maps on improving university students' writing summaries. The automatic…

Effects of Concept Mapping Strategy on Learning Performance in Business and Economics Statistics

ERIC Educational Resources Information Center

Chiou, Chei-Chang

2009-01-01

A concept map (CM) is a hierarchically arranged, graphic representation of the relationships among concepts. Concept mapping (CMING) is the process of constructing a CM. This paper examines whether a CMING strategy can be useful in helping students to improve their learning performance in a business and economics statistics course. A single…

The Use of Concept Map as a Consolidation Phase Based STAD to Enhance Students’ Comprehension about Environmental Pollution

NASA Astrophysics Data System (ADS)

Nugroho, O. F.; Chandra, D. T.; Sanjaya, Y.; Pendidikan Indonesia, Universitas

2017-02-01

The purpose of this study was to improve students’ concept comprehension using concept map as a consolidation phase based STAD. This study was conducted by randomized control group pretest-posttest. Data was collected by using an instrument test to evaluate the effect of concept map as a consolidation phase based STAD on students’understanding about environmental pollution. Data was analyzed using normalized gain (n-gain) and independent t-test. The n-gain analysis shows the increased of students’s understanding about environmental pollution at experimental group arehigher than at the control group. The result of this study showed that students’ comprehension at the experimental class (0,53) higher compared to the control group (0,23). Whilst the t-test analysis shows that there is a significant effect of mapping concept as a consolidation phase based STAD towards students’ concept comprehension. It can be concluded that the implementation of mapping concept based STAD may improve the students’s understanding on science concept.

Quality and rigor of the concept mapping methodology: a pooled study analysis.

PubMed

Rosas, Scott R; Kane, Mary

2012-05-01

The use of concept mapping in research and evaluation has expanded dramatically over the past 20 years. Researchers in academic, organizational, and community-based settings have applied concept mapping successfully without the benefit of systematic analyses across studies to identify the features of a methodologically sound study. Quantitative characteristics and estimates of quality and rigor that may guide for future studies are lacking. To address this gap, we conducted a pooled analysis of 69 concept mapping studies to describe characteristics across study phases, generate specific indicators of validity and reliability, and examine the relationship between select study characteristics and quality indicators. Individual study characteristics and estimates were pooled and quantitatively summarized, describing the distribution, variation and parameters for each. In addition, variation in the concept mapping data collection in relation to characteristics and estimates was examined. Overall, results suggest concept mapping yields strong internal representational validity and very strong sorting and rating reliability estimates. Validity and reliability were consistently high despite variation in participation and task completion percentages across data collection modes. The implications of these findings as a practical reference to assess the quality and rigor for future concept mapping studies are discussed. Copyright © 2011 Elsevier Ltd. All rights reserved.

An overview of concept mapping in Dutch mental health care.

PubMed

Nabitz, Udo; van Randeraad-van der Zee, Carlijn; Kok, Ineke; van Bon-Martens, Marja; Serverens, Peter

2017-02-01

About 25 years ago, concept mapping was introduced in the Netherlands and applied in different fields. A collection of concept mapping projects conducted in the Netherlands was identified, in part in the archive of the Netherlands Institute of Mental Health and Addiction (Trimbos Institute). Some of the 90 identified projects are internationally published. The 90 concept mapping projects reflect the changes in mental health care and can be grouped into 5-year periods and into five typologies. The studies range from conceptualizing the problems of the homeless to the specification of quality indicators for treatment programs for patients with cystic fibrosis. The number of concept mapping projects has varied over time. Growth has been considerable in the last 5 years compared to the previous 5 years. Three case studies are described in detail with 12 characteristics and graphical representations. Concept mapping aligns well with the typical Dutch approach of the "Poldermodel." A broad introduction of concept mapping in European countries in cooperation with other countries, such as the United States and Canada, would strengthen the empirical basis for applying this approach in health care policy, quality, and clinical work. Copyright © 2016. Published by Elsevier Ltd.

Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge.

PubMed

Dyer, Joseph-Omer; Hudon, Anne; Montpetit-Tourangeau, Katherine; Charlin, Bernard; Mamede, Sílvia; van Gog, Tamara

2015-03-07

Example-based learning using worked examples can foster clinical reasoning. Worked examples are instructional tools that learners can use to study the steps needed to solve a problem. Studying worked examples paired with completion examples promotes acquisition of problem-solving skills more than studying worked examples alone. Completion examples are worked examples in which some of the solution steps remain unsolved for learners to complete. Providing learners engaged in example-based learning with self-explanation prompts has been shown to foster increased meaningful learning compared to providing no self-explanation prompts. Concept mapping and concept map study are other instructional activities known to promote meaningful learning. This study compares the effects of self-explaining, completing a concept map and studying a concept map on conceptual knowledge and problem-solving skills among novice learners engaged in example-based learning. Ninety-one physiotherapy students were randomized into three conditions. They performed a pre-test and a post-test to evaluate their gains in conceptual knowledge and problem-solving skills (transfer performance) in intervention selection. They studied three pairs of worked/completion examples in a digital learning environment. Worked examples consisted of a written reasoning process for selecting an optimal physiotherapy intervention for a patient. The completion examples were partially worked out, with the last few problem-solving steps left blank for students to complete. The students then had to engage in additional self-explanation, concept map completion or model concept map study in order to synthesize and deepen their knowledge of the key concepts and problem-solving steps. Pre-test performance did not differ among conditions. Post-test conceptual knowledge was higher (P < .001) in the concept map study condition (68.8 ± 21.8%) compared to the concept map completion (52.8 ± 17.0%) and self-explanation (52.2 ± 21.7%) conditions. Post-test problem-solving performance was higher (P < .05) in the self-explanation (63.2 ± 16.0%) condition compared to the concept map study (53.3 ± 16.4%) and concept map completion (51.0 ± 13.6%) conditions. Students in the self-explanation condition also invested less mental effort in the post-test. Studying model concept maps led to greater conceptual knowledge, whereas self-explanation led to higher transfer performance. Self-explanation and concept map study can be combined with worked example and completion example strategies to foster intervention selection.

Concept Mapping

ERIC Educational Resources Information Center

Technology & Learning, 2005

2005-01-01

Concept maps are graphical ways of working with ideas and presenting information. They reveal patterns and relationships and help students to clarify their thinking, and to process, organize and prioritize. Displaying information visually--in concept maps, word webs, or diagrams--stimulates creativity. Being able to think logically teaches…

Concept maps and language: a Turkish experience

NASA Astrophysics Data System (ADS)

Bagci Kilic, Gulsen

2003-11-01

Concept maps are being used by an increasing number of educators in Europe and the US. This paper has four goals. First, it discusses problems in developing Novak's style concept maps in Turkish caused by linguistic differences between Turkish and English. Second, it reports the findings of a research study conducted to adapt concept maps to Turkish. Third, it recommends three methods for the adaptation resulting from research findings. Finally, it discusses the implications of the adaptation for educators worldwide and for future research.

Color naming: color scientists do it between Munsell sheets of color

NASA Astrophysics Data System (ADS)

Beretta, Giordano B.; Moroney, Nathan M.

2010-01-01

With the advent of high dynamic range imaging and wide gamut color spaces, gamut mapping algorithms have to nudge image colors much more drastically to constrain them within a rendering device's gamut. Classical colorimetry is concerned with color matching and the developed color difference metrics are for small distances. For larger distances, categorization becomes a more useful concept. In the gamut mapping case, lexical distance induced by color names is a more useful metric, which translates to the condition that a nudged color may not cross a name boundary. The new problem is to find these color name boundaries. We compare the experimental procedures used for color naming by linguists, ethnologists, and color scientists and propose a methodology that leads to robust repeatable experiments.

Doing qualitative research in dentistry and dental education.

PubMed

Edmunds, S; Brown, G

2012-05-01

The purpose of this paper is to assist dental researchers to develop their expertise in qualitative research. It sketches the key characteristics of qualitative research; summarises theoretical perspectives; outlines the core skills of qualitative data collection and the procedures which underlie three methods of qualitative research: interviewing, focus groups and concept maps. The paper offers some guidance on writing qualitative research and provides examples of qualitative research drawn from dentistry and dental education. © 2012 John Wiley & Sons A/S.

Critical thinking in graduate medical education: A role for concept mapping assessment?

PubMed

West, D C; Pomeroy, J R; Park, J K; Gerstenberger, E A; Sandoval, J

2000-09-06

Tools to assess the evolving conceptual framework of physicians-in-training are limited, despite their critical importance to physicians' evolving clinical expertise. Concept mapping assessment (CMA) enables teachers to view students' organization of their knowledge at various points in training. To assess whether CMA reflects expected differences and changes in the conceptual framework of resident physicians, whether concept maps can be scored reliably, and how well CMA scores relate to the results of standard in-training examination. A group of 21 resident physicians (9 first-year and 12 second- and third-year residents) from a university-based pediatric training program underwent concept map training, drew a preinstruction concept map about seizures, completed an education course on seizures, and then drew a postinstruction map. Maps were scored independently by 3 raters using a standardized method. The study was conducted in May and June 1999. Preinstruction map total scores and subscores in 4 categories compared with postinstruction map scores; map scores of second- and third-year residents compared with first-year residents; and interrater correlation of map scores. Total CMA scores increased after instruction from a mean (SD) preinstruction map score of 429 (119) to a mean postinstruction map score of 516 (196) (P =.03). Second- and third-year residents scored significantly higher than first-year residents before instruction (mean [SD] score of 472 [116] vs 371 [102], respectively; P =.04), but not after instruction (mean [SD] scores, 561 [203] vs 456 [179], respectively; P =.16). Second- and third-year residents had greater preinstruction map complexity as measured by cross-link score (P =.01) than first-year residents. The CMA score had a weak to no correlation with the American Board of Pediatrics In-training Examination score (r = 0.10-0.54). Interrater correlation of map scoring ranged from weak to moderate for the preinstruction map (r = 0.51-0.69) and moderate to strong for the postinstruction map (r = 0.74-0.88). Our data provide preliminary evidence that concept mapping assessment reflects expected differences and change in the conceptual framework of resident physicians. Concept mapping assessment and standardized testing may measure different cognitive domains. JAMA. 2000;284:1105-1110

Concept Mapping in the Humanities to Facilitate Reflection: Externalizing the Relationship between Public and Personal Learning

ERIC Educational Resources Information Center

Kandiko, Camille; Hay, David; Weller, Saranne

2013-01-01

This article discusses how mapping techniques were used in university teaching in a humanities subject. The use of concept mapping was expanded as a pedagogical tool, with a focus on reflective learning processes. Data were collected through a longitudinal study of concept mapping in a university-level Classics course. This was used to explore how…

[Exploratory study of clinical reasoning in nursing students with concept mapping].

PubMed

Paucard-Dupont, Sylvie; Marchand, Claire

2014-06-01

The training reference leading to the state nursing diploma places the learning of clinical reasoning at the center of the training. We have been wondering about the possibilities of making visible the student nurse's mental processes when they provide nursing care in order to identify their strategies and reasoning difficulties. It turns out that concept mapping is a research tool capable of showing these two aspects. The aim of this study is to verify a concept mapping made during an interview and built from the speech of a nursing student when analyzing a simulated clinical situation, is able to make visible its strategies clinical reasoning and reasoning difficulties. In a second phase of it, is to explore how the concept map once elaborated allows students to identify their own intellectual reasoning. 12 nursing second year students have participated in the study. Concept maps were constructed by the trainer/researcher as the students analyzed aloud a simulated clinical situation written. Concept maps were analyzed from a reference grid. Interviews were conducted following the elaboration of concept maps and student's comments were analyzed. Students reasoning strategies were either mixed inductive dominant (5/12) or hypothetical-deductive dominant (5/12). Reasoning difficulties identified are related to the lack of identification of important information, the lack of analysis of data, lack of connection or the existence of faulty links. Analysis of the comments highlights that concept mapping contributed to the development of metacognitive skills. The concept mapping has shown benefits in contributing to a diagnostic assessment of clinical reasoning learning. It is an additional resource tool to facilitate the development of metacognitive skills for students. This tool can be useful to implement support learning strategies in clinical reasoning.

76 FR 78015 - Revised Analysis and Mapping Procedures for Non-Accredited Levees

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-15

...] Revised Analysis and Mapping Procedures for Non-Accredited Levees AGENCY: Federal Emergency Management... comments on the proposed solution for Revised Analysis and Mapping Procedures for Non-Accredited Levees. This document proposes a revised procedure for the analysis and mapping of non-accredited levees on...

Using Concept Maps to Monitor Knowledge Structure Changes in a Science Classroom

ERIC Educational Resources Information Center

Cook, Leah J.

2017-01-01

The aim of this research is to determine what differences may exist in students' structural knowledge while using a variety of concept mapping assessments. A concept map can be used as an assessment which connects concepts in a knowledge domain. A single assessment may not be powerful enough to establish how students' new knowledge relates to…

Concept Mapping as a Reading Strategy: Does It Scaffold Comprehension and Recall?

ERIC Educational Resources Information Center

Tajeddin, Zia; Tabatabaei, Soudabeh

2016-01-01

Concept maps reflect the linkage of concepts or facts within a text. This study was set out to investigate whether concept mapping as a learning strategy would have any scaffolding effect on the reading comprehension and recall of propositions by L2 learners. Out of 60 high school students, 30 in the experimental group were exposed to concept…

A Study to Determine the Contribution Made by Concept Maps to a Computer Architecture and Organization Course

ERIC Educational Resources Information Center

Aydogan, Tuncay; Ergun, Serap

2016-01-01

Concept mapping is a method of graphical learning that can be beneficial as a study method for concept linking and organization. Concept maps, which provide an elegant, easily understood representation of an expert's domain knowledge, are tools for organizing and representing knowledge. These tools have been used in educational environments to…

Exploring the Effects of Employing Google Docs in Collaborative Concept Mapping on Achievement, Concept Representation, and Attitudes

ERIC Educational Resources Information Center

Lin, Yu-Tzu; Chang, Chia-Hu; Hou, Huei-Tse; Wu, Ke-Chou

2016-01-01

This study investigated the effectiveness of using Google Docs in collaborative concept mapping (CCM) by comparing it with a paper-and-pencil approach. A quasi-experimental study was conducted in a physics course. The control group drew concept maps using the paper-and-pencil method and face-to-face discussion, whereas the experimental group…

Using text mining to link journal articles to neuroanatomical databases

PubMed Central

French, Leon; Pavlidis, Paul

2013-01-01

The electronic linking of neuroscience information, including data embedded in the primary literature, would permit powerful queries and analyses driven by structured databases. This task would be facilitated by automated procedures which can identify biological concepts in journals. Here we apply an approach for automatically mapping formal identifiers of neuroanatomical regions to text found in journal abstracts, and apply it to a large body of abstracts from the Journal of Comparative Neurology (JCN). The analyses yield over one hundred thousand brain region mentions which we map to 8,225 brain region concepts in multiple organisms. Based on the analysis of a manually annotated corpus, we estimate mentions are mapped at 95% precision and 63% recall. Our results provide insights into the patterns of publication on brain regions and species of study in the Journal, but also point to important challenges in the standardization of neuroanatomical nomenclatures. We find that many terms in the formal terminologies never appear in a JCN abstract, while conversely, many terms authors use are not reflected in the terminologies. To improve the terminologies we deposited 136 unrecognized brain regions into the Neuroscience Lexicon (NeuroLex). The training data, terminologies, normalizations, evaluations and annotated journal abstracts are freely available at http://www.chibi.ubc.ca/WhiteText/. PMID:22120205

The impact of CmapTools utilization towards students' conceptual change on optics topic

NASA Astrophysics Data System (ADS)

Rofiuddin, Muhammad Rifqi; Feranie, Selly

2017-05-01

Science teachers need to help students identify their prior ideas and modify them based on scientific knowledge. This process is called as conceptual change. One of essential tools to analyze students' conceptual change is by using concept map. Concept Maps are graphical representations of knowledge that are comprised of concepts and the relationships between them. Constructing concept map is implemented by adapting the role of technology to support learning process, as it is suitable with Educational Ministry Regulation No.68 year 2013. Institute for Human and Machine Cognition (IHMC) has developed CmapTools, a client-server software for easily construct and visualize concept maps. This research aims to investigate secondary students' conceptual change after experiencing five-stage conceptual teaching model by utilizing CmapTools in learning Optics. Weak experimental method through one group pretest-posttest design is implemented in this study to collect preliminary and post concept map as qualitative data. Sample was taken purposively of 8th grade students (n= 22) at one of private schools Bandung, West Java. Conceptual change based on comparison of preliminary and post concept map construction is assessed based on rubric of concept map scoring and structure. Results shows significance conceptual change differences at 50.92 % that is elaborated into concept map element such as prepositions and hierarchical level in high category, cross links in medium category and specific examples in low category. All of the results are supported with the students' positive response towards CmapTools utilization that indicates improvement of motivation, interest, and behavior aspect towards Physics lesson.

High Throughput T Epitope Mapping and Vaccine Development

PubMed Central

Li Pira, Giuseppina; Ivaldi, Federico; Moretti, Paolo; Manca, Fabrizio

2010-01-01

Mapping of antigenic peptide sequences from proteins of relevant pathogens recognized by T helper (Th) and by cytolytic T lymphocytes (CTL) is crucial for vaccine development. In fact, mapping of T-cell epitopes provides useful information for the design of peptide-based vaccines and of peptide libraries to monitor specific cellular immunity in protected individuals, patients and vaccinees. Nevertheless, epitope mapping is a challenging task. In fact, large panels of overlapping peptides need to be tested with lymphocytes to identify the sequences that induce a T-cell response. Since numerous peptide panels from antigenic proteins are to be screened, lymphocytes available from human subjects are a limiting factor. To overcome this limitation, high throughput (HTP) approaches based on miniaturization and automation of T-cell assays are needed. Here we consider the most recent applications of the HTP approach to T epitope mapping. The alternative or complementary use of in silico prediction and experimental epitope definition is discussed in the context of the recent literature. The currently used methods are described with special reference to the possibility of applying the HTP concept to make epitope mapping an easier procedure in terms of time, workload, reagents, cells and overall cost. PMID:20617148

Use of Technology-Assisted Techniques of Mind Mapping and Concept Mapping in Science Education: A Constructivist Study

ERIC Educational Resources Information Center

Balim, Ali Günay

2013-01-01

The study aims to investigate the effects of using mind maps and concept maps on students' learning of concepts in science courses. A total of 51 students participated in this study which used a quasi-experimental research design with pre-test/post-test control groups. The constructivist-inspired study was carried out in the sixth-grade science…

Representation of Nursing Terminologies in UMLS

PubMed Central

Kim, Tae Youn; Coenen, Amy; Hardiker, Nicholas; Bartz, Claudia C.

2011-01-01

There are seven nursing terminologies or classifications that are considered a standard to support nursing practice in the U.S. Harmonizing these terminologies will enhance the interoperability of clinical data documented across nursing practice. As a first step to harmonize the nursing terminologies, the purpose of this study was to examine how nursing problems or diagnostic concepts from select terminologies were cross-mapped in Unified Medical Language System (UMLS). A comparison analysis was conducted by examining whether cross-mappings available in UMLS through concept unique identifiers were consistent with cross-mappings conducted by human experts. Of 423 concepts from three terminologies, 411 (97%) were manually cross-mapped by experts to the International Classification for Nursing Practice. The UMLS semantic mapping among the 411 nursing concepts presented 33.6% accuracy (i.e., 138 of 411 concepts) when compared to expert cross-mappings. Further research and collaboration among experts in this field are needed for future enhancement of UMLS. PMID:22195127

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

ERIC Educational Resources Information Center

Won, Mihye; Krabbe, Heiko; Ley, Siv Ling; Treagust, David F.; Fischer, Hans E.

2017-01-01

In 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…

Integrative Literature Review: Concept Mapping--A Strategy to Support the Development of Practice, Research, and Theory within Human Resource Development

ERIC Educational Resources Information Center

Daley, Barbara J.; Conceicao, Simone C. O.; Mina, Liliana; Altman, Brian A.; Baldor, Maria; Brown, James

2010-01-01

The purpose of this integrative literature review is to summarize research on concept mapping and to offer ideas on how concept mapping can facilitate practice, research, and theory development within human resource development. In this review, more than 300 articles, written in both English and Spanish, presented at two different concept mapping…

Teaching children the structure of science

NASA Astrophysics Data System (ADS)

Börner, Katy; Palmer, Fileve; Davis, Julie M.; Hardy, Elisha; Uzzo, Stephen M.; Hook, Bryan J.

2009-01-01

Maps of the world are common in classroom settings. They are used to teach the juxtaposition of natural and political functions, mineral resources, political, cultural and geographical boundaries; occurrences of processes such as tectonic drift; spreading of epidemics; and weather forecasts, among others. Recent work in scientometrics aims to create a map of science encompassing our collective scholarly knowledge. Maps of science can be used to see disciplinary boundaries; the origin of ideas, expertise, techniques, or tools; the birth, evolution, merging, splitting, and death of scientific disciplines; the spreading of ideas and technology; emerging research frontiers and bursts of activity; etc. Just like the first maps of our planet, the first maps of science are neither perfect nor correct. Today's science maps are predominantly generated based on English scholarly data: Techniques and procedures to achieve local and global accuracy of these maps are still being refined, and a visual language to communicate something as abstract and complex as science is still being developed. Yet, the maps are successfully used by institutions or individuals who can afford them to guide science policy decision making, economic decision making, or as visual interfaces to digital libraries. This paper presents the process and results of creating hands-on science maps for kids that teaches children ages 4-14 about the structure of scientific disciplines. The maps were tested in both formal and informal science education environments. The results show that children can easily transfer their (world) map and concept map reading skills to utilize maps of science in interesting ways.

The Effectiveness of Concept Mapping and Retrieval Practice as Learning Strategies in an Undergraduate Physiology Course

ERIC Educational Resources Information Center

Burdo, Joseph; O'Dwyer, Laura

2015-01-01

Concept mapping and retrieval practice are both educational methods that have separately been reported to provide significant benefits for learning in diverse settings. Concept mapping involves diagramming a hierarchical representation of relationships between distinct pieces of information, whereas retrieval practice involves retrieving…

Can Good Concept Mappers Be Good Problem Solvers in Science?

ERIC Educational Resources Information Center

Okebukola, Peter Akinsola

1992-01-01

Describes a study of concept mapping as a means of learning problem-solving skills. Concludes that the concept mapping subjects were significantly more successful at solving biological test questions than were the controls. Reports no significant differences between cooperative and individual mapping and mixed results for gender. (DK)

Concept Mapping and Pupils' Learning in Primary Science in Singapore

ERIC Educational Resources Information Center

Ling, Yuan; Boo, Hong Kwen

2007-01-01

This paper reports on a quasi-experimental study which examined the effectiveness of concept mapping as a revision tool in enhancing pupils' examination performances in primary science. The research objective seeks to determine whether there are significant differences in achievement between the concept mapping and traditional method of revision…

Analyzing the Effects of Various Concept Mapping Techniques on Learning Achievement under Different Learning Styles

ERIC Educational Resources Information Center

Chiou, Chei-Chang; Lee, Li-Tze; Tien, Li-Chu; Wang, Yu-Min

2017-01-01

This study explored the effectiveness of different concept mapping techniques on the learning achievement of senior accounting students and whether achievements attained using various techniques are affected by different learning styles. The techniques are computer-assisted construct-by-self-concept mapping (CACSB), computer-assisted…

Concept Mapping Improves Metacomprehension Accuracy among 7th Graders

ERIC Educational Resources Information Center

Redford, Joshua S.; Thiede, Keith W.; Wiley, Jennifer; Griffin, Thomas D.

2012-01-01

Two experiments explored concept map construction as a useful intervention to improve metacomprehension accuracy among 7th grade students. In the first experiment, metacomprehension was marginally better for a concept mapping group than for a rereading group. In the second experiment, metacomprehension accuracy was significantly greater for a…

Concept Mapping Strategies: Content, Tools and Assessment for Human Geography

ERIC Educational Resources Information Center

Wehry, Stephanie; Monroe-Ossi, Heather; Cobb, Sharon; Fountain, Cheryl

2012-01-01

This article examines the use of concept mapping for formative and summative assessment of northeast Florida middle school students' knowledge of human geography. The students were participants in an afterschool, academic, college reach-out program that provided opportunities to test concept mapping strategies that support spatial thinking and…

The Effect of Using Concept Maps in Elementary Linear Algebra Course on Students’ Learning

NASA Astrophysics Data System (ADS)

Syarifuddin, H.

2018-04-01

This paper presents the results of a classroom action research that was done in Elementary Linear Algebra course at Universitas Negeri Padang. The focus of the research want to see the effect of using concept maps in the course on students’ learning. Data in this study were collected through classroom observation, students’ reflective journal and concept maps that were created by students. The result of the study was the using of concept maps in Elementary Linera Algebra course gave positive effect on students’ learning.

Mind the gap! Automated concept map feedback supports students in writing cohesive explanations.

PubMed

Lachner, Andreas; Burkhart, Christian; Nückles, Matthias

2017-03-01

Many students are challenged with the demand of writing cohesive explanations. To support students in writing cohesive explanations, we developed a computer-based feedback tool that visualizes cohesion deficits of students' explanations in a concept map. We conducted three studies to investigate the effectiveness of such feedback as well as the underlying cognitive processes. In Study 1, we found that the concept map helped students identify potential cohesion gaps in their drafts and plan remedial revisions. In Study 2, students with concept map feedback conducted revisions that resulted in more locally and globally cohesive, and also more comprehensible, explanations than the explanations of students who revised without concept map feedback. In Study 3, we replicated the findings of Study 2 by and large. More importantly, students who had received concept map feedback on a training explanation 1 week later wrote a transfer explanation without feedback that was more cohesive than the explanation of students who had received no feedback on their training explanation. The automated concept map feedback appears to particularly support the evaluation phase of the revision process. Furthermore, the feedback enabled novice writers to acquire sustainable skills in writing cohesive explanations. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Identifying UMLS concepts from ECG Impressions using KnowledgeMap

PubMed Central

Denny, Joshua C.; Spickard, Anderson; Miller, Randolph A; Schildcrout, Jonathan; Darbar, Dawood; Rosenbloom, S. Trent; Peterson, Josh F.

2005-01-01

Electrocardiogram (ECG) impressions represent a wealth of medical information for potential decision support and drug-effect discovery. Much of this information is inaccessible to automated methods in the free-text portion of the ECG report. We studied the application of the KnowledgeMap concept identifier (KMCI) to map Unified Medical Language System (UMLS) concepts from ECG impressions. ECGs were processed by KMCI and the results scored for accuracy by multiple raters. Reviewers also recorded unidentified concepts through the scoring interface. Overall, KMCI correctly identified 1059 out of 1171 concepts for a recall of 0.90. Precision, indicating the proportion of ECG concepts correctly identified, was 0.94. KMCI was particularly effective at identifying ECG rhythms (330/333), perfusion changes (65/66), and noncardiac medical concepts (11/11). In conclusion, KMCI is an effective method for mapping ECG impressions to UMLS concepts. PMID:16779029

Structural knowledge learning from maps for supervised land cover/use classification: Application to the monitoring of land cover/use maps in French Guiana

NASA Astrophysics Data System (ADS)

Bayoudh, Meriam; Roux, Emmanuel; Richard, Gilles; Nock, Richard

2015-03-01

The number of satellites and sensors devoted to Earth observation has become increasingly elevated, delivering extensive data, especially images. At the same time, the access to such data and the tools needed to process them has considerably improved. In the presence of such data flow, we need automatic image interpretation methods, especially when it comes to the monitoring and prediction of environmental and societal changes in highly dynamic socio-environmental contexts. This could be accomplished via artificial intelligence. The concept described here relies on the induction of classification rules that explicitly take into account structural knowledge, using Aleph, an Inductive Logic Programming (ILP) system, combined with a multi-class classification procedure. This methodology was used to monitor changes in land cover/use of the French Guiana coastline. One hundred and fifty-eight classification rules were induced from 3 diachronic land cover/use maps including 38 classes. These rules were expressed in first order logic language, which makes them easily understandable by non-experts. A 10-fold cross-validation gave significant average values of 84.62%, 99.57% and 77.22% for classification accuracy, specificity and sensitivity, respectively. Our methodology could be beneficial to automatically classify new objects and to facilitate object-based classification procedures.

A Concept Hierarchy Based Ontology Mapping Approach

NASA Astrophysics Data System (ADS)

Wang, Ying; Liu, Weiru; Bell, David

Ontology mapping is one of the most important tasks for ontology interoperability and its main aim is to find semantic relationships between entities (i.e. concept, attribute, and relation) of two ontologies. However, most of the current methods only consider one to one (1:1) mappings. In this paper we propose a new approach (CHM: Concept Hierarchy based Mapping approach) which can find simple (1:1) mappings and complex (m:1 or 1:m) mappings simultaneously. First, we propose a new method to represent the concept names of entities. This method is based on the hierarchical structure of an ontology such that each concept name of entity in the ontology is included in a set. The parent-child relationship in the hierarchical structure of an ontology is then extended as a set-inclusion relationship between the sets for the parent and the child. Second, we compute the similarities between entities based on the new representation of entities in ontologies. Third, after generating the mapping candidates, we select the best mapping result for each source entity. We design a new algorithm based on the Apriori algorithm for selecting the mapping results. Finally, we obtain simple (1:1) and complex (m:1 or 1:m) mappings. Our experimental results and comparisons with related work indicate that utilizing this method in dealing with ontology mapping is a promising way to improve the overall mapping results.

The effects of using concept mapping as an artifact to engender metacognitive thinking in first-year medical students' problem-based learning discussions: A mixed-methods investigation

NASA Astrophysics Data System (ADS)

Shoop, Glenda Hostetter

Attention in medical education is turning toward instruction that not only focuses on knowledge acquisition, but on developing the medical students' clinical problem-solving skills, and their ability to critically think through complex diseases. Metacognition is regarded as an important consideration in how we teach medical students these higher-order, critical thinking skills. This study used a mixed-methods research design to investigate if concept mapping as an artifact may engender metacognitive thinking in the medical student population. Specifically the purpose of the study is twofold: (1) to determine if concept mapping, functioning as an artifact during problem-based learning, improves learning as measured by scores on test questions; and (2) to explore if the process of concept mapping alters the problem-based learning intragroup discussion in ways that show medical students are engaged in metacognitive thinking. The results showed that students in the problem-based learning concept-mapping groups used more metacognitive thinking patterns than those in the problem-based learning discussion-only group, particularly in the monitoring component. These groups also engaged in a higher level of cognitive thinking associated with reasoning through mechanisms-of-action and breaking down complex biochemical and physiologic principals. The students disclosed in focus-group interviews that concept mapping was beneficial to help them understand how discrete pieces of information fit together in a bigger structure of knowledge. They also stated that concept mapping gave them some time to think through these concepts in a larger conceptual framework. There was no significant difference in the exam-question scores between the problem-based learning concept-mapping groups and the problem-based learning discussion-only group.

Exploring physics concepts among novice teachers through CMAP tools

NASA Astrophysics Data System (ADS)

Suprapto, N.; Suliyanah; Prahani, B. K.; Jauhariyah, M. N. R.; Admoko, S.

2018-03-01

Concept maps are graphical tools for organising, elaborating and representing knowledge. Through Cmap tools software, it can be explored the understanding and the hierarchical structuring of physics concepts among novice teachers. The software helps physics teachers indicated a physics context, focus questions, parking lots, cross-links, branching, hierarchy, and propositions. By using an exploratory quantitative study, a total 13-concept maps with different physics topics created by novice physics teachers were analysed. The main differences of scoring between lecturer and peer-teachers’ scoring were also illustrated. The study offered some implications, especially for physics educators to determine the hierarchical structure of the physics concepts, to construct a physics focus question, and to see how a concept in one domain of knowledge represented on the map is related to a concept in another domain shown on the map.

Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-efficacy in Asian mental health nursing students: A mixed-methods pilot study.

PubMed

Bressington, Daniel T; Wong, Wai-Kit; Lam, Kar Kei Claire; Chien, Wai Tong

2018-01-01

Student nurses are provided with a great deal of knowledge within university, but they can find it difficult to relate theory to nursing practice. This study aimed to test the appropriateness and feasibility of assessing Novak's concept mapping as an educational strategy to strengthen the theory-practice link, encourage meaningful learning and enhance learning self-efficacy in nursing students. This pilot study utilised a mixed-methods quasi-experimental design. The study was conducted in a University school of Nursing in Hong Kong. A total of 40 third-year pre-registration Asian mental health nursing students completed the study; 12 in the concept mapping (CM) group and 28 in the usual teaching methods (UTM) group. The impact of concept mapping was evaluated thorough analysis of quantitative changes in students' learning self-efficacy, analysis of the structure and contents of the concept maps (CM group), a quantitative measure of students' opinions about their reflective learning activities and content analysis of qualitative data from reflective written accounts (CM group). There were no significant differences in self-reported learning self-efficacy between the two groups (p=0.38). The concept mapping helped students identify their current level of understanding, but the increased awareness may cause an initial drop in learning self-efficacy. The results highlight that most CM students were able to demonstrate meaningful learning and perceived that concept mapping was a useful reflective learning strategy to help them to link theory and practice. The results provide preliminary evidence that the concept mapping approach can be useful to help mental health nursing students visualise their learning progress and encourage the integration of theoretical knowledge with clinical knowledge. Combining concept mapping data with quantitative measures and qualitative reflective journal data appears to be a useful way of assessing and understanding the effectiveness of concept mapping. Future studies should utilise a larger sample size and consider using the approach as a targeted intervention immediately before and during clinical learning placements. Copyright © 2017 Elsevier Ltd. All rights reserved.

Hyperspectral imaging—An advanced instrument concept for the EnMAP mission (Environmental Mapping and Analysis Programme)

NASA Astrophysics Data System (ADS)

Stuffler, Timo; Förster, Klaus; Hofer, Stefan; Leipold, Manfred; Sang, Bernhard; Kaufmann, Hermann; Penné, Boris; Mueller, Andreas; Chlebek, Christian

2009-10-01

In the upcoming generation of satellite sensors, hyperspectral instruments will play a significant role. This payload type is considered world-wide within different future planning. Our team has now successfully finalized the Phase B study for the advanced hyperspectral mission EnMAP (Environmental Mapping and Analysis Programme), Germans next optical satellite being scheduled for launch in 2012. GFZ in Potsdam has the scientific lead on EnMAP, Kayser-Threde in Munich is the industrial prime. The EnMAP instrument provides over 240 continuous spectral bands in the wavelength range between 420 and 2450 nm with a ground resolution of 30 m×30 m. Thus, the broad science and application community can draw from an extensive and highly resolved pool of information supporting the modeling and optimization process on their results. The performance of the hyperspectral instrument allows for a detailed monitoring, characterization and parameter extraction of rock/soil targets, vegetation, and inland and coastal waters on a global scale supporting a wide variety of applications in agriculture, forestry, water management and geology. The operation of an airborne system (ARES) as an element in the HGF hyperspectral network and the ongoing evolution concerning data handling and extraction procedures, will support the later inclusion process of EnMAP into the growing scientist and user communities.

Using Concept Maps in Political Science

ERIC Educational Resources Information Center

Chamberlain, Robert P.

2015-01-01

Concept mapping is a pedagogical technique that was developed in the 1970s and is being used in K-12 and postsecondary education. Although it has shown excellent results in other fields, it is still rare in political science. In this research note, I discuss the implementation and testing of concept mapping in my Advanced Introduction to…

Quality and Rigor of the Concept Mapping Methodology: A Pooled Study Analysis

ERIC Educational Resources Information Center

Rosas, Scott R.; Kane, Mary

2012-01-01

The use of concept mapping in research and evaluation has expanded dramatically over the past 20 years. Researchers in academic, organizational, and community-based settings have applied concept mapping successfully without the benefit of systematic analyses across studies to identify the features of a methodologically sound study. Quantitative…

Mapping Concepts for Learning and Assessment

ERIC Educational Resources Information Center

Daugherty, Jenny L.; Custer, Rodney L.; Dixon, Raymond A.

2012-01-01

Although it is helpful to identify a list of concepts to categorize and communicate the big ideas of engineering, it is important to determine how best to incorporate them into instruction. Concept mapping is a well-established learning and assessment tool that can be used by technology and engineering teachers. Maps can trace levels of…

Effects of Concept Mapping on Creativity in Photo Stories

ERIC Educational Resources Information Center

Simper, Natalie; Reeve, Richard; Kirby, J. R.

2016-01-01

This research tested the use of concept map planning to support the development of creativity in photo stories, hypothesizing that skills taught to support organization would improve creativity. Concept maps are a type of graphic organizer, used to represent an ordering of ideas with nodes and linking words that form propositional statements. They…

How Does Creating a Concept Map Affect Item-Specific Encoding?

ERIC Educational Resources Information Center

Grimaldi, Phillip J.; Poston, Laurel; Karpicke, Jeffrey D.

2015-01-01

Concept mapping has become a popular learning tool. However, the processes underlying the task are poorly understood. In the present study, we examined the effect of creating a concept map on the processing of item-specific information. In 2 experiments, subjects learned categorized or ad hoc word lists by making pleasantness ratings, sorting…

An Investigation of the Value of Using Concept Maps in General Chemistry.

ERIC Educational Resources Information Center

Nicoll, Gayle; Francisco, Joseph; Nakhleh, Mary B.

2001-01-01

Reports on a qualitative investigation of the effects of integrating concept maps into freshman-level general chemistry curriculum. Indicates that students in the experimental section had significantly more links and nodes in their concept maps than students in the traditional section. There were no significant differences between the two sections…

Comparison of 1:1 and 1:m CSCL Environment for Collaborative Concept Mapping

ERIC Educational Resources Information Center

Lin, C.-P.; Wong, L.-H.; Shao, Y.-J.

2012-01-01

This paper reports an investigation into the effects of collaborative concept mapping in a digital learning environment, in terms of students' overall learning gains, knowledge retention, quality of student artefacts (the collaboratively created concept maps), interactive patterns, and learning perceptions. Sixty-four 12-year-old students from two…

An Investigation of the Effectiveness of Concept Mapping on Turkish Students' Academic Success

ERIC Educational Resources Information Center

Erdogan, Yavuz

2016-01-01

This paper investigates the experimental studies which test the effectiveness of the concept mapping instructional strategy compared to the traditional teaching method. Meta-analysis was used to calculate the effect size of the concept mapping strategy on academic success. Therefore, the analysis includes experimental studies conducted in Turkey…

Concept Maps Provide a Window onto Preservice Elementary Teachers' Knowledge in the Teaching and Learning of Mathematics

ERIC Educational Resources Information Center

Chichekian, Tanya; Shore, Bruce M.

2013-01-01

This collaborative concept-mapping exercise was conducted in a second-year mathematics methods course. Teachers' visual representations of their mathematical content and pedagogical knowledge provided insight into their understanding of how students learn mathematics. We collected 28 preservice student teachers' concept maps and analyzed them by…

Online Concept Maps: Enhancing Collaborative Learning by Using Technology with Concept Maps.

ERIC Educational Resources Information Center

Canas, Alberto J.; Ford, Kenneth M.; Novak, Joseph D.; Hayes, Patrick; Reichherzer, Thomas R.; Suri, Niranjan

2001-01-01

Describes a collaborative software system that allows students from distant schools to share claims derived from their concept maps. Sharing takes place by accessing The Knowledge Soup, a repository of propositions submitted by students and stored on a computer server. Students can use propositions from other students to enhance their concept…

Teaching Topographic Map Skills and Geomorphology Concepts with Google Earth in a One-Computer Classroom

ERIC Educational Resources Information Center

Hsu, Hsiao-Ping; Tsai, Bor-Wen; Chen, Che-Ming

2018-01-01

Teaching high-school geomorphological concepts and topographic map reading entails many challenges. This research reports the applicability and effectiveness of Google Earth in teaching topographic map skills and geomorphological concepts, by a single teacher, in a one-computer classroom. Compared to learning via a conventional instructional…

Concept-Mapping Tools and the Development of Students' Critical-Thinking Skills

ERIC Educational Resources Information Center

Tseng, Sheng-Shiang

2015-01-01

Developing students' critical-thinking skills has recently received attention at all levels of education. This article proposes the use of concept-mapping tools to improve students' critical-thinking skills. The article introduces a Web-based concept-mapping tool--Popplet--and demonstrates its application for teaching critical-thinking skills in…

Collaborative Concept Mapping Activities in a Classroom Scenario

ERIC Educational Resources Information Center

Elorriaga, J. A.; Arruarte, A.; Calvo, I.; Larrañaga, M.; Rueda, U.; Herrán, E.

2013-01-01

The aim of this study is to test collaborative concept mapping activities using computers in a classroom scenario and to evaluate the possibilities that Elkar-CM offers for collaboratively learning non-technical topics. Elkar-CM is a multi-lingual and multi-media software program designed for drawing concept maps (CMs) collaboratively. Concept…

Mapping Knowledge: Concept Maps in Early Childhood Education

ERIC Educational Resources Information Center

Birbili, Maria

2006-01-01

Graphic organizers such as webs, time lines, Venn diagrams, flowcharts, and concept maps are well known and widely used instructional and learning tools. They help teachers and students not only to identify and visually represent their views and knowledge but also to recognize and depict relationships among concepts. This article discusses the use…

See what we say: using concept mapping to visualize Latino immigrant's strategies for health interventions.

PubMed

Vaughn, Lisa M; Jacquez, Farrah; Marschner, Daniel; McLinden, Daniel

2016-09-01

Researchers need specific tools to engage community members in health intervention development to ensure that efforts are contextually appropriate for immigrant populations. The purpose of the study was to generate and prioritize strategies to address obesity, stress and coping, and healthcare navigation that are contextually appropriate and applicable to the Latino immigrant community in Cincinnati, Ohio, and then use the results to develop specific interventions to improve Latino health in our area. A community-academic research team used concept mapping methodology with over 200 Latino immigrants and Latino-serving providers. A community intervention planning session was held to share the final concept maps and vote on strategies. The concept maps and results from the intervention planning session emphasized a community lay health worker model to connect the Latino immigrant community with resources to address obesity, stress and coping, and healthcare navigation. Concept maps allowed for the visualization of health intervention strategies prioritized by the larger Latino immigrant community. Concept maps revealed the appropriate content for health interventions as well as the process community members preferred for intervention delivery.

Impact of a concept map teaching approach on nursing students' critical thinking skills.

PubMed

Kaddoura, Mahmoud; Van-Dyke, Olga; Yang, Qing

2016-09-01

Nurses confront complex problems and decisions that require critical thinking in order to identify patient needs and implement best practices. An active strategy for teaching students the skills to think critically is the concept map. This study explores the development of critical thinking among nursing students in a required pathophysiology and pharmacology course during the first year of a Bachelor of Science in Nursing in response to concept mapping as an interventional strategy, using the Health Education Systems, Incorporated critical thinking test. A two-group experimental study with a pretest and posttest design was used. Participants were randomly divided into a control group (n = 42) taught by traditional didactic lecturing alone, and an intervention group (n = 41), taught by traditional didactic lecturing with concept mapping. Students in the concept mapping group performed much better on the Health Education Systems, Incorporated than students in the control group. It is recommended that deans, program directors, and nursing faculties evaluate their curricula to integrate concept map teaching strategies in courses in order to develop critical thinking abilities in their students. © 2016 John Wiley & Sons Australia, Ltd.

Mapping the Diagnosis Axis of an Interface Terminology to the NANDA International Taxonomy

PubMed Central

Juvé Udina, Maria-Eulàlia; Gonzalez Samartino, Maribel; Matud Calvo, Cristina

2012-01-01

Background. Nursing terminologies are designed to support nursing practice but, as with any other clinical tool, they should be evaluated. Cross-mapping is a formal method for examining the validity of the existing controlled vocabularies. Objectives. The study aims to assess the inclusiveness and expressiveness of the nursing diagnosis axis of a newly implemented interface terminology by cross-mapping with the NANDA-I taxonomy. Design/Methods. The study applied a descriptive design, using a cross-sectional, bidirectional mapping strategy. The sample included 728 concepts from both vocabularies. Concept cross-mapping was carried out to identify one-to-one, negative, and hierarchical connections. The analysis was conducted using descriptive statistics. Results. Agreement of the raters' mapping achieved 97%. More than 60% of the nursing diagnosis concepts in the NANDA-I taxonomy were mapped to concepts in the diagnosis axis of the new interface terminology; 71.1% were reversely mapped. Conclusions. Main results for outcome measures suggest that the diagnosis axis of this interface terminology meets the validity criterion of cross-mapping when mapped from and to the NANDA-I taxonomy. PMID:22830046

Mapping the Diagnosis Axis of an Interface Terminology to the NANDA International Taxonomy.

PubMed

Juvé Udina, Maria-Eulàlia; Gonzalez Samartino, Maribel; Matud Calvo, Cristina

2012-01-01

Background. Nursing terminologies are designed to support nursing practice but, as with any other clinical tool, they should be evaluated. Cross-mapping is a formal method for examining the validity of the existing controlled vocabularies. Objectives. The study aims to assess the inclusiveness and expressiveness of the nursing diagnosis axis of a newly implemented interface terminology by cross-mapping with the NANDA-I taxonomy. Design/Methods. The study applied a descriptive design, using a cross-sectional, bidirectional mapping strategy. The sample included 728 concepts from both vocabularies. Concept cross-mapping was carried out to identify one-to-one, negative, and hierarchical connections. The analysis was conducted using descriptive statistics. Results. Agreement of the raters' mapping achieved 97%. More than 60% of the nursing diagnosis concepts in the NANDA-I taxonomy were mapped to concepts in the diagnosis axis of the new interface terminology; 71.1% were reversely mapped. Conclusions. Main results for outcome measures suggest that the diagnosis axis of this interface terminology meets the validity criterion of cross-mapping when mapped from and to the NANDA-I taxonomy.

A concept mapping approach to guide and understand dissemination and implementation.

PubMed

Green, Amy E; Fettes, Danielle L; Aarons, Gregory A

2012-10-01

Many efforts to implement evidence-based programs do not reach their full potential or fail due to the variety of challenges inherent in dissemination and implementation. This article describes the use of concept mapping-a mixed method strategy-to study implementation of behavioral health innovations and evidence-based practice (EBP). The application of concept mapping to implementation research represents a practical and concise way to identify and quantify factors affecting implementation, develop conceptual models of implementation, target areas to address as part of implementation readiness and active implementation, and foster communication among stakeholders. Concept mapping is described and a case example is provided to illustrate its use in an implementation study. Implications for the use of concept mapping methods in both research and applied settings towards the dissemination and implementation of behavioral health services are discussed.

Collaborative and Multilingual Approach to Learn Database Topics Using Concept Maps

PubMed Central

Calvo, Iñaki

2014-01-01

Authors report on a study using the concept mapping technique in computer engineering education for learning theoretical introductory database topics. In addition, the learning of multilingual technical terminology by means of the collaborative drawing of a concept map is also pursued in this experiment. The main characteristics of a study carried out in the database subject at the University of the Basque Country during the 2011/2012 course are described. This study contributes to the field of concept mapping as these kinds of cognitive tools have proved to be valid to support learning in computer engineering education. It contributes to the field of computer engineering education, providing a technique that can be incorporated with several educational purposes within the discipline. Results reveal the potential that a collaborative concept map editor offers to fulfil the above mentioned objectives. PMID:25538957

College students' understanding of stereochemistry: Difficulties in learning and critical junctures

NASA Astrophysics Data System (ADS)

Lyon, Gary Lester

Because stereochemistry is an important part of both high school and college chemistry curricula, a study of difficulties experienced by students in the learning of stereochemistry was undertaken in a one-semester college organic chemistry course. This study, conducted over the course of two semesters with more than two hundred students, utilized clinical interviews, concept maps, and student journals to identify these difficulties, which were then tabulated and categorized. Although student journals were not a productive source of information, the types of difficulties that emerged from the concept maps were compared and contrasted with those that emerged from the clinical interviews. Data from the concept maps were analyzed using Kendall's W, a nonparametric statistic that was deemed appropriate for determining concordance between individual concept maps. The correlation between values of Kendall's W for sets of concept maps and multiple choice questions designed to evaluate the content of these same maps was determined, with values of Pearson's r of .8093 (p = .051) and .7191 (p = .044) for the Fall, 1997 and Spring, 1998 semesters, respectively. These data were used to estimate the occurrence of critical junctures in the learning of stereochemistry, or points at which students must possess a certain framework of understanding of previous concepts in order to master new material (Trowbridge & Wandersee, 1994). One critical juncture was identified that occurred when the topics of enantiorners, absolute configuration, and inversion of configuration were introduced. Among the more important conclusions of this study to the learning of stereochemistry are the following. Both concept maps and interviews provided useful information regarding difficulties in the learning of stereochemistry; this information was complementary in some aspects and similar in others. Concept maps were useful in diagnosing difficulties in application of terms and definitions, whereas interviews were useful when seeking information about difficulties in the manipulation of chemical structures. Both concept maps and interviews were superior to student journals as tools to probe student difficulties in the learning of stereochemistry.

Iterating between lessons on concepts and procedures can improve mathematics knowledge.

PubMed

Rittle-Johnson, Bethany; Koedinger, Kenneth

2009-09-01

Knowledge of concepts and procedures seems to develop in an iterative fashion, with increases in one type of knowledge leading to increases in the other type of knowledge. This suggests that iterating between lessons on concepts and procedures may improve learning. The purpose of the current study was to evaluate the instructional benefits of an iterative lesson sequence compared to a concepts-before-procedures sequence for students learning decimal place-value concepts and arithmetic procedures. In two classroom experiments, sixth-grade students from two schools participated (N=77 and 26). Students completed six decimal lessons on an intelligent-tutoring systems. In the iterative condition, lessons cycled between concept and procedure lessons. In the concepts-first condition, all concept lessons were presented before introducing the procedure lessons. In both experiments, students in the iterative condition gained more knowledge of arithmetic procedures, including ability to transfer the procedures to problems with novel features. Knowledge of concepts was fairly comparable across conditions. Finally, pre-test knowledge of one type predicted gains in knowledge of the other type across experiments. An iterative sequencing of lessons seems to facilitate learning and transfer, particularly of mathematical procedures. The findings support an iterative perspective for the development of knowledge of concepts and procedures.

Self-organizing maps for learning the edit costs in graph matching.

PubMed

Neuhaus, Michel; Bunke, Horst

2005-06-01

Although graph matching and graph edit distance computation have become areas of intensive research recently, the automatic inference of the cost of edit operations has remained an open problem. In the present paper, we address the issue of learning graph edit distance cost functions for numerically labeled graphs from a corpus of sample graphs. We propose a system of self-organizing maps (SOMs) that represent the distance measuring spaces of node and edge labels. Our learning process is based on the concept of self-organization. It adapts the edit costs in such a way that the similarity of graphs from the same class is increased, whereas the similarity of graphs from different classes decreases. The learning procedure is demonstrated on two different applications involving line drawing graphs and graphs representing diatoms, respectively.

Mapping Children--Mapping Space.

ERIC Educational Resources Information Center

Pick, Herbert L., Jr.

Research is underway concerning the way the perception, conception, and representation of spatial layout develops. Three concepts are important here--space itself, frame of reference, and cognitive map. Cognitive map refers to a form of representation of the behavioral space, not paired associate or serial response learning. Other criteria…

Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

NASA Astrophysics Data System (ADS)

Mthethwa-Kunene, Eunice; Oke Onwu, Gilbert; de Villiers, Rian

2015-05-01

This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher-constructed concept maps, pre- and post-lesson teacher interviews, video-recorded genetics lessons, post-lesson teacher questionnaire and document analysis of teacher's reflective journals and students' work samples. The results showed that the teachers' individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Furthermore, the teachers used topic-specific instructional strategies such as context-based teaching, illustrations, peer teaching, and analogies in diverse forms but failed to use physical models and individual or group student experimental activities to assist students' internalization of the concepts. The finding that all four teachers lacked knowledge of students' genetics-related preconceptions was equally significant. Formal university education, school context, journal reflection and professional development programmes were considered as contributing to the teachers' continuing PCK development. Implications of the findings for biology teacher education are briefly discussed.

MetaMapping the nursing procedure manual.

PubMed

Peace, Jane; Brennan, Patricia Flatley

2006-01-01

Nursing procedure manuals are an important resource for practice, but ensuring that the correct procedure can be located when needed is an ongoing challenge. This poster presents an approach used to automatically index nursing procedures with standardized nursing terminology. Although indexing yielded a low number of mappings, examination of successfully mapped terms, incorrect mappings, and unmapped terms reveals important information about the reasons automated indexing fails.

Sequential Pattern Analysis: Method and Application in Exploring How Students Develop Concept Maps

ERIC Educational Resources Information Center

Chiu, Chiung-Hui; Lin, Chien-Liang

2012-01-01

Concept mapping is a technique that represents knowledge in graphs. It has been widely adopted in science education and cognitive psychology to aid learning and assessment. To realize the sequential manner in which students develop concept maps, most research relies upon human-dependent, qualitative approaches. This article proposes a method for…

Neighbourhood Analysis to Foster Meaningful Learning Using Concept Mapping in Science Education

ERIC Educational Resources Information Center

Correia, P. R. M.; Cicuto, C. A. T.

2014-01-01

One critical aspect that hinders the systematic use of concept mapping in everyday classrooms is the difficulty of providing high-quality feedback to students so as to keep improving and revising their concept maps (Cmaps). The development of an innovative way to analyse, at a glance, students' Cmaps is presented to allow a diagnostic assessment…

Concept Mapping Revisited: Nurturing Children's Writing Skills in Science

ERIC Educational Resources Information Center

Isabelle, Aaron

2015-01-01

Concept mapping has long been used an assessment tool by educators to illustrate students' conceptual development of a topic over time. In this article, we chronicle the use of concept maps in a language arts environment. Focusing on a literacy tutoring program for struggling readers/writers centered on hands-on science experiments, we explain how…

Applying Computerized Concept Maps in Guiding Pupils to Reason and Solve Mathematical Problems: The Design Rationale and Effect

ERIC Educational Resources Information Center

Chen, I-Ching; Hu, Shueh-Cheng

2013-01-01

The capability of solving fundamental mathematical problems is essential to elementary school students; however instruction based on ordinary narration usually perplexes students. Concept mapping is well known for its effectiveness on assimilating and organizing knowledge, which is essential to meaningful learning. A variety of concept map-based…

Animated and Static Concept Maps Enhance Learning from Spoken Narration

ERIC Educational Resources Information Center

Adesope, Olusola O.; Nesbit, John C.

2013-01-01

An animated concept map represents verbal information in a node-link diagram that changes over time. The goals of the experiment were to evaluate the instructional effects of presenting an animated concept map concurrently with semantically equivalent spoken narration. The study used a 2 x 2 factorial design in which an animation factor (animated…

Effective Reading Comprehension in EFL Contexts: Individual and Collaborative Concept Mapping Strategies

ERIC Educational Resources Information Center

Riahi, Zahra; Pourdana, Natasha

2017-01-01

The present study attempted to investigate the possible impacts of Individual Concept Mapping (ICM) and Collaborative Concept Mapping (CCM) strategies on Iranian EFL learners' reading comprehension. For this purpose, 90 pre-intermediate female language learners ranged between 12 to 17 years of age were selected to randomly assign into ICM, CCM and…

Effectiveness of Concept Maps in Economics: Evidence from Australia and USA

ERIC Educational Resources Information Center

Marangos, John; Alley, Sean

2007-01-01

This paper evaluates the effectiveness of concept maps as a teaching and learning tool in university level Principles of Microeconomics courses in Australia and USA. Concept mapping was incorporated in the teaching material in both courses at different countries and, at the end of the semester, the students completed a survey regarding the use,…

Concept Mapping and Misconceptions: A Study of High-School Students' Understandings of Acids and Bases.

ERIC Educational Resources Information Center

Ross, Bertram; And Others

1991-01-01

An investigation of students understandings of acids and bases using concept maps, multiple-choice tests, and clinical interviews is described. The methodology and resulting analysis are illustrated with two abbreviated case studies selected from the study. Discussion of concept mapping points to how it starkly represents gaps in the understanding…

Using Concept Mapping as as Tool for Program Theory Development

ERIC Educational Resources Information Center

Orsi, Rebecca

2011-01-01

The purpose of this methodological study is to explore how well a process called "concept mapping" (Trochim, 1989) can articulate the theory which underlies a social program. Articulation of a program's theory is a key step in completing a sound theory based evaluation (Weiss, 1997a). In this study, concept mapping is used to…

Investigating the Use of ICT-Based Concept Mapping Techniques on Creativity in Literacy Tasks

ERIC Educational Resources Information Center

Riley, Nigel R.; Ahlberg, Mauri

2004-01-01

The key research question in this small-scale study focuses on the effects that an ICT (information and communications technologies)-based concept mapping intervention has on creativity and writing achievement in 10-11-year-old primary age pupils. The data shows that pupils using a concept mapping intervention significantly improve their NFER…

PowerPoint and Concept Maps: A Great Double Act

ERIC Educational Resources Information Center

Simon, Jon

2015-01-01

This article explores how concept maps can provide a useful addition to PowerPoint slides to convey interconnections of knowledge and help students see how knowledge is often non-linear. While most accounting educators are familiar with PowerPoint, they are likely to be less familiar with concept maps and this article shows how the tool can be…

Use of Concept Maps as an Assessment Tool in Mechanical Engineering Education

ERIC Educational Resources Information Center

Tembe, B. L.; Kamble, S. K.

2013-01-01

The purpose of this study to investigate, how third year mechanical engineering students are able to use their knowledge of concept maps in their study of the topic of "Introduction to the Internal Combustion Engines (IICE)". 41 students participated in this study. Firstly, the students were taught about concept maps and then asked to…

Seventh Graders' Academic Achievement, Creativity, and Ability to Construct a Cross-Domain Concept Map--A Brain Function Perspective

ERIC Educational Resources Information Center

Yeh, Yu-Chu

2004-01-01

This study proposes an interactive model of "cross-domain" concept mapping with an emphasis on brain functions, and it further investigates the relationships between academic achievement, creative thinking, and cross-domain concept mapping. Sixty-nine seventh graders participated in this study which employed two 50-minute instructional…

Can Elementary Students Gather Information from Concept Maps?

ERIC Educational Resources Information Center

Marulcu, Ismail; Karakuyu, Yunus; Dogan, Mevlut

2013-01-01

In this study, we investigated whether concept maps were used as often and as effectively in elementary science and technology classrooms as recommended by the National Ministry of Education (MEB) in the new curricula in Turkey. In the new elementary science and technology curricula, the MEB provides a general concept map for each unit. We used…

Concept Map Engineering: Methods and Tools Based on the Semantic Relation Approach

ERIC Educational Resources Information Center

Kim, Minkyu

2013-01-01

The purpose of this study is to develop a better understanding of technologies that use natural language as the basis for concept map construction. In particular, this study focuses on the semantic relation (SR) approach to drawing rich and authentic concept maps that reflect students' internal representations of a problem situation. The…

An Analysis, Using Concept Mapping, of Diabetic Patients' Knowledge, before and after Patient Education.

ERIC Educational Resources Information Center

Marchand, C.; d'Ivernois, J. F.; Assal, J. P.; Slama, G.; Hivon, R.

2002-01-01

Assesses whether concept maps used with diabetic patients could describe their cognitive structure, before and after having followed an educational program. Involves 10 diabetic patients and shows that concept maps can be a suitable technique to explore the type and organization of the patients' prior knowledge and to visualize what they have…

Concept Maps as Instructional Tools for Improving Learning of Phase Transitions in Object-Oriented Analysis and Design

ERIC Educational Resources Information Center

Shin, Shin-Shing

2016-01-01

Students attending object-oriented analysis and design (OOAD) courses typically encounter difficulties transitioning from requirements analysis to logical design and then to physical design. Concept maps have been widely used in studies of user learning. The study reported here, based on the relationship of concept maps to learning theory and…

Effects of a Computer-Assisted Concept Mapping Learning Strategy on EFL College Students' English Reading Comprehension

ERIC Educational Resources Information Center

Liu, Pei-Lin; Chen, Chiu-Jung; Chang, Yu-Ju

2010-01-01

The purpose of this research was to investigate the effects of a computer-assisted concept mapping learning strategy on EFL college learners' English reading comprehension. The research questions were: (1) what was the influence of the computer-assisted concept mapping learning strategy on different learners' English reading comprehension? (2) did…

Integrating a Digital Concept Mapping into a PPT Slide Writing Project

ERIC Educational Resources Information Center

Yen, Ai Chun; Yang, Pei Yi

2013-01-01

Carried out during a semester-long EFL (English as a foreign language) drama class, this research aimed to scrutinize the effects of digital concept mapping via LMS on English majors' (N = 38) PowerPoint (PPT) slide writing skills in Taiwan. Students were instructed to follow the concept mapping agenda via university learning management system…

Concept Maps: An Alternative Methodology to Assess Young Children

ERIC Educational Resources Information Center

Atiles, Julia T.; Dominique-Maikell, Nikole; McKean, Kathleen

2014-01-01

The authors investigated the utility and efficacy of using concepts maps as a research tool to assess young children. Pre- and post- concept maps have been used as an assessment and evaluation tool with teachers and with older students, typically children who can read and write; this article summarizes an investigation into the utility of using…

Concept Maps for Improved Science Reasoning and Writing: Complexity Isn't Everything.

PubMed

Dowd, Jason E; Duncan, Tanya; Reynolds, Julie A

2015-01-01

A pervasive notion in the literature is that complex concept maps reflect greater knowledge and/or more expert-like thinking than less complex concept maps. We show that concept maps used to structure scientific writing and clarify scientific reasoning do not adhere to this notion. In an undergraduate course for thesis writers, students use concept maps instead of traditional outlines to define the boundaries and scope of their research and to construct an argument for the significance of their research. Students generate maps at the beginning of the semester, revise after peer review, and revise once more at the end of the semester. Although some students revised their maps to make them more complex, a significant proportion of students simplified their maps. We found no correlation between increased complexity and improved scientific reasoning and writing skills, suggesting that sometimes students simplify their understanding as they develop more expert-like thinking. These results suggest that concept maps, when used as an intervention, can meet the varying needs of a diverse population of student writers. © 2015 J. E. Dowd et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The Effectiveness of an Online Knowledge Map Instructional Presentation

ERIC Educational Resources Information Center

Foor, Jamie L.

2011-01-01

In this study, I investigated the effectiveness of the knowledge map (k-map) instructional strategy compared to a text-based presentation in an online environment. K-maps consist of node-link representations of concepts that together form the content of a topic or domain. The benefits of using k-maps are that concepts and ideas are represented as…

Concept mapping as a promising method to bring practice into science.

PubMed

van Bon-Martens, M J H; van de Goor, L A M; Holsappel, J C; Kuunders, T J M; Jacobs-van der Bruggen, M A M; te Brake, J H M; van Oers, J A M

2014-06-01

Concept mapping is a method for developing a conceptual framework of a complex topic for use as a guide to evaluation or planning. In concept mapping, thoughts and ideas are represented in the form of a picture or map, the content of which is determined by a group of stakeholders. This study aimed to explore the suitability of this method as a tool to integrate practical knowledge with scientific knowledge in order to improve theory development as a sound basis for practical decision-making. Following a short introduction to the method of concept mapping, five Dutch studies, serving different purposes and fields in public health, will be described. The aim of these studies was: to construct a theoretical framework for good regional public health reporting; to design an implementation strategy for a guideline for integral local health policy; to guide the evaluation of a local integral approach of overweight and obesity in youth; to guide the construction of a questionnaire to measure the quality of postdisaster psychosocial care; and to conceptualize an integral base for formulation of ambitions and targets for the new youth healthcare programme of a regional health service. The studies showed that concept mapping is a way to integrate practical and scientific knowledge with careful selection of participants that represent the different perspectives. Theory development can be improved through concept mapping; not by formulating new theories, but by highlighting the key issues and defining perceived relationships between topics. In four of the five studies, the resulting concept map was received as a sound basis for practical decision-making. Concept mapping is a valuable method for evidence-based public health policy, and a powerful instrument for facilitating dialogue, coherence and collaboration between researchers, practitioners, policy makers and the public. Development of public health theory was realized by a step-by-step approach, considering both scientific and practical knowledge. However, the external validity of the concept maps in place and time is of importance. Copyright © 2014 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

Use of concept mapping as a facilitative tool to promote learning in pharmacology.

PubMed

Qadir, Farida; Zehra, Tabassum; Khan, Imrana

2011-08-01

To assess whether students find concept mapping a useful learning methodology to conceptualize and organize topics studied in CNS module of Pharmacology; and to evaluate whether addition of concept mapping assignment could help to improve examination scores. An analytical study. College of Dentistry, Jinnah Medical and Dental College, Karachi, Pakistan, from March to May 2009. A class of 50 BDS students was recruited for the study. Two randomly selected groups of 12 students each, prepared concept maps in topics from CNS pharmacology which were displayed and discussed during tutorial sessions. The other two groups (n = 25) following the traditional teaching methodology, served as controls. Scores from best choice questions and short essay questions were compared between the investigational and control groups using the student's t-test with significance at p < 0.05. Feedback obtained after completion of the study was evaluated as percent response. One-best-choice test of the control group showed a mean grade of 57.1 ± 16.7 vs. test group mean of 58.8 ± 13. For the short essay questions, control group obtained a mean of 52.3 ± 18.8 vs. test group mean grade of 53.8 ± 22.5. Both results were not significantly different (p > 0.05). However, feedback about concept mapping showed that the technique helped the students to conceptualize difficult topics in CNS pharmacology (86.36%). Concept mapping was particularly beneficial in preparing for exams as it provided a quick overview of the entire subject (68.68%). Students found concept mapping as a useful pedagogical tool which could potentially be used to acquire meaningful learning in Pharmacology as a supplement to traditional teaching techniques. It was not found beneficial in improving examination grades probably because standard examinations and concept mapping measure different cognitive domains.

The effectiveness of concept mapping on development of critical thinking in nursing education: A systematic review and meta-analysis.

PubMed

Yue, Meng; Zhang, Meng; Zhang, Chunmei; Jin, Changde

2017-05-01

As an essential skill in daily clinical nursing practice, critical thinking ability has been an important objective in nursing education. Concept mapping enables nursing students connect new information to existing knowledge and integrates interdisciplinary knowledge. However, there is a lack of evidence related to critical thinking ability and concept mapping in nursing education. The purpose of this systematic review and meta-analysis was to assess the effect of concept mapping in developing critical thinking in nursing education. This systematic review was reported in line with Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). A search was conducted in PubMed, Web of science, Embase, Cochrane Central Register of Controlled Trials (CENTRAL), Cumulative Index to Nursing and Allied Health (CINAHL) and China National Knowledge Infrastructure (CNKI). Randomized controlled trials (RCT) comparing concept mapping and traditional teaching method were retrieved. Data were collected by two reviewers according to the data extraction tables. The methodological quality of included studies was assessed by other two reviewers. The results of meta-analysis were presented using mean difference (MD). Thirteen trials were summarized in the systematic review and eleven trials were included in the meta-analysis. The pooled effect size showed that, comparing with traditional methods, concept mapping could improve subjects' critical thinking ability measured by California Critical Thinking Disposition Inventory (CCTDI), California Critical Thinking Skill Test (CCTST) and Critical Thinking Scale (CTS). The subgroup analyses showed that concept mapping improved the score of all subscales. The result of this review indicated that concept mapping could affect the critical thinking affective dispositions and critical thinking cognitive skills. Further high quality research using uniform evaluation is required. Copyright © 2017 Elsevier Ltd. All rights reserved.

Use of concept maps to promote electrocardiogram diagnosis learning in undergraduate medical students

PubMed Central

Dong, Ruimin; Yang, Xiaoyan; Xing, Bangrong; Zou, Zihao; Zheng, Zhenda; Xie, Xujing; Zhu, Jieming; Chen, Lin; Zhou, Hanjian

2015-01-01

Concept mapping is an effective method in teaching and learning, however this strategy has not been evaluated among electrocardiogram (ECG) diagnosis learning. This study explored the use of concept maps to assist ECG study, and sought to analyze whether this method could improve undergraduate students’ ECG interpretation skills. There were 126 undergraduate medical students who were randomly selected and assigned to two groups, group A (n = 63) and group B (n = 63). Group A was taught to use concept maps to learn ECG diagnosis, while group B was taught by traditional methods. After the course, all of the students were assessed by having an ECG diagnostic test. Quantitative data which comprised test score and ECG features completion index was compared by using the unpaired Student’s t-test between the two groups. Further, a feedback questionnaire on concept maps used was also completed by group A, comments were evaluated by a five-point Likert scale. The test scores of ECGs interpretation was 7.36 ± 1.23 in Group A and 6.12 ± 1.39 in Group B. A significant advantage (P = 0.018) of concept maps was observed in ECG interpretation accuracy. No difference in the average ECG features completion index was observed between Group A (66.75 ± 15.35%) and Group B (62.93 ± 13.17%). According qualitative analysis, majority of students accepted concept maps as a helpful tool. Difficult to learn at the beginning and time consuming are the two problems in using this method, nevertheless most of the students indicated to continue using it. Concept maps could be a useful pedagogical tool in enhancing undergraduate medical students’ ECG interpretation skills. Furthermore, students indicated a positive attitude to it, and perceived it as a resource for learning. PMID:26221331

The Synthesis Map Is a Multidimensional Educational Tool That Provides Insight into Students’ Mental Models and Promotes Students’ Synthetic Knowledge Generation

PubMed Central

Ortega, Ryan A.; Brame, Cynthia J.

2015-01-01

Concept mapping was developed as a method of displaying and organizing hierarchical knowledge structures. Using the new, multidimensional presentation software Prezi, we have developed a new teaching technique designed to engage higher-level skills in the cognitive domain. This tool, synthesis mapping, is a natural evolution of concept mapping, which utilizes embedding to layer information within concepts. Prezi’s zooming user interface lets the author of the presentation use both depth as well as distance to show connections between data, ideas, and concepts. Students in the class Biology of Cancer created synthesis maps to illustrate their knowledge of tumorigenesis. Students used multiple organizational schemes to build their maps. We present an analysis of student work, placing special emphasis on organization within student maps and how the organization of knowledge structures in student maps can reveal strengths and weaknesses in student understanding or instruction. We also provide a discussion of best practices for instructors who would like to implement synthesis mapping in their classrooms. PMID:25917385

Facilitating the exploitation of ERTS imagery using snow enhancement techniques. [geological mapping of New England test area

NASA Technical Reports Server (NTRS)

Wobber, F. J.; Martin, K. R. (Principal Investigator); Amato, R. V.; Leshendok, T.

1974-01-01

The author has identified the following significant results. The procedure for conducting a regional geological mapping program utilizing snow-enhanced ERTS-1 imagery has been summarized. While it is recognized that mapping procedures in geological programs will vary from area to area and from geologist to geologist, it is believed that the procedure tested in this project is applicable over a wide range of mapping programs. The procedure is designed to maximize the utility and value of ERTS-1 imagery and aerial photography within the initial phase of geological mapping programs. Sample products which represent interim steps in the mapping formula (e.g. the ERTS Fracture-Lineament Map) have been prepared. A full account of these procedures and products will be included within the Snow Enhancement Users Manual.

Mapping the Views of Adolescent Health Stakeholders.

PubMed

Ewan, Lindsay A; McLinden, Daniel; Biro, Frank; DeJonckheere, Melissa; Vaughn, Lisa M

2016-01-01

Health research that includes youth and family stakeholders increases the contextual relevance of findings, which can benefit both the researchers and stakeholders involved. The goal of this study was to identify youth and family adolescent health priorities and to explore strategies to address these concerns. Stakeholders identified important adolescent health concerns, perceptions of which were then explored using concept mapping. Concept mapping is a mixed-method participatory research approach that invites input from various stakeholders. In response to prompts, stakeholders suggested ways to address the identified health conditions. Adolescent participants then sorted the statements into groups based on content similarity and rated the statements for importance and feasibility. Multidimensional scaling and cluster analysis were then applied to create the concept maps. Stakeholders identified sexually transmitted infections (STIs) and obesity as the health conditions they considered most important. The concept map for STIs identified 7 clusters: General sex education, support and empowerment, testing and treatment, community involvement and awareness, prevention and protection, parental involvement in sex education, and media. The obesity concept map portrayed 8 clusters: Healthy food choices, obesity education, support systems, clinical and community involvement, community support for exercise, physical activity, nutrition support, and nutrition education. Ratings were generally higher for importance than for feasibility. The concept maps demonstrate stakeholder-driven ideas about approaches to target STIs and obesity in this context. Strategies at multiple social ecological levels were emphasized. The concept maps can be used to generate discussion regarding these topics and to identify interventions. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

The Contribution of Conceptual Change Texts Accompanied by Concept Mapping to Eleventh-Grade Students Understanding of Cellular Respiration Concepts

ERIC Educational Resources Information Center

Al khawaldeh, Salem A.; Al Olaimat, Ali M.

2010-01-01

The present study conducted to investigate the contribution of conceptual change texts, accompanied by concept mapping instruction to eleventh-grade students' understanding of cellular respiration concepts, and their retention of this understanding. Cellular respiration concepts test was developed as a result of examination of related literature…

The Effect of Concept Mapping with Different Levels of Generativity and Learners' Self-Regulated Learning Skills on Knowledge Acquisition and Representation

ERIC Educational Resources Information Center

Lim, Kyu Yon

2008-01-01

The purpose of this study was to investigate the effectiveness of concept mapping strategies with different levels of generativity in terms of knowledge acquisition and knowledge representation. Also, it examined whether or not learners' self-regulated learning (SRL) skills influenced the effectiveness of concept mapping strategies with different…

Comparative Effectiveness of Hierarchical, Flowchart and Spider Concept Mapping Strategies on Students' Performance in Chemistry

ERIC Educational Resources Information Center

Bamidele, E. F.; Oloyede, E. O.

2013-01-01

This study investigated the relative effectiveness of three types of concept maps (hierarchy, flowchart and spider) on the performance of students in Chemistry. This is with a view to find out which of the concept mapping types is more superior in enhancing students' performance in the numerical aspect of Chemistry. The pre-test, post-test…

The Use of Concept Maps in Creating a Short Video with Students

ERIC Educational Resources Information Center

Gocsál, Ákos; Tóth, Renáta

2016-01-01

This paper presents the results of an experimental project in which media students created a short video. The students in groups of 4 or 5 used concept maps for collected their ideas about organizing the project. The analysis of the concept maps revealed that two groups were product-oriented, one group was workflow-oriented, and two groups used…

Concept Maps for Assessing Change in Learning: A Study of Undergraduate Business Students in First-Year Marketing in China

ERIC Educational Resources Information Center

von der Heidt, Tania

2015-01-01

This paper explains the application of concept mapping to help foster a learning-centred approach. It investigates how concept maps are used to measure the change in learning following a two-week intensive undergraduate Marketing Principles course delivered to 162 Chinese students undertaking a Bachelor of Business Administration programme in…

The Impact of Concept Mapping on the Process of Problem-Based Learning

ERIC Educational Resources Information Center

Zwaal, Wichard; Otting, Hans

2012-01-01

A concept map is a graphical tool to activate and elaborate on prior knowledge, to support problem solving, promote conceptual thinking and understanding, and to organize and memorize knowledge. The aim of this study is to determine if the use of concept mapping (CM) in a problem-based learning (PBL) curriculum enhances the PBL process. The paper…

Learning about a Level Physics Students' Understandings of Particle Physics Using Concept Mapping

ERIC Educational Resources Information Center

Gourlay, H.

2017-01-01

This paper describes a small-scale piece of research using concept mapping to elicit A level students' understandings of particle physics. Fifty-nine year 12 (16- and 17 year-old) students from two London schools participated. The exercise took place during school physics lessons. Students were instructed how to make a concept map and were…

A Time Sequence-Oriented Concept Map Approach to Developing Educational Computer Games for History Courses

ERIC Educational Resources Information Center

Chu, Hui-Chun; Yang, Kai-Hsiang; Chen, Jing-Hong

2015-01-01

Concept maps have been recognized as an effective tool for students to organize their knowledge; however, in history courses, it is important for students to learn and organize historical events according to the time of their occurrence. Therefore, in this study, a time sequence-oriented concept map approach is proposed for developing a game-based…

The Effects of Concept Mapping and Academic Self-Efficacy on Mastery Goals and Reading Comprehension Achievement

ERIC Educational Resources Information Center

Wilson, Andrew; Kim, Wonsun

2016-01-01

The purpose of the study is to investigate the effects of concept mapping on mastery goal orientation and academic self-efficacy in a collaborative learning environment. The current study employed a randomized controlled pretest-posttest group design to examine if learning strategies such as concept mapping can help students with both reading…

"Understanding" medical school curriculum content using KnowledgeMap.

PubMed

Denny, Joshua C; Smithers, Jeffrey D; Miller, Randolph A; Spickard, Anderson

2003-01-01

To describe the development and evaluation of computational tools to identify concepts within medical curricular documents, using information derived from the National Library of Medicine's Unified Medical Language System (UMLS). The long-term goal of the KnowledgeMap (KM) project is to provide faculty and students with an improved ability to develop, review, and integrate components of the medical school curriculum. The KM concept identifier uses lexical resources partially derived from the UMLS (SPECIALIST lexicon and Metathesaurus), heuristic language processing techniques, and an empirical scoring algorithm. KM differentiates among potentially matching Metathesaurus concepts within a source document. The authors manually identified important "gold standard" biomedical concepts within selected medical school full-content lecture documents and used these documents to compare KM concept recognition with that of a known state-of-the-art "standard"-the National Library of Medicine's MetaMap program. The number of "gold standard" concepts in each lecture document identified by either KM or MetaMap, and the cause of each failure or relative success in a random subset of documents. For 4,281 "gold standard" concepts, MetaMap matched 78% and KM 82%. Precision for "gold standard" concepts was 85% for MetaMap and 89% for KM. The heuristics of KM accurately matched acronyms, concepts underspecified in the document, and ambiguous matches. The most frequent cause of matching failures was absence of target concepts from the UMLS Metathesaurus. The prototypic KM system provided an encouraging rate of concept extraction for representative medical curricular texts. Future versions of KM should be evaluated for their ability to allow administrators, lecturers, and students to navigate through the medical curriculum to locate redundancies, find interrelated information, and identify omissions. In addition, the ability of KM to meet specific, personal information needs should be assessed.

Fast mapping rapidly integrates information into existing memory networks.

PubMed

Coutanche, Marc N; Thompson-Schill, Sharon L

2014-12-01

Successful learning involves integrating new material into existing memory networks. A learning procedure known as fast mapping (FM), thought to simulate the word-learning environment of children, has recently been linked to distinct neuroanatomical substrates in adults. This idea has suggested the (never-before tested) hypothesis that FM may promote rapid incorporation into cortical memory networks. We test this hypothesis here in 2 experiments. In our 1st experiment, we introduced 50 participants to 16 unfamiliar animals and names through FM or explicit encoding (EE) and tested participants on the training day, and again after sleep. Learning through EE produced strong declarative memories, without immediate lexical competition, as expected from slow-consolidation models. Learning through FM, however, led to almost immediate lexical competition, which continued to the next day. Additionally, the learned words began to prime related concepts on the day following FM (but not EE) training. In a 2nd experiment, we replicated the lexical integration results and determined that presenting an already-known item during learning was crucial for rapid integration through FM. The findings presented here indicate that learned items can be integrated into cortical memory networks at an accelerated rate through fast mapping. The retrieval of a related known concept, in order to infer the target of the FM question, is critical for this effect. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Essential Map Concepts for Young Children.

ERIC Educational Resources Information Center

Hatcher, Barbara

This paper discusses four key concepts to help preschool and primary grade children develop the ability to read and understand maps. Examples of student activities to develop each of the concepts are provided. The essential concepts are representation, symbolization, perspective, and scale. Representation is vital. Children must perceive that a…

Effects of a Question Prompt-Based Concept Mapping Approach on Students' Learning Achievements, Attitudes and 5C Competences in Project-Based Computer Course Activities

ERIC Educational Resources Information Center

Wang, Hsiu-Ying; Huang, Iwen; Hwang, Gwo-Jen

2016-01-01

Concept mapping has been widely used in various fields to facilitate students' organization of knowledge. Previous studies have, however, pointed out that it is difficult for students to construct concept maps from the abundant searched data without appropriate scaffolding. Thus, researchers have suggested that students could produce high quality…

The Effect of Using Concept Mapping on Student's Attitude and Achievement When Learning the Physics Topic of Circular and Rotational Motion

ERIC Educational Resources Information Center

Luchembe, Dennis; Chinyama, Kaumba; Jumbe, Jack

2014-01-01

The study was conducted to show the effectiveness of concept mapping as a teaching strategy to undergraduate students taking introductory physics course. A number of researchers have investigated the effectiveness of concept mapping on student academic achievement. The main focus of these studies have been on comparing the effectiveness of concept…

Joining the Pieces: Using Concept Maps for Integrated Learning and Assessment in an Introductory Management Course

ERIC Educational Resources Information Center

Connolly, Heather; Spiller, Dorothy

2016-01-01

This paper reports on and evaluates the use of concept mapping as a learning tool in a large first year Management course. The goal was to help students make personal sense of course learning and to build their understanding of links and relationships between key course ideas. Concept mapping was used for three summative assessment pieces,…

Cross-modal metaphorical mapping of spoken emotion words onto vertical space.

PubMed

Montoro, Pedro R; Contreras, María José; Elosúa, María Rosa; Marmolejo-Ramos, Fernando

2015-01-01

From the field of embodied cognition, previous studies have reported evidence of metaphorical mapping of emotion concepts onto a vertical spatial axis. Most of the work on this topic has used visual words as the typical experimental stimuli. However, to our knowledge, no previous study has examined the association between affect and vertical space using a cross-modal procedure. The current research is a first step toward the study of the metaphorical mapping of emotions onto vertical space by means of an auditory to visual cross-modal paradigm. In the present study, we examined whether auditory words with an emotional valence can interact with the vertical visual space according to a 'positive-up/negative-down' embodied metaphor. The general method consisted in the presentation of a spoken word denoting a positive/negative emotion prior to the spatial localization of a visual target in an upper or lower position. In Experiment 1, the spoken words were passively heard by the participants and no reliable interaction between emotion concepts and bodily simulated space was found. In contrast, Experiment 2 required more active listening of the auditory stimuli. A metaphorical mapping of affect and space was evident but limited to the participants engaged in an emotion-focused task. Our results suggest that the association of affective valence and vertical space is not activated automatically during speech processing since an explicit semantic and/or emotional evaluation of the emotionally valenced stimuli was necessary to obtain an embodied effect. The results are discussed within the framework of the embodiment hypothesis.

Cross-modal metaphorical mapping of spoken emotion words onto vertical space

PubMed Central

Montoro, Pedro R.; Contreras, María José; Elosúa, María Rosa; Marmolejo-Ramos, Fernando

2015-01-01

From the field of embodied cognition, previous studies have reported evidence of metaphorical mapping of emotion concepts onto a vertical spatial axis. Most of the work on this topic has used visual words as the typical experimental stimuli. However, to our knowledge, no previous study has examined the association between affect and vertical space using a cross-modal procedure. The current research is a first step toward the study of the metaphorical mapping of emotions onto vertical space by means of an auditory to visual cross-modal paradigm. In the present study, we examined whether auditory words with an emotional valence can interact with the vertical visual space according to a ‘positive-up/negative-down’ embodied metaphor. The general method consisted in the presentation of a spoken word denoting a positive/negative emotion prior to the spatial localization of a visual target in an upper or lower position. In Experiment 1, the spoken words were passively heard by the participants and no reliable interaction between emotion concepts and bodily simulated space was found. In contrast, Experiment 2 required more active listening of the auditory stimuli. A metaphorical mapping of affect and space was evident but limited to the participants engaged in an emotion-focused task. Our results suggest that the association of affective valence and vertical space is not activated automatically during speech processing since an explicit semantic and/or emotional evaluation of the emotionally valenced stimuli was necessary to obtain an embodied effect. The results are discussed within the framework of the embodiment hypothesis. PMID:26322007

BOOK REVIEW:

NASA Astrophysics Data System (ADS)

Berkolaiko, G.

2003-12-01

The book represents the collected lectures given at the Summer School on Mathematical Aspects of Quantum Maps held at Bologna University in September 2001. Quantum maps gained their prominence as a testing ground for mathematical understanding of various concepts in quantum chaos, such as the spectral statistics, quantum ergodicity, scarring of the eigenfunctions and the connection to algebraic number theory. The book is nicely structured. It begins by reviewing the relevant concepts and results from dynamical systems (a contribution by A Knauf) and number theory (by Z Rudnick). A contribution by the editors, M Degli Esposti and S Graffi, explains the quantization procedure for the quantum maps and proceeds to discuss some properties of the quantized maps, such as ergodicity and scarring, and the number theoretical techniques involved in proving these properties. The contribution by A Bäacker discusses the numerical methods used to study quantum chaotic systems. It contains both the mathematical background and a detailed explanation of the numerical techniques, possible pitfalls at the implementation stage and how to avoid them. It even contains a computer program in Python used by the author to compute the eigenvalues of a perturbed cat map. The last contribution, by R Artuso, while very interesting in itself, feels somewhat disconnected from the rest of the book. It deals with deterministic transport in hyperbolic and weakly chaotic systems, where one can observe normal and anomalous diffusion respectively. Although being a collection of contributions from various authors, the book feels very much like a well-coordinated team effort, with frequent cross-contributional references underlying the connections between different facets of the discussed subjects. I consider it an invaluable reference for researchers in the field of quantum chaos and would recommend it as a first read for people just entering the field. It contains both the necessary background information and tasters of the main results and concepts of quantum chaos. The only slight drawback of the book is the misprints in some of the contributions, which can make an understanding more difficult than it should be.

Coastal system mapping: a new approach to formalising and conceptualising the connectivity of large-scale coastal systems

NASA Astrophysics Data System (ADS)

French, J.; Burningham, H.; Whitehouse, R.

2010-12-01

The concept of the coastal sediment cell has proved invaluable as a basis for estimating sediment budgets and as a framework for coastal management. However, whilst coastal sediment cells are readily identified on compartmentalised coastlines dominated by beach-grade material, the cell concept is less suited to handling broader linkages between estuarine, coastal and offshore systems, and for incorporating longer-range suspended sediment transport. We present a new approach to the conceptualisation of large-scale coastal geomorphic systems based on a hierarchical classification of component landforms and management interventions and mapping of the interactions between them. Coastal system mapping is founded on a classification that identifies high-level landform features, low-level landform elements and engineering interventions. Geomorphic features define the large-scale organisation of a system and include landforms that define gross coastal configuration (e.g. headland, bay) as well as fluvial, estuarine and offshore sub-systems that exchange sediment with and influence the open coast. Detailed system structure is mapped out with reference to a larger set of geomorphic elements (e.g. cliff, dune, beach ridge). Element-element interactions define cross-shore linkages (conceptualised as hinterland, backshore and foreshore zones) and alongshore system structure. Both structural and non-structural engineering interventions are also represented at this level. Element-level mapping is rationalised to represent alongshore variation using as few elements as possible. System linkages include both sediment transfer pathways and influences not associated with direct mass transfer (e.g. effect of a jetty at an inlet). A formal procedure for capturing and graphically representing coastal system structure has been developed around free concept mapping software, CmapTools (http://cmap.ihmc.us). Appended meta-data allow geographic coordinates, data, images and literature pertaining to specific locations to be embedded in system maps. Exported maps can be analysed separately to quantify abundance of system components and their scales of interaction. Our approach is demonstrated for different scales and geomorphic contexts in the UK, including Alnmouth Bay (NE England; 15km), Lowestoft to Felixstowe (E England; 73km) and Cardigan Bay (Wales; 267km). Aerial imagery provides the primary basis for identifying features and elements and likely modes of interaction. This interpretation is then checked against relevant research literature and site data. Coastal system mapping is a kind of knowledge formalisation that generalises disparate sources of information (‘plain data’) into usable knowledge. Consensus-derived system maps are highly effective as a catalyst for structured discussion of geomorphic system behaviour and its implications for coastal management. They also function as a repository for results from quantitative analyses and modelling.

Validation Workshop of the DRDC Concept Map Knowledge Model: Issues in Intelligence Analysis

DTIC Science & Technology

2010-06-29

group noted problems with grammar , and a more standard approach to the grammar of the linking term (e.g. use only active tense ) would certainly have...Knowledge Model is distinct from a Concept Map. A Concept Map is a single map, probably presented in one view, while a Knowledge Model is a set of...Agenda The workshop followed the agenda presented in Table 2-3. Table 2-3: Workshop Agenda Time Title 13:00 – 13:15 Registration 13:15 – 13:45

Participation of adults with visual and severe or profound intellectual disabilities: Definition and operationalization.

PubMed

Hanzen, Gineke; van Nispen, Ruth M A; van der Putten, Annette A J; Waninge, Aly

2017-02-01

The available opinions regarding participation do not appear to be applicable to adults with visual and severe or profound intellectual disabilities (VSPID). Because a clear definition and operationalization are lacking, it is difficult for support professionals to give meaning to participation for adults with VSPID. The purpose of the present study was to develop a definition and operationalization of the concept of participation of adults with VSPID. Parents or family members, professionals, and experts participated in an online concept mapping procedure. This procedure includes generating statements, clustering them, and rating their importance. The data were analyzed quantitatively using multidimensional scaling and qualitatively with triangulation. A total of 53 participants generated 319 statements of which 125 were clustered and rated. The final cluster map of the statements contained seven clusters: (1) Experience and discover; (2) Inclusion; (3) Involvement; (4) Leisure and recreation; (5) Communication and being understood; (6) Social relations; and (7) Self-management and autonomy. The average importance rating of the statements varied from 6.49 to 8.95. A definition of participation of this population was developed which included these seven clusters. The combination of the developed definition, the clusters, and the statements in these clusters, derived from the perceptions of parents or family members, professionals, and experts, can be employed to operationalize the construct of participation of adults with VSPID. This operationalization supports professionals in their ability to give meaning to participation in these adults. Future research will focus on using the operationalization as a checklist of participation for adults with VSPID. Copyright © 2016 Elsevier Ltd. All rights reserved.

Using concept maps to describe undergraduate students’ mental model in microbiology course

NASA Astrophysics Data System (ADS)

Hamdiyati, Y.; Sudargo, F.; Redjeki, S.; Fitriani, A.

2018-05-01

The purpose of this research was to describe students’ mental model in a mental model based-microbiology course using concept map as assessment tool. Respondents were 5th semester of undergraduate students of Biology Education of Universitas Pendidikan Indonesia. The mental modelling instrument used was concept maps. Data were taken on Bacteria sub subject. A concept map rubric was subsequently developed with a maximum score of 4. Quantitative data was converted into a qualitative one to determine mental model level, namely: emergent = score 1, transitional = score 2, close to extended = score 3, and extended = score 4. The results showed that mental model level on bacteria sub subject before the implementation of mental model based-microbiology course was at the transitional level. After implementation of mental model based-microbiology course, mental model was at transitional level, close to extended, and extended. This indicated an increase in the level of students’ mental model after the implementation of mental model based-microbiology course using concept map as assessment tool.

Two-Phase chief complaint mapping to the UMLS metathesaurus in Korean electronic medical records.

PubMed

Kang, Bo-Yeong; Kim, Dae-Won; Kim, Hong-Gee

2009-01-01

The task of automatically determining the concepts referred to in chief complaint (CC) data from electronic medical records (EMRs) is an essential component of many EMR applications aimed at biosurveillance for disease outbreaks. Previous approaches that have been used for this concept mapping have mainly relied on term-level matching, whereby the medical terms in the raw text and their synonyms are matched with concepts in a terminology database. These previous approaches, however, have shortcomings that limit their efficacy in CC concept mapping, where the concepts for CC data are often represented by associative terms rather than by synonyms. Therefore, herein we propose a concept mapping scheme based on a two-phase matching approach, especially for application to Korean CCs, which uses term-level complete matching in the first phase and concept-level matching based on concept learning in the second phase. The proposed concept-level matching suggests the method to learn all the terms (associative terms as well as synonyms) that represent the concept and predict the most probable concept for a CC based on the learned terms. Experiments on 1204 CCs extracted from 15,618 discharge summaries of Korean EMRs showed that the proposed method gave significantly improved F-measure values compared to the baseline system, with improvements of up to 73.57%.

Multi-processing on supercomputers for computational aerodynamics

NASA Technical Reports Server (NTRS)

Yarrow, Maurice; Mehta, Unmeel B.

1990-01-01

The MIMD concept is applied, through multitasking, with relatively minor modifications to an existing code for a single processor. This approach maps the available memory to multiple processors, exploiting the C-FORTRAN-Unix interface. An existing single processor algorithm is mapped without the need for developing a new algorithm. The procedure of designing a code utilizing this approach is automated with the Unix stream editor. A Multiple Processor Multiple Grid (MPMG) code is developed as a demonstration of this approach. This code solves the three-dimensional, Reynolds-averaged, thin-layer and slender-layer Navier-Stokes equations with an implicit, approximately factored and diagonalized method. This solver is applied to a generic, oblique-wing aircraft problem on a four-processor computer using one process for data management and nonparallel computations and three processes for pseudotime advance on three different grid systems.

Multiprocessing on supercomputers for computational aerodynamics

NASA Technical Reports Server (NTRS)

Yarrow, Maurice; Mehta, Unmeel B.

1991-01-01

Little use is made of multiple processors available on current supercomputers (computers with a theoretical peak performance capability equal to 100 MFLOPS or more) to improve turnaround time in computational aerodynamics. The productivity of a computer user is directly related to this turnaround time. In a time-sharing environment, such improvement in this speed is achieved when multiple processors are used efficiently to execute an algorithm. The concept of multiple instructions and multiple data (MIMD) is applied through multitasking via a strategy that requires relatively minor modifications to an existing code for a single processor. This approach maps the available memory to multiple processors, exploiting the C-Fortran-Unix interface. The existing code is mapped without the need for developing a new algorithm. The procedure for building a code utilizing this approach is automated with the Unix stream editor.

Ontology Sparse Vector Learning Algorithm for Ontology Similarity Measuring and Ontology Mapping via ADAL Technology

NASA Astrophysics Data System (ADS)

Gao, Wei; Zhu, Linli; Wang, Kaiyun

2015-12-01

Ontology, a model of knowledge representation and storage, has had extensive applications in pharmaceutics, social science, chemistry and biology. In the age of “big data”, the constructed concepts are often represented as higher-dimensional data by scholars, and thus the sparse learning techniques are introduced into ontology algorithms. In this paper, based on the alternating direction augmented Lagrangian method, we present an ontology optimization algorithm for ontological sparse vector learning, and a fast version of such ontology technologies. The optimal sparse vector is obtained by an iterative procedure, and the ontology function is then obtained from the sparse vector. Four simulation experiments show that our ontological sparse vector learning model has a higher precision ratio on plant ontology, humanoid robotics ontology, biology ontology and physics education ontology data for similarity measuring and ontology mapping applications.

Analyzing the Use of Concept Maps in Computer Science: A Systematic Mapping Study

ERIC Educational Resources Information Center

dos Santos, Vinicius; de Souza, Érica F.; Felizardo, Katia R; Vijaykumar, Nandamudi L.

2017-01-01

Context: concept Maps (CMs) enable the creation of a schematic representation of a domain knowledge. For this reason, CMs have been applied in different research areas, including Computer Science. Objective: the objective of this paper is to present the results of a systematic mapping study conducted to collect and evaluate existing research on…

Mapping Mixed Methods Research: Methods, Measures, and Meaning

ERIC Educational Resources Information Center

Wheeldon, J.

2010-01-01

This article explores how concept maps and mind maps can be used as data collection tools in mixed methods research to combine the clarity of quantitative counts with the nuance of qualitative reflections. Based on more traditional mixed methods approaches, this article details how the use of pre/post concept maps can be used to design qualitative…

Concept maps and nursing theory: a pedagogical approach.

PubMed

Hunter Revell, Susan M

2012-01-01

Faculty seek to teach nursing students how to link clinical and theoretical knowledge with the intent of improving patient outcomes. The author discusses an innovative 9-week concept mapping activity as a pedagogical approach to teach nursing theory in a graduate theory course. Weekly concept map building increased student engagement and fostered theoretical thinking. Unexpectedly, this activity also benefited students through group work and its ability to enhance theory-practice knowledge.

The Effects of Concept Maps on the Academic Success and Attitudes of 11th Graders while Teaching Urinary System

ERIC Educational Resources Information Center

Akay, Sumeyye Ozbey; Kaya, Basturk; Kilic, Selda

2012-01-01

The aim of the present study is to support, enrich, and broaden the process of education using concept maps and to determine the effects of concept maps in biology classes on school success, attitude and retention of the knowledge taught. The present study was conducted as an experimental study with pre-test and post-test control groups. The…

Does attitude hinder or help selecting evaluation questions?

PubMed

Shams, Behzad; Dehghani, Mostafa

2015-06-01

Positive attitude leads to a more successfully implementation of a change. We investigated the effect of attitudes of stakeholders toward a program on their prioritization of the program components for selecting the key question of a theory-driven evaluation with concept mapping method. During a brainstorming session, stated statements defined the program components. Then they were sorted and rated regarding the importance and feasibility of them. In addition, the attitudes of participants were assessed by a 30 items questionnaire extracted from a pool named as "50 reasons not to change." We determined and compared the consensus points of participants both with and without of considering their attitudes toward the program. The participants were divided into two groups of high (45% - above the mean) and low (55% - below the mean) attitude. Brainstorming discussions generated a pool of almost 120 statements which were subsequently refined to 44 statements. Matching the rating scores between two attitude groups yielded a consensus at a higher priority than the other method. In the concept mapping procedure, it is crucial to reach the consensus with respect to the participants' attitude, rather than the similarity of mean scores of feasibility and importance.

A Concept Mapping Approach to Guide and Understand Dissemination and Implementation

PubMed Central

Green, Amy E.; Fettes, Danielle L.; Aarons, Gregory A.

2013-01-01

Many efforts to implement evidence-based programs do not reach their full potential or fail due to the variety of challenges inherent in dissemination and implementation. This article describes the use of concept mapping—a mixed method strategy—to study implementation of behavioral health innovations and evidence-based practice (EBP). The application of concept mapping to implementation research represents a practical and concise way to identify and quantify factors affecting implementation, develop conceptual models of implementation, target areas to address as part of implementation readiness and active implementation, and foster communication among stakeholders. Concept mapping is described and a case example is provided to illustrate its use in an implementation study. Implications for the use of concept mapping methods in both research and applied settings towards the dissemination and implementation of behavioral health services are discussed. PMID:22892987

A Study of Concept Mapping as an Instructional Intervention in an Undergraduate General Chemistry Calorimetry Laboratory

NASA Astrophysics Data System (ADS)

Stroud, Mary W.

This investigation, rooted in both chemistry and education, considers outcomes occurring in a small-scale study in which concept mapping was used as an instructional intervention in an undergraduate calorimetry laboratory. A quasi-experimental, multiple-methods approach was employed since the research questions posed in this study warranted the use of both qualitative and quantitative perspectives and evaluations. For the intervention group of students, a convenience sample, post-lab concept maps, written discussions, quiz responses and learning surveys were characterized and evaluated. Archived quiz responses for non-intervention students were also analyzed for comparison. Students uniquely constructed individual concept maps containing incorrect, conceptually correct and "scientifically thin" calorimetry characterizations. Students more greatly emphasized mathematical relationships and equations utilized during the calorimetry experiment; the meaning of calorimetry concepts was demonstrated to a lesser extent.

Online testable concept maps: benefits for learning about the pathogenesis of disease.

PubMed

Ho, Veronica; Kumar, Rakesh K; Velan, Gary

2014-07-01

Concept maps have been used to promote meaningful learning and critical thinking. Although these are crucially important in all disciplines, evidence for the benefits of concept mapping for learning in medicine is limited. We performed a randomised crossover study to assess the benefits of online testable concept maps for learning in pathology by volunteer junior medical students. Participants (n = 65) were randomly allocated to either of two groups with equivalent mean prior academic performance, in which they were given access to either online maps or existing online resources for a 2-week block on renal disease. Groups then crossed over for a 2-week block on hepatic disease. Outcomes were assessed using timed online quizzes, which included questions unrelated to topics in the pathogenesis maps as an internal control. Questionnaires were administered to evaluate students' acceptance of the maps. In both blocks, the group with access to pathogenesis maps achieved significantly higher average scores than the control group on quiz questions related to topics covered by the maps (Block 1: p < 0.001, Cohen's d = 0.9; Block 2: p = 0.008, Cohen's d = 0.7). However, mean scores on unrelated questions did not differ significantly between the groups. In a third block on pancreatic disease, both groups received pathogenesis maps and collectively performed significantly better on quiz topics related to the maps than on unrelated topics (p < 0.01, Cohen's d = 0.5). Regression analysis revealed that access to pathogenesis maps was the dominant contributor to variance in performance on map-related quiz questions. Responses to questionnaire items on pathogenesis maps were overwhelmingly positive in both groups. These results indicate that online testable pathogenesis maps are well accepted and can improve learning of concepts in pathology by medical students. © 2014 John Wiley & Sons Ltd.

Concept Maps as Tools for Teaching.

ERIC Educational Resources Information Center

Moreira, Marco A.

1979-01-01

Discusses how concept maps with two dimensional diagrams which show hierarchical relationships among concepts of a discipline can be used in teaching physics. An example for teaching a course in electromagnetism at the Federal University of Rio Grande do Sul, Brazil is presented. (HM)

Comparison of procedure coding systems for level 1 and 2 hospitals in South Africa.

PubMed

Montewa, Lebogang; Hanmer, Lyn; Reagon, Gavin

2013-01-01

The ability of three procedure coding systems to reflect the procedure concepts extracted from patient records from six hospitals was compared, in order to inform decision making about a procedure coding standard for South Africa. A convenience sample of 126 procedure concepts was extracted from patient records at three level 1 hospitals and three level 2 hospitals. Each procedure concept was coded using ICPC-2, ICD-9-CM, and CCSA-2001. The extent to which each code assigned actually reflected the procedure concept was evaluated (between 'no match' and 'complete match'). For the study sample, CCSA-2001 was found to reflect the procedure concepts most completely, followed by ICD-9-CM and then ICPC-2. In practice, decision making about procedure coding standards would depend on multiple factors in addition to coding accuracy.

Conservation plan based on the concept of integrity

NASA Astrophysics Data System (ADS)

Yen, Y. N.; Cheng, C. F.

2015-08-01

Value based concept has been accepted as a universal principle for the conservation of Cultural Heritage. Authenticity and integrity are two main issues protecting those values. Authenticity is the major tool in the value assessment and integrity plays an important role in the procedure of conservation plan. From the perspective of integrity, this research explores the principle of conservation plan and discusses its relation with the restoration plan and urban plan. A conservation plan in Quing-Lin village, Kinmen, will be taken as an example for implementation. The research shows that a conservation plan with integrity in mind helps to clarify the conservation target areas and their buffer zones. It also serves as a tool for developing control and risk management. Cultural mapping is an efficient tool for the communication with stakeholders in the process of the conservation plan.

[Risk maps. The concept and the methodology for their development].

PubMed

García Gómez, M M

1994-01-01

In this article the concept of risk map is revised. It is considered as an instrument for the knowledge of risks and damages in a certain environment. A historic revision is made analyzing the birth and evolution of the concept. Different experiences and types of maps in different countries are described. Finally the operative steps, the data sources and the risk indicators which should be used in Spain are included.

The Synthesis Map Is a Multidimensional Educational Tool That Provides Insight into Students' Mental Models and Promotes Students' Synthetic Knowledge Generation

ERIC Educational Resources Information Center

Ortega, Ryan A.; Brame, Cynthia J.

2015-01-01

Concept mapping was developed as a method of displaying and organizing hierarchical knowledge structures. Using the new, multidimensional presentation software Prezi, we have developed a new teaching technique designed to engage higher-level skills in the cognitive domain. This tool, synthesis mapping, is a natural evolution of concept mapping,…

Mental map and spatial thinking

NASA Astrophysics Data System (ADS)

Vanzella Castellar, Sonia Maria; Cristiane Strina Juliasz, Paula

2018-05-01

The spatial thinking is a central concept in our researches at the Faculty of Education of University of São Paulo (FE-USP). The cartography is fundamental to this kind of thinking, because it contributes to the development of the representation of space. The spatial representations are the drawings - mental maps - maps, chart, aerial photos, satellite images, graphics and diagrams. To think spatially - including the contents and concepts geographical and their representations - also corresponds to reason, defined by the skills the individual develops to understand the structure, function of a space, and describe your organization and relation to other spaces. The aim of this paper is to analyze the role of mental maps in the development of concepts of city and landscape - structuring concepts for school geography. The purpose is to analyze how students in Geography and Pedagogy - future teachers - and young children in Early Childhood Education think, feel, and appropriate these concepts. The analys is indicates the importance of developing mental map in activities with pedagogy and geography graduate student to know that students at school can be producers of maps. Cartography is a language and allows the student to develop the spatial and temporal relationships and notions such as orientation, distance and location, learning the concepts of geographical science. Mental maps present the basic features of the location such as the conditions - the features verified in one place - and the connections that is to understand how this place connects to other places.

An assessment of high school students' conceptual structures of heat and temperature through concept maps

NASA Astrophysics Data System (ADS)

Aykutlu, Isil; Bezen, Sevim; Bayrak, Celal

2017-02-01

This study is a qualitative one conducted in order to determine 9th, 10th, and 11th grade high school students' conceptual structures of heat and temperature through concept maps. The study was realized with the participation of a total of 80 students. As data gathering tool, a concept map developed by the researchers, which includes such items as heat, temperature, and matter, was used. Students were asked to form a concept map by using the concepts in the form and the concepts they thought were related with these. Data obtained from the research was analyzed via content analysis. As a result of the study, it was determined that students have misconceptions and lack of knowledge of heat and temperature. Lastly, the following can be given as examples of students' misconceptions or lack of knowledge: they think temperature comes into being as a result of heat and that heat is a kind of energy.

Use of concept mapping in an undergraduate introductory exercise physiology course.

PubMed

Henige, Kim

2012-09-01

Physiology is often considered a challenging course for students. It is up to teachers to structure courses and create learning opportunities that will increase the chance of student success. In an undergraduate exercise physiology course, concept maps are assigned to help students actively process and organize information into manageable and meaningful chunks and to teach them to recognize the patterns and regularities of physiology. Students are first introduced to concept mapping with a commonly relatable nonphysiology concept and are then assigned a series of maps that become more and more complex. Students map the acute response to a drop in blood pressure, the causes of the acute increase in stroke volume during cardiorespiratory exercise, and the factors contributing to an increase in maximal O(2) consumption with cardiorespiratory endurance training. In the process, students draw the integrative nature of physiology, identify causal relationships, and learn about general models and core principles of physiology.

An interactive method for digitizing zone maps

NASA Technical Reports Server (NTRS)

Giddings, L. E.; Thompson, E. J.

1975-01-01

A method is presented for digitizing maps that consist of zones, such as contour or climatic zone maps. A color-coded map is prepared by any convenient process. The map is then read into memory of an Image 100 computer by means of its table scanner, using colored filters. Zones are separated and stored in themes, using standard classification procedures. Thematic data are written on magnetic tape and these data, appropriately coded, are combined to make a digitized image on tape. Step-by-step procedures are given for digitization of crop moisture index maps with this procedure. In addition, a complete example of the digitization of a climatic zone map is given.

Topic Maps e-Learning Portal Development

ERIC Educational Resources Information Center

Olsevicova, Kamila

2006-01-01

Topic Maps, ISO/IEC 13250 standard, are designed to facilitate the organization and navigation of large collections of information objects by creating meta-level perspectives of their underlying concepts and relationships. The underlying structure of concepts and relations is expressed by domain ontologies. The Topics Maps technology can become…

40 CFR 86.1332-90 - Engine mapping procedures.

Code of Federal Regulations, 2011 CFR

2011-07-01

... § 86.1332-90 Engine mapping procedures. (a) Mount test engine on the engine dynamometer. (b) Determine... 40 Protection of Environment 19 2011-07-01 2011-07-01 false Engine mapping procedures. 86.1332-90... (CONTINUED) CONTROL OF EMISSIONS FROM NEW AND IN-USE HIGHWAY VEHICLES AND ENGINES (CONTINUED) Emission...

40 CFR 86.1332-90 - Engine mapping procedures.

Code of Federal Regulations, 2012 CFR

2012-07-01

... § 86.1332-90 Engine mapping procedures. (a) Mount test engine on the engine dynamometer. (b) Determine... 40 Protection of Environment 20 2012-07-01 2012-07-01 false Engine mapping procedures. 86.1332-90... (CONTINUED) CONTROL OF EMISSIONS FROM NEW AND IN-USE HIGHWAY VEHICLES AND ENGINES (CONTINUED) Emission...

40 CFR 86.1332-90 - Engine mapping procedures.

Code of Federal Regulations, 2013 CFR

2013-07-01

... § 86.1332-90 Engine mapping procedures. (a) Mount test engine on the engine dynamometer. (b) Determine... 40 Protection of Environment 20 2013-07-01 2013-07-01 false Engine mapping procedures. 86.1332-90... (CONTINUED) CONTROL OF EMISSIONS FROM NEW AND IN-USE HIGHWAY VEHICLES AND ENGINES (CONTINUED) Emission...

Capturing the Integration of Practice-Based Learning with Beliefs, Values, and Attitudes using Modified Concept Mapping.

PubMed

Mcnaughton, Susan; Barrow, Mark; Bagg, Warwick; Frielick, Stanley

2016-01-01

Practice-based learning integrates the cognitive, psychomotor, and affective domains and is influenced by students' beliefs, values, and attitudes. Concept mapping has been shown to effectively demonstrate students' changing concepts and knowledge structures. This article discusses how concept mapping was modified to capture students' perceptions of the connections between the domains of thinking and knowing, emotions, behavior, attitudes, values, and beliefs and the specific experiences related to these, over a period of eight months of practice-based clinical learning. The findings demonstrate that while some limitations exist, modified concept mapping is a manageable way to gather rich data about students' perceptions of their clinical practice experiences. These findings also highlight the strong integrating influence of beliefs and values on other areas of practice, suggesting that these need to be attended to as part of a student's educational program.

Capturing the Integration of Practice-Based Learning with Beliefs, Values, and Attitudes using Modified Concept Mapping

PubMed Central

Mcnaughton, Susan; Barrow, Mark; Bagg, Warwick; Frielick, Stanley

2016-01-01

Practice-based learning integrates the cognitive, psychomotor, and affective domains and is influenced by students’ beliefs, values, and attitudes. Concept mapping has been shown to effectively demonstrate students’ changing concepts and knowledge structures. This article discusses how concept mapping was modified to capture students’ perceptions of the connections between the domains of thinking and knowing, emotions, behavior, attitudes, values, and beliefs and the specific experiences related to these, over a period of eight months of practice-based clinical learning. The findings demonstrate that while some limitations exist, modified concept mapping is a manageable way to gather rich data about students’ perceptions of their clinical practice experiences. These findings also highlight the strong integrating influence of beliefs and values on other areas of practice, suggesting that these need to be attended to as part of a student's educational program. PMID:29349311

Examining the Fifth Graders' Understanding of Heat and Temperature Concepts via Concept Mapping

ERIC Educational Resources Information Center

Cakir Olgun, Ozlem Sila

2008-01-01

This study investigated the effect of concept mapping over traditional instruction on students' understanding and retention of heat and temperature concepts. The sample of this study consisted of 5th grade students from two classes of a elementary school (n=75). One intact class was randomly assigned to the comparison group whereas the other one…

Mapping out the Details: Supporting Struggling Writers' Written Expression with Concept Mapping

ERIC Educational Resources Information Center

Flanagan, Sara M.; Bouck, Emily C.

2015-01-01

Written expression is a key component of the secondary curriculum, but many students struggle to produce effective written expression passages. However, written expression can be supported through prewriting strategies such as concept mapping. Using a counterbalanced group design, 19 secondary students alternated between using paper- or…

Concept mapping for virtual rehabilitation and training of the blind.

PubMed

Sanchez, Jaime; Flores, Hector

2010-04-01

Concept mapping is a technique that allows for the strengthening of the learning process, based on graphic representations of the learner's mental schemes. However, due to its graphic nature, it cannot be utilized by learners with visual disabilities. In response to this limitation we implemented a study that involves the design of AudiodMC, an audio-based, virtual environment for concept mapping designed for use by blind users and aimed at virtual training and rehabilitation. We analyzed the stages involved in the design of AudiodMC from a user-centered design perspective, considering user involvement and usability testing. These include an observation stage to learn how blind learners construct conceptual maps using concrete materials, a design stage to design of a software tool that aids blind users in creating concept maps, and a cognitive evaluation stage using AudiodMC. We also present the results of a study implemented in order to determine the impact of the use of this software on the development of essential skills for concept mapping (association, classification, categorization, sorting and summarizing). The results point to a high level of user acceptance, having identified key sound characteristics that help blind learners to learn concept codification and selection skills. The use of AudiodMC also allowed for the effective development of the skills under review in our research, thus facilitating meaningful learning.

Analysis of QoS Requirements for e-Health Services and Mapping to Evolved Packet System QoS Classes

PubMed Central

Skorin-Kapov, Lea; Matijasevic, Maja

2010-01-01

E-Health services comprise a broad range of healthcare services delivered by using information and communication technology. In order to support existing as well as emerging e-Health services over converged next generation network (NGN) architectures, there is a need for network QoS control mechanisms that meet the often stringent requirements of such services. In this paper, we evaluate the QoS support for e-Health services in the context of the Evolved Packet System (EPS), specified by the Third Generation Partnership Project (3GPP) as a multi-access all-IP NGN. We classify heterogeneous e-Health services based on context and network QoS requirements and propose a mapping to existing 3GPP QoS Class Identifiers (QCIs) that serve as a basis for the class-based QoS concept of the EPS. The proposed mapping aims to provide network operators with guidelines for meeting heterogeneous e-Health service requirements. As an example, we present the QoS requirements for a prototype e-Health service supporting tele-consultation between a patient and a doctor and illustrate the use of the proposed mapping to QCIs in standardized QoS control procedures. PMID:20976301

Semi-automatic classification of glaciovolcanic landforms: An object-based mapping approach based on geomorphometry

NASA Astrophysics Data System (ADS)

Pedersen, G. B. M.

2016-02-01

A new object-oriented approach is developed to classify glaciovolcanic landforms (Procedure A) and their landform elements boundaries (Procedure B). It utilizes the principle that glaciovolcanic edifices are geomorphometrically distinct from lava shields and plains (Pedersen and Grosse, 2014), and the approach is tested on data from Reykjanes Peninsula, Iceland. The outlined procedures utilize slope and profile curvature attribute maps (20 m/pixel) and the classified results are evaluated quantitatively through error matrix maps (Procedure A) and visual inspection (Procedure B). In procedure A, the highest obtained accuracy is 94.1%, but even simple mapping procedures provide good results (> 90% accuracy). Successful classification of glaciovolcanic landform element boundaries (Procedure B) is also achieved and this technique has the potential to delineate the transition from intraglacial to subaerial volcanic activity in orthographic view. This object-oriented approach based on geomorphometry overcomes issues with vegetation cover, which has been typically problematic for classification schemes utilizing spectral data. Furthermore, it handles complex edifice outlines well and is easily incorporated into a GIS environment, where results can be edited or fused with other mapping results. The approach outlined here is designed to map glaciovolcanic edifices within the Icelandic neovolcanic zone but may also be applied to similar subaerial or submarine volcanic settings, where steep volcanic edifices are surrounded by flat plains.

Assessing Environmental Understanding: An Application of the Concept Mapping Strategy

ERIC Educational Resources Information Center

Andrews, Kristen E.; Tressler, Kurt D.; Mintzes, Joel J.

2008-01-01

Despite its importance as a central goal in environmental education, there appears to be little consensus about how best to document, assess and evaluate understanding of environmental concepts. This illustrative case study describes and demonstrates the use of the concept mapping strategy as an effective tool for assessing environmental…

A neuro-fuzzy architecture for real-time applications

NASA Technical Reports Server (NTRS)

Ramamoorthy, P. A.; Huang, Song

1992-01-01

Neural networks and fuzzy expert systems perform the same task of functional mapping using entirely different approaches. Each approach has certain unique features. The ability to learn specific input-output mappings from large input/output data possibly corrupted by noise and the ability to adapt or continue learning are some important features of neural networks. Fuzzy expert systems are known for their ability to deal with fuzzy information and incomplete/imprecise data in a structured, logical way. Since both of these techniques implement the same task (that of functional mapping--we regard 'inferencing' as one specific category under this class), a fusion of the two concepts that retains their unique features while overcoming their individual drawbacks will have excellent applications in the real world. In this paper, we arrive at a new architecture by fusing the two concepts. The architecture has the trainability/adaptibility (based on input/output observations) property of the neural networks and the architectural features that are unique to fuzzy expert systems. It also does not require specific information such as fuzzy rules, defuzzification procedure used, etc., though any such information can be integrated into the architecture. We show that this architecture can provide better performance than is possible from a single two or three layer feedforward neural network. Further, we show that this new architecture can be used as an efficient vehicle for hardware implementation of complex fuzzy expert systems for real-time applications. A numerical example is provided to show the potential of this approach.

The allocation of valenced concepts onto 3D space.

PubMed

Marmolejo-Ramos, Fernando; Tirado, Carlos; Arshamian, Edward; Vélez, Jorge Iván; Arshamian, Artin

2018-06-01

The valence-space metaphor research area investigates the metaphorical mapping of valenced concepts onto space. Research findings from this area indicate that positive, neutral, and negative concepts are associated with upward, midward, and downward locations, respectively, in the vertical plane. The same research area has also indicated that such concepts seem to have no preferential location on the horizontal plane. The approach-avoidance effect consists in decreasing the distance between positive stimuli and the body (i.e. approach) and increasing the distance between negative stimuli and the body (i.e. avoid). Thus, the valence-space metaphor accounts for the mapping of valenced concepts onto the vertical and horizontal planes, and the approach-avoidance effect accounts for the mapping of valenced concepts onto the "depth" plane. By using a cube conceived for the study of allocation of valenced concepts onto 3D space, we show in three studies that positive concepts are placed in upward locations and near the participants' body, negative concepts are placed in downward locations and far from the participants' body, and neutral concepts are placed in between these concepts in both planes.

The Implementation of Physics Problem Solving Strategy Combined with Concept Map in General Physics Course

NASA Astrophysics Data System (ADS)

Hidayati, H.; Ramli, R.

2018-04-01

This paper aims to provide a description of the implementation of Physic Problem Solving strategy combined with concept maps in General Physics learning at Department of Physics, Universitas Negeri Padang. Action research has been conducted in two cycles where each end of the cycle is reflected and improved for the next cycle. Implementation of Physics Problem Solving strategy combined with concept map can increase student activity in solving general physics problem with an average increase of 15% and can improve student learning outcomes from 42,7 in the cycle I become 62,7 in cycle II in general physics at the Universitas Negeri Padang. In the future, the implementation of Physic Problem Solving strategy combined with concept maps will need to be considered in Physics courses.

An Evaluation of the UMLS in Representing Corpus Derived Clinical Concepts

PubMed Central

Friedlin, Jeff; Overhage, Marc

2011-01-01

We performed an evaluation of the Unified Medical Language System (UMLS) in representing concepts derived from medical narrative documents from three domains: chest x-ray reports, discharge summaries and admission notes. We detected concepts in these documents by identifying noun phrases (NPs) and N-grams, including unigrams (single words), bigrams (word pairs) and trigrams (word triples). After removing NPs and N-grams that did not represent discrete clinical concepts, we processed the remaining with the UMLS MetaMap program. We manually reviewed the results of MetaMap processing to determine whether MetaMap found full, partial or no representation of the concept. For full representations, we determined whether post-coordination was required. Our results showed that a large portion of concepts found in clinical narrative documents are either unrepresented or poorly represented in the current version of the UMLS Metathesaurus and that post-coordination was often required in order to fully represent a concept. PMID:22195097

A multi-part matching strategy for mapping LOINC with laboratory terminologies

PubMed Central

Lee, Li-Hui; Groß, Anika; Hartung, Michael; Liou, Der-Ming; Rahm, Erhard

2014-01-01

Objective To address the problem of mapping local laboratory terminologies to Logical Observation Identifiers Names and Codes (LOINC). To study different ontology matching algorithms and investigate how the probability of term combinations in LOINC helps to increase match quality and reduce manual effort. Materials and methods We proposed two matching strategies: full name and multi-part. The multi-part approach also considers the occurrence probability of combined concept parts. It can further recommend possible combinations of concept parts to allow more local terms to be mapped. Three real-world laboratory databases from Taiwanese hospitals were used to validate the proposed strategies with respect to different quality measures and execution run time. A comparison with the commonly used tool, Regenstrief LOINC Mapping Assistant (RELMA) Lab Auto Mapper (LAM), was also carried out. Results The new multi-part strategy yields the best match quality, with F-measure values between 89% and 96%. It can automatically match 70–85% of the laboratory terminologies to LOINC. The recommendation step can further propose mapping to (proposed) LOINC concepts for 9–20% of the local terminology concepts. On average, 91% of the local terminology concepts can be correctly mapped to existing or newly proposed LOINC concepts. Conclusions The mapping quality of the multi-part strategy is significantly better than that of LAM. It enables domain experts to perform LOINC matching with little manual work. The probability of term combinations proved to be a valuable strategy for increasing the quality of match results, providing recommendations for proposed LOINC conepts, and decreasing the run time for match processing. PMID:24363318

Effective self-regulated science learning through multimedia-enriched skeleton concept maps

NASA Astrophysics Data System (ADS)

Marée, Ton J.; van Bruggen, Jan M.; Jochems, Wim M. G.

2013-04-01

Background: This study combines work on concept mapping with scripted collaborative learning. Purpose: The objective was to examine the effects of self-regulated science learning through scripting students' argumentative interactions during collaborative 'multimedia-enriched skeleton concept mapping' on meaningful science learning and retention. Programme description: Each concept in the enriched skeleton concept map (ESCoM) contained annotated multimedia-rich content (pictures, text, animations or video clips) that elaborated the concept, and an embedded collaboration script to guide students' interactions. Sample: The study was performed in a Biomolecules course on the Bachelor of Applied Science program in the Netherlands. All first-year students (N=93, 31 women, 62 men, aged 17-33 years) took part in this study. Design and methods: The design used a control group who received the regular course and an experimental group working together in dyads on an ESCoM under the guidance of collaboration scripts. In order to investigate meaningful understanding and retention, a retention test was administered a month after the final exam. Results: Analysis of covariance demonstrated a significant experimental effect on the Biomolecules exam scores between the experimental group and the control, and the difference between the groups on the retention test also reached statistical significance. Conclusions: Scripted collaborative multimedia ESCoM mapping resulted in meaningful understanding and retention of the conceptual structure of the domain, the concepts, and their relations. Not only was scripted collaborative multimedia ESCoM mapping more effective than the traditional teaching approach, it was also more efficient in requiring far less teacher guidance.

Mapping Changes in Science Teachers' Content Knowledge: Concept Maps and Authentic Professional Development

ERIC Educational Resources Information Center

Greene, Barbara A.; Lubin, Ian A.; Slater, Janis L.; Walden, Susan E.

2013-01-01

Two studies were conducted to examine content knowledge changes following 2 weeks of professional development that included scientific research with university scientists. Engaging teachers in scientific research is considered to be an effective way of encouraging knowledge of both inquiry pedagogy and content knowledge. We used concept maps with…

A Different Approach to Preparing Novakian Concept Maps: The Indexing Method

ERIC Educational Resources Information Center

Turan Oluk, Nurcan; Ekmekci, Güler

2016-01-01

People who claim that applying Novakian concept maps in Turkish is problematic base their arguments largely upon the structural differences between the English and Turkish languages. This study aims to introduce the indexing method to eliminate problems encountered in Turkish applications of Novakian maps and to share the preliminary results of…

Appropriating Invention through Concept Maps in Writing for Multimedia and the Web

ERIC Educational Resources Information Center

Bacabac, Florence Elizabeth

2015-01-01

As an alternative approach to web preproduction, I propose the use of concept maps for invention of website projects in business and professional writing courses. This mapping device approximates our students' initial site plans since rough ideas are formed based on a substantial exploratory technique. Incorporated in various disciplines, the…

The ACS Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map III: Inorganic Chemistry

ERIC Educational Resources Information Center

Marek, Keith A.; Raker, Jeffery R.; Holme, Thomas A.; Murphy, Kristen L.

2018-01-01

For the past eight years, the ACS Examinations Institute has been developing Anchoring Concepts Content Maps for the different subdisciplines taught throughout the undergraduate curriculum. The structure of the map consists of two top levels that are shared throughout the entire curriculum and two subdiscipline specific levels that contain…

Food parenting practices for 5 to 12 year old children: a concept map analysis of parenting and nutrition experts input.

PubMed

O'Connor, Teresia M; Mâsse, Louise C; Tu, Andrew W; Watts, Allison W; Hughes, Sheryl O; Beauchamp, Mark R; Baranowski, Tom; Pham, Truc; Berge, Jerica M; Fiese, Barbara; Golley, Rebecca; Hingle, Melanie; Kremers, Stef P J; Rhee, Kyung E; Skouteris, Helen; Vaughn, Amber

2017-09-11

Parents are an important influence on children's dietary intake and eating behaviors. However, the lack of a conceptual framework and inconsistent assessment of food parenting practices limits our understanding of which food parenting practices are most influential on children. The aim of this study was to develop a food parenting practice conceptual framework using systematic approaches of literature reviews and expert input. A previously completed systematic review of food parenting practice instruments and a qualitative study of parents informed the development of a food parenting practice item bank consisting of 3632 food parenting practice items. The original item bank was further reduced to 110 key food parenting concepts using binning and winnowing techniques. A panel of 32 experts in parenting and nutrition were invited to sort the food parenting practice concepts into categories that reflected their perceptions of a food parenting practice conceptual framework. Multi-dimensional scaling produced a point map of the sorted concepts and hierarchical cluster analysis identified potential solutions. Subjective modifications were used to identify two potential solutions, with additional feedback from the expert panel requested. The experts came from 8 countries and 25 participated in the sorting and 23 provided additional feedback. A parsimonious and a comprehensive concept map were developed based on the clustering of the food parenting practice constructs. The parsimonious concept map contained 7 constructs, while the comprehensive concept map contained 17 constructs and was informed by a previously published content map for food parenting practices. Most of the experts (52%) preferred the comprehensive concept map, while 35% preferred to present both solutions. The comprehensive food parenting practice conceptual map will provide the basis for developing a calibrated Item Response Modeling (IRM) item bank that can be used with computerized adaptive testing. Such an item bank will allow for more consistency in measuring food parenting practices across studies to better assess the impact of food parenting practices on child outcomes and the effect of interventions that target parents as agents of change.

Mapping from Space - Ontology Based Map Production Using Satellite Imageries

NASA Astrophysics Data System (ADS)

Asefpour Vakilian, A.; Momeni, M.

2013-09-01

Determination of the maximum ability for feature extraction from satellite imageries based on ontology procedure using cartographic feature determination is the main objective of this research. Therefore, a special ontology has been developed to extract maximum volume of information available in different high resolution satellite imageries and compare them to the map information layers required in each specific scale due to unified specification for surveying and mapping. ontology seeks to provide an explicit and comprehensive classification of entities in all sphere of being. This study proposes a new method for automatic maximum map feature extraction and reconstruction of high resolution satellite images. For example, in order to extract building blocks to produce 1 : 5000 scale and smaller maps, the road networks located around the building blocks should be determined. Thus, a new building index has been developed based on concepts obtained from ontology. Building blocks have been extracted with completeness about 83%. Then, road networks have been extracted and reconstructed to create a uniform network with less discontinuity on it. In this case, building blocks have been extracted with proper performance and the false positive value from confusion matrix was reduced by about 7%. Results showed that vegetation cover and water features have been extracted completely (100%) and about 71% of limits have been extracted. Also, the proposed method in this article had the ability to produce a map with largest scale possible from any multi spectral high resolution satellite imagery equal to or smaller than 1 : 5000.

Mapping from Space - Ontology Based Map Production Using Satellite Imageries

NASA Astrophysics Data System (ADS)

Asefpour Vakilian, A.; Momeni, M.

2013-09-01

Determination of the maximum ability for feature extraction from satellite imageries based on ontology procedure using cartographic feature determination is the main objective of this research. Therefore, a special ontology has been developed to extract maximum volume of information available in different high resolution satellite imageries and compare them to the map information layers required in each specific scale due to unified specification for surveying and mapping. ontology seeks to provide an explicit and comprehensive classification of entities in all sphere of being. This study proposes a new method for automatic maximum map feature extraction and reconstruction of high resolution satellite images. For example, in order to extract building blocks to produce 1 : 5000 scale and smaller maps, the road networks located around the building blocks should be determined. Thus, a new building index has been developed based on concepts obtained from ontology. Building blocks have been extracted with completeness about 83 %. Then, road networks have been extracted and reconstructed to create a uniform network with less discontinuity on it. In this case, building blocks have been extracted with proper performance and the false positive value from confusion matrix was reduced by about 7 %. Results showed that vegetation cover and water features have been extracted completely (100 %) and about 71 % of limits have been extracted. Also, the proposed method in this article had the ability to produce a map with largest scale possible from any multi spectral high resolution satellite imagery equal to or smaller than 1 : 5000.

The Effects of Using Concept Mapping for Improving Advanced Level Biology Students' Lower- and Higher-Order Cognitive Skills

NASA Astrophysics Data System (ADS)

Bramwell-Lalor, Sharon; Rainford, Marcia

2014-03-01

This paper reports on teachers' use of concept mapping as an alternative assessment strategy in advanced level biology classes and its effects on students' cognitive skills on selected biology concepts. Using a mixed methods approach, the study employed a pre-test/post-test quasi-experimental design involving 156 students and 8 teachers from intact classes. A researcher-constructed Biology Cognitive Skills Test was used to collect the quantitative data. Qualitative data were collected through interviews and students' personal documents. The data showed that the participants utilized concept mapping in various ways and they described positive experiences while being engaged in its use. The main challenge cited by teachers was the limited time available for more consistent use. The results showed that the use of concept mapping in advanced level biology can lead to learning gains that exceed those achieved in classes where mainly traditional methods are used. The students in the concept mapping experimental groups performed significantly better than their peers in the control group on both the lower-order (F(1) = 21.508; p < .001) and higher-order (F(1) = 42.842, p < .001) cognitive items of the biology test. A mean effect size of .56 was calculated representing the contribution of treatment to the students' performance on the test items.

Mapping the Infrared Sky Artist Concept

NASA Image and Video Library

2009-11-17

This artist conception shows NASA Wide-field Infrared Survey Explorer mapping the whole sky in infrared. The mission will unveil hundreds of thousands of asteroids, and hundreds of millions of stars and galaxies.

Nomads with Maps: Musical Connections in a Glocalized World

ERIC Educational Resources Information Center

Richerme, Lauren Kapalka

2013-01-01

This article presents the author's views on the concepts of the philosophers Deleuze and Guattari on striated (sedentary) space and smooth (mobile) space, asserting that "nomads" can move freely about their space. She relates these concepts to music education, incorporating Deleuze and Guattari's concept of mapping as it…

Externalising Students' Mental Models through Concept Maps

ERIC Educational Resources Information Center

Chang, Shu-Nu

2007-01-01

The purpose of this study is to use concept maps as an "expressed model" to investigate students' mental models regarding the homeostasis of blood sugar. The difficulties in learning the concept of homeostasis and in probing mental models have been revealed in many studies. Homeostasis of blood sugar is one of the themes in junior high…

Psychometric and Edumetric Validity of Dimensions of Geomorphological Knowledge Which Are Tapped by Concept Mapping.

ERIC Educational Resources Information Center

Hoz, Ron; Bowman, Dan; Chacham, Tova

1997-01-01

Students (N=14) in a geomorphology course took an objective geomorphology test, the tree construction task, and the Standardized Concept Structuring Analysis Technique (SConSAT) version of concept mapping. Results suggest that the SConSAT knowledge structure dimensions have moderate to good construct validity. Contains 82 references. (DDR)

Joined up Thinking? Evaluating the Use of Concept-Mapping to Develop Complex System Learning

ERIC Educational Resources Information Center

Stewart, Martyn

2012-01-01

In the physical and natural sciences, the complexity of natural systems and their interactions is becoming better understood. With increased emphasis on learning about complex systems, students will be encountering concepts that are dynamic, ill-structured and interconnected. Concept-mapping is a method considered particularly valuable for…

Does Constructivist Approach Applicable through Concept Maps to Achieve Meaningful Learning in Science?

ERIC Educational Resources Information Center

Jena, Ananta Kumar

2012-01-01

This study deals with the application of constructivist approach through individual and cooperative modes of spider and hierarchical concept maps to achieve meaningful learning on science concepts (e.g. acids, bases & salts, physical and chemical changes). The main research questions were: Q (1): is there any difference in individual and…

Internet protocol network mapper

DOEpatents

Youd, David W.; Colon III, Domingo R.; Seidl, Edward T.

2016-02-23

A network mapper for performing tasks on targets is provided. The mapper generates a map of a network that specifies the overall configuration of the network. The mapper inputs a procedure that defines how the network is to be mapped. The procedure specifies what, when, and in what order the tasks are to be performed. Each task specifies processing that is to be performed for a target to produce results. The procedure may also specify input parameters for a task. The mapper inputs initial targets that specify a range of network addresses to be mapped. The mapper maps the network by, for each target, executing the procedure to perform the tasks on the target. The results of the tasks represent the mapping of the network defined by the initial targets.

Using Concept Maps to Assess the Effect of Graphing Calculators Use on Students' Concept Images of the Derivative at a Point

ERIC Educational Resources Information Center

Serhan, Derar

2009-01-01

This study used concept maps to investigate the effect of using graphing calculators on students' understanding of the derivative at a point. The study looked for differences between the concept images that are held by students' who are using graphing calculators and the students who are not using them. Seventy one students enrolled in two…

Effects of the use of thematic organizers in conjunction with concept mapping on learning, misconceptions, and retention in middle school science class

NASA Astrophysics Data System (ADS)

Keown, Sandra L.

This study was devised to determine effects of the use of interactive thematic organizers and concept maps in middle school science classes during a unit study on minerals. The design, a pretest-posttest control group, consisted of matched groups (three experimental groups and one comparison group). It also included a student survey assessing qualitative aspects of the investigation. The 67 6th-grade students and one science teacher who participated in the study were from an independent K-12 school. Students represented a normal, well-distributed range of abilities. Group I (control) proceeded with their usual method of studying a unit---reading aloud the text and answering workbook questions. Group II worked with interactive thematic organizers, designed to activate prior knowledge and help students make inferences about target concepts in three treatments. Group III created three interactive concept maps, which represented both understandings and misconceptions. Concept maps were reviewed and repaired as students completed each treatment. Group IV participated in both thematic organizer and concept map treatments. Statistical analyses were determined through a pretest and a delayed recall posttest essay for all four groups. Two scores were assigned---one quantitative raw score of correct explicit answers and one rubric score based on the quality of interpretive responses. Group II also received scores for thematic organizer responses. Group III received rubric scores for concept maps. Group IV received all possible scores. Paired t-tests reported comparisons of scores across the treatment groups. A linear regression indicated whether or not concept map misconceptions affected posttest scores. Finally, an ANCOVA reported statistical significance across the four treatment groups. Findings of data analysis indicated statistically significant improvement in posttest scores among students in the three experimental groups. Students who participated in both treatments represented the highest scores among the four groups. Results of the ANCOVA indicated there was statistically significant difference in scores among the four treatments. Recommendations were made to further investigate development of interactive thematic organizers with student-chosen hyperlinks to concepts, as well as a recommendation that researchers investigate teacher understandings of interpretive purpose and form in the creation of thematic organizers.

Concept Mapping Assessment of Media Assisted Learning in Interdisciplinary Science Education

NASA Astrophysics Data System (ADS)

Schaal, Steffen; Bogner, Franz X.; Girwidz, Raimund

2010-05-01

Acquisition of conceptual knowledge is a central aim in science education. In this study we monitored an interdisciplinary hypermedia assisted learning unit on hibernation and thermodynamics based on cooperative learning. We used concept mapping for the assessment, applying a pre-test/post-test design. In our study, 106 9th graders cooperated by working in pairs ( n = 53) for six lessons. As an interdisciplinary learning activity in such complex knowledge domains has to combine many different aspects, we focused on long-term knowledge. Learners working cooperatively in dyads constructed computer-supported concept maps which were analysed by specific software. The data analysis encompassed structural aspects of the knowledge corresponding to a target reference map. After the learning unit, the results showed the acquisition of higher-order domain-specific knowledge structures which indicates successful interdisciplinary learning through the hypermedia learning environment. The benefit of using a computer-assisted concept mapping assessment for research in science education, and in science classrooms is considered.

Teaching Map Concepts in Social Science Education; an Evaluation with Undergraduate Students

NASA Astrophysics Data System (ADS)

Bugdayci, Ilkay; Zahit Selvi, H.

2017-12-01

One of the most important aim of the geography and social science courses is to gain the ability of reading, analysing and understanding maps. There are a lot of themes related with maps and map concepts in social studies education. Geographical location is one of the most important theme. Geographical location is specified by geographical coordinates called latitude and longitude. The geographical coordinate system is the primary spatial reference system of the earth. It is always used in cartography, in geography, in basic location calculations such as navigation and surveying. It’s important to support teacher candidates, to teach maps and related concepts. Cartographers also have important missions and responsibilities in this context. The purpose of this study is to evaluate the knowledge of undergraduate students, about the geographical location. For this purpose, a research has been carried out on questions and activities related to geographical location and related concepts. The details and results of the research conducted by the students in the study are explained.

Development of Geostatistical Models to Estimate CO2 Storage Resource in Sedimentary Geologic Formations

NASA Astrophysics Data System (ADS)

Popova, Olga H.

Dental hygiene students must embody effective critical thinking skills in order to provide evidence-based comprehensive patient care. The problem addressed in this study it was not known if and to what extent concept mapping and reflective journaling activities embedded in a curriculum over a 4-week period, impacted the critical thinking skills of 22 first and second-year dental hygiene students attending a community college in the Midwest. The overarching research questions were: what is the effect of concept mapping, and what is the effect of reflective journaling on the level of critical thinking skills of first and second year dental hygiene students? This quantitative study employed a quasi-experimental, pretest-posttest design. Analysis of Covariance (ANCOVA) assessed students' mean scores of critical thinking on the California Critical Thinking Skills Test (CCTST) pretest and posttest for the concept mapping and reflective journaling treatment groups. The results of the study found an increase in CCTST posttest scores with the use of both concept mapping and reflective journaling. However, the increase in scores was not found to be statistically significant. Hence, this study identified concept mapping using Ausubel's assimilation theory and reflective journaling incorporating Johns's revision of Carper's patterns of knowing as potential instructional strategies and theoretical models to enhance undergraduate students' critical thinking skills. More research is required in this area to draw further conclusions. Keywords: Critical thinking, critical thinking development, critical thinking skills, instructional strategies, concept mapping, reflective journaling, dental hygiene, college students.

Hierarchical semantic structures for medical NLP.

PubMed

Taira, Ricky K; Arnold, Corey W

2013-01-01

We present a framework for building a medical natural language processing (NLP) system capable of deep understanding of clinical text reports. The framework helps developers understand how various NLP-related efforts and knowledge sources can be integrated. The aspects considered include: 1) computational issues dealing with defining layers of intermediate semantic structures to reduce the dimensionality of the NLP problem; 2) algorithmic issues in which we survey the NLP literature and discuss state-of-the-art procedures used to map between various levels of the hierarchy; and 3) implementation issues to software developers with available resources. The objective of this poster is to educate readers to the various levels of semantic representation (e.g., word level concepts, ontological concepts, logical relations, logical frames, discourse structures, etc.). The poster presents an architecture for which diverse efforts and resources in medical NLP can be integrated in a principled way.

Mapping biomedical concepts onto the human genome by mining literature on chromosomal aberrations

PubMed Central

Van Vooren, Steven; Thienpont, Bernard; Menten, Björn; Speleman, Frank; Moor, Bart De; Vermeesch, Joris; Moreau, Yves

2007-01-01

Biomedical literature provides a rich but unstructured source of associations between chromosomal regions and biomedical concepts. By mining MEDLINE abstracts, we annotate the human genome at the level of cytogenetic bands. Our method creates a set of chromosomal aberration maps that associate cytogenetic bands to biomedical concepts from a variety of controlled vocabularies, including disease, dysmorphology, anatomy, development and Gene Ontology branches. The association between a band (e.g. 4p16.3) and a concept (e.g. microcephaly) is assessed by the statistical overrepresentation of this concept in the abstracts relating to this band. Our method is validated using existing genome annotation resources and known chromosomal aberration maps and is further illustrated through a case study on heart disease. Our chromosomal aberration maps provide diagnostics support to clinical geneticists, aid cytogeneticists to interpret and report cytogenetic findings and support researchers interested in human gene function. The method is available as a web application, aBandApart, at http://www.esat.kuleuven.be/abandapart/. PMID:17403693

Recognizing lexical and semantic change patterns in evolving life science ontologies to inform mapping adaptation.

PubMed

Dos Reis, Julio Cesar; Dinh, Duy; Da Silveira, Marcos; Pruski, Cédric; Reynaud-Delaître, Chantal

2015-03-01

Mappings established between life science ontologies require significant efforts to maintain them up to date due to the size and frequent evolution of these ontologies. In consequence, automatic methods for applying modifications on mappings are highly demanded. The accuracy of such methods relies on the available description about the evolution of ontologies, especially regarding concepts involved in mappings. However, from one ontology version to another, a further understanding of ontology changes relevant for supporting mapping adaptation is typically lacking. This research work defines a set of change patterns at the level of concept attributes, and proposes original methods to automatically recognize instances of these patterns based on the similarity between attributes denoting the evolving concepts. This investigation evaluates the benefits of the proposed methods and the influence of the recognized change patterns to select the strategies for mapping adaptation. The summary of the findings is as follows: (1) the Precision (>60%) and Recall (>35%) achieved by comparing manually identified change patterns with the automatic ones; (2) a set of potential impact of recognized change patterns on the way mappings is adapted. We found that the detected correlations cover ∼66% of the mapping adaptation actions with a positive impact; and (3) the influence of the similarity coefficient calculated between concept attributes on the performance of the recognition algorithms. The experimental evaluations conducted with real life science ontologies showed the effectiveness of our approach to accurately characterize ontology evolution at the level of concept attributes. This investigation confirmed the relevance of the proposed change patterns to support decisions on mapping adaptation. Copyright © 2014 Elsevier B.V. All rights reserved.

Using rule-based natural language processing to improve disease normalization in biomedical text.

PubMed

Kang, Ning; Singh, Bharat; Afzal, Zubair; van Mulligen, Erik M; Kors, Jan A

2013-01-01

In order for computers to extract useful information from unstructured text, a concept normalization system is needed to link relevant concepts in a text to sources that contain further information about the concept. Popular concept normalization tools in the biomedical field are dictionary-based. In this study we investigate the usefulness of natural language processing (NLP) as an adjunct to dictionary-based concept normalization. We compared the performance of two biomedical concept normalization systems, MetaMap and Peregrine, on the Arizona Disease Corpus, with and without the use of a rule-based NLP module. Performance was assessed for exact and inexact boundary matching of the system annotations with those of the gold standard and for concept identifier matching. Without the NLP module, MetaMap and Peregrine attained F-scores of 61.0% and 63.9%, respectively, for exact boundary matching, and 55.1% and 56.9% for concept identifier matching. With the aid of the NLP module, the F-scores of MetaMap and Peregrine improved to 73.3% and 78.0% for boundary matching, and to 66.2% and 69.8% for concept identifier matching. For inexact boundary matching, performances further increased to 85.5% and 85.4%, and to 73.6% and 73.3% for concept identifier matching. We have shown the added value of NLP for the recognition and normalization of diseases with MetaMap and Peregrine. The NLP module is general and can be applied in combination with any concept normalization system. Whether its use for concept types other than disease is equally advantageous remains to be investigated.

Conceptual Maps for Training Tutors in the Distance Learning of Business Administration Course

ERIC Educational Resources Information Center

Mendes, Elise; Jordão de Carvalho, Claudinê; Gargiulo, Victor; da Mota Alves, João Bosco

2014-01-01

This article aims at reporting on the process of tutors training for the planning of distance education at the undergraduate Administration course at the Federal University of Uberlandia-Brazil. It describes a participatory research training of tutors in the use of concept mapping (CM) and concept mapping software to encourage individual…

Using Concept Maps to Elicit and Study Student Teachers' Perceptions about Inclusive Education: A Tanzanian Experience

ERIC Educational Resources Information Center

Wormnaes, Siri; Mkumbo, Kitila; Skaar, Bjørn; Refseth, Yngve

2015-01-01

In this study, concept map activities were used to trigger group discussions about inclusive education, with a focus on learners with disabilities. The participants were 226 Tanzanian student teachers. This article reports and discusses how the maps were analysed and what they indicate about the students' thinking about certain aspects of…

Coastal mapping handbook

USGS Publications Warehouse

,; ,; Ellis, Melvin Y.

1978-01-01

Passage of the Coastal Zone Management Act of 1972 focused attention on the Nation's coastal land and water areas. As plans for more effective management of the coastal zone evolved, it soon became apparent that improved maps and charts of these areas were needed. This handbook was prepared with the requirements of the entire coastal community in mind, giving greatest attention to the needs of coastal zone managers and planners at the State and local levels. Its principal objective is to provide general information and guidance; it is neither a textbook nor a technical manual, but rather a primer on coastal mapping. This handbook should help planners and managers of coastal programs to determine their mapping requirements, select the best maps and charts for their particular needs, and to deal effectively with personnel who gather data and prepare maps. The sections on "Sources of Assistance and Advice" and "Product and Data Sources" should be especially useful to all involved in mapping the coastal zone. Brief summaries of the mapping efforts of several State coastal zone management programs are included. "Future outlook" discusses anticipated progress and changes in mapping procedures and techniques. Illustrations are inserted, where appropriate, to illustrate the products and equipment discussed. Because of printing restrictions, the colors in map illustrations may vary from those in the original publication. The appendixes include substantial material which also should be of interest. In addition a glossary and an index are included to provide easy and quick access to the terms and concepts used in the text. For those interested in more technical detail than is provided in this handbook, the "Selected references" will be useful. Also, the publications of the professional societies listed in appendix 4 will provide technical information in detail.

Enhancing Collaborative and Meaningful Language Learning Through Concept Mapping

NASA Astrophysics Data System (ADS)

Marriott, Rita De Cássia Veiga; Torres, Patrícia Lupion

This chapter aims to investigate new ways of foreign-language teaching/learning via a study of how concept mapping can help develop a student's reading, writing and oral skills as part of a blended methodology for language teaching known as LAPLI (Laboratorio de Aprendizagem de LInguas: The Language Learning Lab). LAPLI is a student-centred and collaborative methodology which encourages students to challenge their limitations and expand their current knowledge whilst developing their linguistic and interpersonal skills. We explore the theories that underpin LAPLI and detail the 12 activities comprising its programme with specify reference to the use of "concept mapping". An innovative table enabling a formative and summative assessment of the concept maps is formulated. Also presented are some of the qualitative and quantitative results achieved when this methodology was first implemented with a group of pre-service students studying for a degree in English and Portuguese languages at the Catholic University of Parana (PUCPR) in Brazil. The contribution of concept mapping and LAPLI to an under standing of language learning along with a consideration of the difficulties encountered in its implementation with student groups is discussed and suggestions made for future research.

The Facebook Influence Model: A Concept Mapping Approach

PubMed Central

Kota, Rajitha; Schoohs, Shari; Whitehill, Jennifer M.

2013-01-01

Abstract Facebook is a popular social media Web site that has been hypothesized to exert potential influence over users' attitudes, intentions, or behaviors. The purpose of this study was to develop a conceptual framework to explain influential aspects of Facebook. This mixed methods study applied concept mapping methodology, a validated five-step method to visually represent complex topics. The five steps comprise preparation, brainstorming, sort and rank, analysis, and interpretation. College student participants were identified using purposeful sampling. The 80 participants had a mean age of 20.5 years, and included 36% males. A total of 169 statements were generated during brainstorming, and sorted into between 6 and 22 groups. The final concept map included 13 clusters. Interpretation data led to grouping of clusters into four final domains, including connection, comparison, identification, and Facebook as an experience. The Facebook Influence Concept Map illustrates key constructs that contribute to influence, incorporating perspectives of older adolescent Facebook users. While Facebook provides a novel lens through which to consider behavioral influence, it can best be considered in the context of existing behavioral theory. The concept map may be used toward development of potential future intervention efforts. PMID:23621717

The effectiveness of concept mapping and retrieval practice as learning strategies in an undergraduate physiology course.

PubMed

Burdo, Joseph; O'Dwyer, Laura

2015-12-01

Concept mapping and retrieval practice are both educational methods that have separately been reported to provide significant benefits for learning in diverse settings. Concept mapping involves diagramming a hierarchical representation of relationships between distinct pieces of information, whereas retrieval practice involves retrieving information that was previously coded into memory. The relative benefits of these two methods have never been tested against each other in a classroom setting. Our study was designed to investigate whether or not concept mapping or retrieval practice produced a significant learning benefit in an undergraduate physiology course as measured by exam performance and, if so, was the benefit of one method significantly greater than the other. We found that there was a trend toward increased exam scores for the retrieval practice group compared with both the control group and concept mapping group, and that trend achieved statistical significance for one of the four module exams in the course. We also found that women performed statistically better than men on the module exam that contained a substantial amount of material relating to female reproductive physiology. Copyright © 2015 The American Physiological Society.

The Facebook influence model: a concept mapping approach.

PubMed

Moreno, Megan A; Kota, Rajitha; Schoohs, Shari; Whitehill, Jennifer M

2013-07-01

Facebook is a popular social media Web site that has been hypothesized to exert potential influence over users' attitudes, intentions, or behaviors. The purpose of this study was to develop a conceptual framework to explain influential aspects of Facebook. This mixed methods study applied concept mapping methodology, a validated five-step method to visually represent complex topics. The five steps comprise preparation, brainstorming, sort and rank, analysis, and interpretation. College student participants were identified using purposeful sampling. The 80 participants had a mean age of 20.5 years, and included 36% males. A total of 169 statements were generated during brainstorming, and sorted into between 6 and 22 groups. The final concept map included 13 clusters. Interpretation data led to grouping of clusters into four final domains, including connection, comparison, identification, and Facebook as an experience. The Facebook Influence Concept Map illustrates key constructs that contribute to influence, incorporating perspectives of older adolescent Facebook users. While Facebook provides a novel lens through which to consider behavioral influence, it can best be considered in the context of existing behavioral theory. The concept map may be used toward development of potential future intervention efforts.

Appropriateness of ICNP in Korean home care nursing.

PubMed

Kang, Min-Jeoung; Kim, Soon-Lae; Lee, Jong-Eun; Jung, Chai Young; Kim, Sukil

2015-09-01

There are several hospitals in Korea that introduced the ICNP (International Classification for Nursing Practice) as the standard terminology for clinical and home care nursing. This research attempted to determine the appropriateness of ICNP in Korean, hospital based, home care nursing. The data was collected from a home care nursing center from January 1, 2009 to September 21, 2012. The center is operated by a Korean teaching hospital equipped with an ICNP based electronic nursing record (ENR) system. Via a refining process, 40,082 simplified sentences of nursing intervention were acquired from 41,158 nursing records. Among them, 545 preferred nursing statements were extracted, then mapped, to ICNP 2011 at both axis and sentence levels. The mapping results were classified into three categories based on the axis of concept origin and the level of hierarchy. These categories were titled: complete, incomplete and no mapping. Out of 45 unique concepts in the action axis, 42 (93.33%) concepts were completely mapped. However, only 38 (15.08%), out of 252 unique concepts, were completely mapped in the focus axis. At the statement level, only 19.63% of statements were completely mapped. The ICNP is not useful as a tool for home care nursing in its present form. The granularity of ICNP has to be improved and more concepts, specific to home care nursing, need to be added in the focus and action axes. Also, a new measure needs to be introduced to prevent information loss during mapping. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Translation and integration of CCC nursing diagnoses into ICNP.

PubMed

Matney, Susan A; DaDamio, Rebecca; Couderc, Carmela; Dlugos, Mary; Evans, Jonathan; Gianonne, Gay; Haskell, Robert; Hardiker, Nicholas; Coenen, Amy; Saba, Virginia K

2008-01-01

The purpose of this study was to translate and integrate nursing diagnosis concepts from the Clinical Care Classification (CCC) System Version 2.0 to DiagnosticPhenomenon or nursing diagnostic statements in the International Classification for Nursing Practice (ICNP) Version 1.0. Source concepts for CCC were mapped by the project team, where possible, to pre-coordinated ICNP terms. The manual decomposition of source concepts according to the ICNP 7-Axis Model served to validate the mappings. A total of 62% of the CCC Nursing Diagnoses were a pre-coordinated match to an ICNP concept, 35% were a post-coordinated match and only 3% had no match. During the mapping process, missing CCC concepts were submitted to the ICNP Programme, with a recommendation for inclusion in future releases.

Concept Mapping as an Approach to Facilitate Participatory Intervention Building.

PubMed

L Allen, Michele; Schaleben-Boateng, Dane; Davey, Cynthia S; Hang, Mikow; Pergament, Shannon

2015-01-01

A challenge to addressing community-defined need through community-based participatory intervention building is ensuring that all collaborators' opinions are represented. Concept mapping integrates perspectives of individuals with differing experiences, interests, or expertise into a common visually depicted framework, and ranks composite views on importance and feasibility. To describe the use of concept mapping to facilitate participatory intervention building for a school-based, teacher-focused, positive youth development (PYD) promotion program for Latino, Hmong, and Somali youth. Particiants were teachers, administrators, youth, parents, youth workers, and community and university researchers on the projects' community collaborative board. We incorporated previously collected qualitative data into the process. In a mixed-methods process we 1) generated statements based on key informant interview and focus group data from youth workers, teachers, parents, and youth in multiple languages regarding ways teachers promote PYD for Somali, Latino and Hmong youth; 2) guided participants to individually sort statements into meaningful groupings and rate them by importance and feasibility; 3) mapped the statements based on their relation to each other using multivariate statistical analyses to identify concepts, and as a group identified labels for each concept; and 4) used labels and statement ratings to identify feasible and important concepts as priorities for intervention development. We identified 12 concepts related to PYD promotion in schools and prioritized 8 for intervention development. Concept mapping facilitated participatory intervention building by formally representing all participants' opinions, generating visual representation of group thinking, and supporting priority setting. Use of prior qualitative work increased the diversity of viewpoints represented.

Concept Maps as a Tool to Analyse College Students' Knowledge of Geospatial Concepts

ERIC Educational Resources Information Center

Oda, Katsuhiko

2016-01-01

This study focused on college students' development of conceptual knowledge in geographic information system (GIS). The aim of this study was to examine if and how students developed their conceptual knowledge during their enrollment in an introductory-level GIS course. Twelve undergraduate students constructed 36 concept maps and revised 24…

An Investigation of Concept Mapping to Improve the Reading Comprehension of Science Texts

ERIC Educational Resources Information Center

Oliver, Kevin

2009-01-01

This study investigated how well 74 6th-grade science students represented text structures from a 900-word textbook chapter on soil conservation, given a concept map template with four superordinate terms and 24 unsorted concepts. Findings suggest students were more successful at classifying pre-selected terms under given superordinate categories…

Concept Mapping: Effects on Content Knowledge and Engagement with Content in Elementary Students' Persuasive Writing

ERIC Educational Resources Information Center

Gardner, Melissa England

2015-01-01

This comparative pre-test/post-test quantitative study investigated the effect of an instructional strategy using concept mapping as a graphic organizer on the quality of persuasive writing compositions produced by fourth grade elementary school students. Six fourth grade classes were assigned as intact groups to three conditions: concept mapping…

Integrating Concept Mapping into Information Systems Education for Meaningful Learning and Assessment

ERIC Educational Resources Information Center

Wei, Wei; Yue, Kwok-Bun

2017-01-01

Concept map (CM) is a theoretically sound yet easy to learn tool and can be effectively used to represent knowledge. Even though many disciplines have adopted CM as a teaching and learning tool to improve learning effectiveness, its application in IS curriculum is sparse. Meaningful learning happens when one iteratively integrates new concepts and…

Nursing care plans versus concept maps in the enhancement of critical thinking skills in nursing students enrolled in a baccalaureate nursing program.

PubMed

Sinatra-Wilhelm, Tina

2012-01-01

Appropriate and effective critical thinking and problem solving is necessary for all nurses in order to make complex decisions that improve patient outcomes, safety, and quality of nursing care. With the current emphasis on quality improvement, critical thinking ability is a noteworthy concern within the nursing profession. An in-depth review of literature related to critical thinking was performed. The use of nursing care plans and concept mapping to improve critical thinking skills was among the recommendations identified. This study compares the use of nursing care plans and concept mapping as a teaching strategy for the enhancement of critical thinking skills in baccalaureate level nursing students. The California Critical Thinking Skills Test was used as a method of comparison and evaluation. Results indicate that concept mapping enhances critical thinking skills in baccalaureate nursing students.

Improving learning with science and social studies text using computer-based concept maps for students with disabilities.

PubMed

Ciullo, Stephen; Falcomata, Terry S; Pfannenstiel, Kathleen; Billingsley, Glenna

2015-01-01

Concept maps have been used to help students with learning disabilities (LD) improve literacy skills and content learning, predominantly in secondary school. However, despite increased access to classroom technology, no previous studies have examined the efficacy of computer-based concept maps to improve learning from informational text for students with LD in elementary school. In this study, we used a concurrent delayed multiple probe design to evaluate the interactive use of computer-based concept maps on content acquisition with science and social studies texts for Hispanic students with LD in Grades 4 and 5. Findings from this study suggest that students improved content knowledge during intervention relative to a traditional instruction baseline condition. Learning outcomes and social validity information are considered to inform recommendations for future research and the feasibility of classroom implementation. © The Author(s) 2014.

From direct-space discrepancy functions to crystallographic least squares.

PubMed

Giacovazzo, Carmelo

2015-01-01

Crystallographic least squares are a fundamental tool for crystal structure analysis. In this paper their properties are derived from functions estimating the degree of similarity between two electron-density maps. The new approach leads also to modifications of the standard least-squares procedures, potentially able to improve their efficiency. The role of the scaling factor between observed and model amplitudes is analysed: the concept of unlocated model is discussed and its scattering contribution is combined with that arising from the located model. Also, the possible use of an ancillary parameter, to be associated with the classical weight related to the variance of the observed amplitudes, is studied. The crystallographic discrepancy factors, basic tools often combined with least-squares procedures in phasing approaches, are analysed. The mathematical approach here described includes, as a special case, the so-called vector refinement, used when accurate estimates of the target phases are available.

The synthesis map is a multidimensional educational tool that provides insight into students' mental models and promotes students' synthetic knowledge generation.

PubMed

Ortega, Ryan A; Brame, Cynthia J

2015-01-01

Concept mapping was developed as a method of displaying and organizing hierarchical knowledge structures. Using the new, multidimensional presentation software Prezi, we have developed a new teaching technique designed to engage higher-level skills in the cognitive domain. This tool, synthesis mapping, is a natural evolution of concept mapping, which utilizes embedding to layer information within concepts. Prezi's zooming user interface lets the author of the presentation use both depth as well as distance to show connections between data, ideas, and concepts. Students in the class Biology of Cancer created synthesis maps to illustrate their knowledge of tumorigenesis. Students used multiple organizational schemes to build their maps. We present an analysis of student work, placing special emphasis on organization within student maps and how the organization of knowledge structures in student maps can reveal strengths and weaknesses in student understanding or instruction. We also provide a discussion of best practices for instructors who would like to implement synthesis mapping in their classrooms. © 2015 R. A. Ortega and C. J. Brame et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The Analytical Pragmatic Structure of Procedural Due Process: A Framework for Inquiry in Administrative Decision Making.

ERIC Educational Resources Information Center

Fisher, James E.; Sealey, Ronald W.

The study describes the analytical pragmatic structure of concepts and applies this structure to the legal concept of procedural due process. This structure consists of form, purpose, content, and function. The study conclusions indicate that the structure of the concept of procedural due process, or any legal concept, is not the same as the…

Not extinct yet: innovations in frequency domain HEM triggered by sea ice studies

NASA Astrophysics Data System (ADS)

Pfaffhuber, Andreas A.; Hendricks, Stefan

2015-10-01

The last 15 years have brought major innovations in helicopter towed time domain electromagnetics (EM), while few further developments have been made within the classic frequency domain segment. Operational use of frequency domain EM for sea ice thickness mapping acted as a driving force to develop new concepts such as the system under our consideration. Since its introduction we have implemented new concepts aiming at noise reduction and drift elimination. We decreased signal noise base levels by one to two orders of magnitude with changes to the signal transmission concept. Further, we increased the receiver coil dynamic range creating an EM setup without the need for primary field bucking. Finally, we implemented control signals inside the receiver coils to potentially eliminate system drift. Ground tests demonstrate the desired noise reduction and demonstrate drift control, leading to essentially drift free data. Airborne field data confirm these results, yet also show that the procedures can still be improved. The remaining quest is whether these specialised system improvements could also be implemented in exploration helicopter EM (HEM) systems to increase accuracy and efficiency.

Pedagogical Knowledge Representation through Concept Mapping as a Study and Collaboration Tool in Teacher Education

ERIC Educational Resources Information Center

Koc, Mustafa

2012-01-01

This study explored (a) pre-service teachers' perceptions of using concept mapping (CM) in one of their pedagogical courses, (b) the predictive power of such implementation in course achievement, and (c) the role of prior experience with CM, type of mapping, and gender on their perceptions and performances in CM and achievement. The subjects were…

The Use of Concept Maps to Assess Preservice Teacher Understanding: A Formative Approach in Mathematics Education

ERIC Educational Resources Information Center

Brakoniecki, Aaron; Shah, Fahmil

2017-01-01

The research reported in this article explored the methods by which concept maps served as formative assessment by capturing changes in the ways preservice mathematics teachers represented their understanding of algebra. The participants were enrolled in a course on high school algebra for teachers and created the maps on the first and last day of…

Examining Science Teachers' Argumentation in a Teacher Workshop on Earthquake Engineering

NASA Astrophysics Data System (ADS)

Cavlazoglu, Baki; Stuessy, Carol

2018-02-01

The purpose of this study was to examine changes in the quality of science teachers' argumentation as a result of their engagement in a teacher workshop on earthquake engineering emphasizing distributed learning approaches, which included concept mapping, collaborative game playing, and group lesson planning. The participants were ten high school science teachers from US high schools who elected to attend the workshop. To begin and end the teacher workshop, teachers in small groups engaged in concept mapping exercises with other teachers. Researchers audio-recorded individual teachers' argumentative statements about the inclusion of earthquake engineering concepts in their concept maps, which were then analyzed to reveal the quality of teachers' argumentation. Toulmin's argumentation model formed the framework for designing a classification schema to analyze the quality of participants' argumentative statements. While the analysis of differences in pre- and post-workshop concept mapping exercises revealed that the number of argumentative statements did not change significantly, the quality of participants' argumentation did increase significantly. As these differences occurred concurrently with distributed learning approaches used throughout the workshop, these results provide evidence to support distributed learning approaches in professional development workshop activities to increase the quality of science teachers' argumentation. Additionally, these results support the use of concept mapping as a cognitive scaffold to organize participants' knowledge, facilitate the presentation of argumentation, and as a research tool for providing evidence of teachers' argumentation skills.

The "neuro-mapping locator" software. A real-time intraoperative objective paraesthesia mapping tool to evaluate paraesthesia coverage of the painful zone in patients undergoing spinal cord stimulation lead implantation.

PubMed

Guetarni, F; Rigoard, P

2015-03-01

Conventional spinal cord stimulation (SCS) generates paraesthesia, as the efficacy of this technique is based on the relationship between the paraesthesia provided by SCS on the painful zone and an analgesic effect on the stimulated zone. Although this basic postulate is based on clinical evidence, it is clear that this relationship has never been formally demonstrated by scientific studies. There is a need for objective evaluation tools ("transducers") to transpose electrical signals to clinical effects and to guide therapeutic choices. We have developed a software at Poitiers University hospital allowing real-time objective mapping of the paraesthesia generated by SCS lead placement and programming during the implantation procedure itself, on a touch screen interface. The purpose of this article is to describe this intraoperative mapping software, in terms of its concept and technical aspects. The Neuro-Mapping Locator (NML) software is dedicated to patients with failed back surgery syndrome, candidates for SCS lead implantation, to actively participate in the implantation procedure. Real-time geographical localization of the paraesthesia generated by percutaneous or multicolumn surgical SCS lead implanted under awake anaesthesia allows intraoperative lead programming and possibly lead positioning to be modified with the patient's cooperation. Software updates should enable us to refine objectives related to the use of this tool and minimize observational biases. The ultimate goals of NML software should not be limited to optimize one specific device implantation in a patient but also allow to compare instantaneously various stimulation strategies, by characterizing new technical parameters as "coverage efficacy" and "device specificity" on selected subgroups of patients. Another longer-term objective would be to organize these predictive factors into computer science ontologies, which could constitute robust and helpful data for device selection and programming of tomorrow's neurostimulators. Copyright © 2014 Elsevier Masson SAS. All rights reserved.

The longitudinal effect of concept map teaching on critical thinking of nursing students.

PubMed

Lee, Weillie; Chiang, Chi-Hua; Liao, I-Chen; Lee, Mei-Li; Chen, Shiah-Lian; Liang, Tienli

2013-10-01

Concept map is a useful cognitive tool for enhancing a student's critical thinking by encouraging students to process information deeply for understanding. However, there is limited understanding of longitudinal effects of concept map teaching on students' critical thinking. The purpose of the study was to investigate the growth and the other factors influencing the development of critical thinking in response to concept map as an interventional strategy for nursing students in a two-year registered nurse baccalaureate program. The study was a quasi-experimental and longitudinal follow-up design. A convenience sample was drawn from a university in central Taiwan. Data were collected at different time points at the beginning of each semester using structured questionnaires including Critical Thinking Scale and Approaches to Learning and Studying. The intervention of concept map teaching was given at the second semester in the Medical-Surgical Nursing course. The results of the findings revealed student started with a mean critical thinking score of 41.32 and decreased at a rate of 0.42 over time, although not significant. After controlling for individual characteristics, the final model revealed that the experimental group gained a higher critical thinking score across time than the control group. The best predictive variables of initial status in critical thinking were without clinical experience and a higher pre-test score. The growth in critical thinking was predicted best by a lower pre-test score, and lower scores on surface approach and organized study. Our study suggested that concept map is a useful teaching strategy to enhance student critical thinking. Copyright © 2012 Elsevier Ltd. All rights reserved.

A Comparative Study of Hawaii Middle School Science Student Academic Achievement

NASA Astrophysics Data System (ADS)

Askew Cain, Peggy

The problem was middle-grade students with specific learning disabilities (SWDs) in reading comprehension perform less well than their peers on standardized assessments. The purpose of this quantitative comparative study was to examine the effect of electronic concept maps on reading comprehension of eighth grade students with SWD reading comprehension in a Hawaii middle school Grade 8 science class on the island of Oahu. The target population consisted of Grade 8 science students for school year 2015-2016. The sampling method was a purposeful sampling with a final sample size of 338 grade 8 science students. De-identified archival records of grade 8 Hawaii standardized science test scores were analyzed using a one way analysis of variance (ANOVA) in SPSS. The finding for hypothesis 1 indicated a significant difference in student achievement between SWDs and SWODs as measured by Hawaii State Assessment (HSA) in science scores (p < 0.05), and for hypothesis 2, a significant difference in instructional modality for SWDs who used concept maps and does who did not as measured by the Hawaii State Assessment in science (p < 0.05). The implications of the findings (a) SWDs performed less well in science achievement than their peers and consequently, and (b) SWODs appeared to remember greater degrees of science knowledge, and answered more questions correctly than SWDs as a result of reading comprehension. Recommendations for practice were for educational leadership and noted: (a) teachers should practice using concept maps with SWDs as a specific reading strategy to support reading comprehension in science classes, (b) involve a strong focus on vocabulary building and concept building during concept map construction because the construction of concept maps sometimes requires frontloading of vocabulary, and (c) model for teachers how concept maps are created and to explain their educational purpose as a tool for learning. Recommendations for future research were to conduct (a) a quantitative comparative study between groups for academic achievement of subtests mean scores of SWDs and SWODs in physical science, earth science, and space science, and (b) a quantitative correlation study to examine relationships and predictive values for academic achievement of SWDs and concept map integration on standardized science assessments.

Evaluation of a novel high-resolution mapping technology for ablation of recurrent scar-related atrial tachycardias.

PubMed

Anter, Elad; McElderry, Thomas H; Contreras-Valdes, Fernando M; Li, Jianqing; Tung, Patricia; Leshem, Eran; Haffajee, Charles I; Nakagawa, Hiroshi; Josephson, Mark E

2016-10-01

Rhythmia is a new technology capable of rapid and high-resolution mapping. However, its potential advantage over existing technologies in mapping complex scar-related atrial tachycardias (ATs) has not yet been evaluated. The purpose of this study was to examine the utility of Rhythmia for mapping scar-related ATs in patients who had failed previous ablation procedure(s). This multicenter study included 20 patients with recurrent ATs within 2 years after a previous ablation procedure (1.8 ± 0.7 per patient). In all cases, the ATs could not be adequately mapped during the index procedure because of scar with fractionated electrograms, precluding accurate time annotation, frequent change in the tachycardia in response to pacing, and/or degeneration into atrial fibrillation. These patients underwent repeat mapping and ablation procedure with Rhythmia. From a total of 28 inducible ATs, 24 were successfully mapped. Eighteen ATs (75%) terminated during radiofrequency ablation and 4 (16.6%) with catheter pressure or entrainment from the site of origin or isthmus. Two ATs that were mapped to the interatrial septum slowed but did not terminate with ablation. In 21 of 24 ATs the mechanism was macroreentry, while in 3 of 24 the mechanism was focal. Interestingly, in 5 patients with previously failed ablation of an allegedly "focal" tachycardia, high-resolution mapping demonstrated macroreentrant arrhythmia. The mean mapping time was 28.6 ± 17 minutes, and the mean radiofrequency ablation time to arrhythmia termination was 3.2 ± 2.6 minutes. During a mean follow-up of 7.5 ± 3.1 months, 15 of 20 patients (75%) were free of AT recurrences. The Rhythmia mapping system may be advantageous for mapping complex scar-related ATs. Copyright © 2016 Heart Rhythm Society. Published by Elsevier Inc. All rights reserved.

Interpreting the Externalised Images of Pupils' Conceptions of ICT: Methods for the Analysis of Concept Maps.

ERIC Educational Resources Information Center

Mavers, Diane; Somekh, Bridget; Restorick, Jane

2002-01-01

Describes the ImpacT2 evaluation of students aged ten to 16 in the United Kingdom that uses image-based concept mapping to explore the impact of networked technologies on students' learning. Explains a method for interviewing young students and discusses implications for the way that information and communication technologies (ICT) are used in…

Concept Map Technique as a New Method for Whole Text Translation

ERIC Educational Resources Information Center

Krishan, Tamara Mohd Altabieri

2017-01-01

This study discusses the use of concept map tool as a new method for teaching translation (from English language to Arabic language). This study comprised 80 students divided into two groups. The first group was taught the new vocabulary by using the concept tool method, whereas the second group was taught the new vocabulary by the traditional…

The Effects of Using Concept Mapping for Improving Advanced Level Biology Students' Lower- and Higher-Order Cognitive Skills

ERIC Educational Resources Information Center

Bramwell-Lalor, Sharon; Rainford, Marcia

2014-01-01

This paper reports on teachers' use of concept mapping as an alternative assessment strategy in advanced level biology classes and its effects on students' cognitive skills on selected biology concepts. Using a mixed methods approach, the study employed a pre-test/post-test quasi-experimental design involving 156 students and 8 teachers from…

Procedure for extraction of disparate data from maps into computerized data bases

NASA Technical Reports Server (NTRS)

Junkin, B. G.

1979-01-01

A procedure is presented for extracting disparate sources of data from geographic maps and for the conversion of these data into a suitable format for processing on a computer-oriented information system. Several graphic digitizing considerations are included and related to the NASA Earth Resources Laboratory's Digitizer System. Current operating procedures for the Digitizer System are given in a simplified and logical manner. The report serves as a guide to those organizations interested in converting map-based data by using a comparable map digitizing system.

The Salient Map Analysis for Research and Teaching (SMART) method: Powerful potential as a formative assessment in the biomedical sciences

NASA Astrophysics Data System (ADS)

Cathcart, Laura Anne

This dissertation consists of two studies: 1) development and characterization of the Salient Map Analysis for Research and Teaching (SMART) method as a formative assessment tool and 2) a case study exploring how a paramedic instructor's beliefs about learners affect her utilization of the SMART method and vice versa. The first study explored: How can a novel concept map analysis method be designed as an effective formative assessment tool? The SMART method improves upon existing concept map analysis methods because it does not require hierarchically structured concept maps and it preserves the rich content of the maps instead of reducing each map down to a numerical score. The SMART method is performed by comparing a set of students' maps to each other and to an instructor's map. The resulting composite map depicts, in percentages and highlighted colors, the similarities and differences between all of the maps. Some advantages of the SMART method as a formative assessment tool include its ability to highlight changes across time, problematic or alternative conceptions, and patterns of student responses at a glance. Study two explored: How do a paramedic instructor's beliefs about students and learning affect---and become affected by---her use of the SMART method as a formative assessment tool? This case study of Angel, an expert paramedic instructor, begins to address a gap in the emergency medical services (EMS) education literature, which contains almost no research on teachers or pedagogy. Angel and I worked together as participant co-researchers (Heron & Reason, 1997) exploring the affordances of the SMART method. This study, based on those interactions with Angel, involved using open coding to identify themes (Strauss & Corbin, 1998) from Angel's views of students and use of the SMART method. Angel views learning as a sense-making process. She has a multi-faceted view of her students as novices and invests substantial time trying to understand their concept maps. Not only do these beliefs affect her use of the SMART method; in addition, her beliefs are refined through the use of the SMART method.

Matching biomedical ontologies based on formal concept analysis.

PubMed

Zhao, Mengyi; Zhang, Songmao; Li, Weizhuo; Chen, Guowei

2018-03-19

The goal of ontology matching is to identify correspondences between entities from different yet overlapping ontologies so as to facilitate semantic integration, reuse and interoperability. As a well developed mathematical model for analyzing individuals and structuring concepts, Formal Concept Analysis (FCA) has been applied to ontology matching (OM) tasks since the beginning of OM research, whereas ontological knowledge exploited in FCA-based methods is limited. This motivates the study in this paper, i.e., to empower FCA with as much as ontological knowledge as possible for identifying mappings across ontologies. We propose a method based on Formal Concept Analysis to identify and validate mappings across ontologies, including one-to-one mappings, complex mappings and correspondences between object properties. Our method, called FCA-Map, incrementally generates a total of five types of formal contexts and extracts mappings from the lattices derived. First, the token-based formal context describes how class names, labels and synonyms share lexical tokens, leading to lexical mappings (anchors) across ontologies. Second, the relation-based formal context describes how classes are in taxonomic, partonomic and disjoint relationships with the anchors, leading to positive and negative structural evidence for validating the lexical matching. Third, the positive relation-based context can be used to discover structural mappings. Afterwards, the property-based formal context describes how object properties are used in axioms to connect anchor classes across ontologies, leading to property mappings. Last, the restriction-based formal context describes co-occurrence of classes across ontologies in anonymous ancestors of anchors, from which extended structural mappings and complex mappings can be identified. Evaluation on the Anatomy, the Large Biomedical Ontologies, and the Disease and Phenotype track of the 2016 Ontology Alignment Evaluation Initiative campaign demonstrates the effectiveness of FCA-Map and its competitiveness with the top-ranked systems. FCA-Map can achieve a better balance between precision and recall for large-scale domain ontologies through constructing multiple FCA structures, whereas it performs unsatisfactorily for smaller-sized ontologies with less lexical and semantic expressions. Compared with other FCA-based OM systems, the study in this paper is more comprehensive as an attempt to push the envelope of the Formal Concept Analysis formalism in ontology matching tasks. Five types of formal contexts are constructed incrementally, and their derived concept lattices are used to cluster the commonalities among classes at lexical and structural level, respectively. Experiments on large, real-world domain ontologies show promising results and reveal the power of FCA.

Research on land registration procedure ontology of China

NASA Astrophysics Data System (ADS)

Zhao, Zhongjun; Du, Qingyun; Zhang, Weiwei; Liu, Tao

2009-10-01

Land registration is public act which is to record the state-owned land use right, collective land ownership, collective land use right and land mortgage, servitude, as well as other land rights required the registration according to laws and regulations onto land registering books. Land registration is one of the important government affairs , so it is very important to standardize, optimize and humanize the process of land registration. The management works of organization are realized through a variety of workflows. Process knowledge is in essence a kind of methodology knowledge and a system which including the core and the relational knowledge. In this paper, the ontology is introduced into the field of land registration and management, trying to optimize the flow of land registration, to promote the automation-building and intelligent Service of land registration affairs, to provide humanized and intelligent service for multi-types of users . This paper tries to build land registration procedure ontology by defining the land registration procedure ontology's key concepts which represent the kinds of processes of land registration and mapping the kinds of processes to OWL-S. The land registration procedure ontology shall be the start and the basis of the Web service.

SPSS and SAS programs for determining the number of components using parallel analysis and velicer's MAP test.

PubMed

O'Connor, B P

2000-08-01

Popular statistical software packages do not have the proper procedures for determining the number of components in factor and principal components analyses. Parallel analysis and Velicer's minimum average partial (MAP) test are validated procedures, recommended widely by statisticians. However, many researchers continue to use alternative, simpler, but flawed procedures, such as the eigenvalues-greater-than-one rule. Use of the proper procedures might be increased if these procedures could be conducted within familiar software environments. This paper describes brief and efficient programs for using SPSS and SAS to conduct parallel analyses and the MAP test.

Concept mapping enhances learning of biochemistry.

PubMed

Surapaneni, Krishna M; Tekian, Ara

2013-03-05

Teaching basic science courses is challenging in undergraduate medical education because of the ubiquitous use of didactic lectures and reward for recall of factual information during examinations. The purpose of this study is to introduce concept maps with clinical cases (the innovative program) to improve learning of biochemistry course content. Participants were first year medical students (n=150) from Saveetha Medical College and Hospital (India); they were randomly divided into two groups of 75, one group attending the traditional program, the other the innovative program. Student performance was measured using three written knowledge tests (each with a maximum score of 20). The students also evaluated the relevance of the learning process using a 12-item questionnaire. Students in the innovative program using concept mapping outperformed those in the traditional didactic program (means of 7.13-8.28 vs. 12.33-13.93, p<0.001). The students gave high positive ratings for the innovative course (93-100% agreement). The new concept-mapping program resulted in higher academic performance compared to the traditional course and was perceived favorably by the students. They especially valued the use of concept mapping as learning tools to foster the relevance of biochemistry to clinical practice, and to enhance their reasoning and learning skills, as well as their deeper understanding for biochemistry.

Concept mapping enhances learning of biochemistry

PubMed Central

Surapaneni, Krishna M.; Tekian, Ara

2013-01-01

Background Teaching basic science courses is challenging in undergraduate medical education because of the ubiquitous use of didactic lectures and reward for recall of factual information during examinations. The purpose of this study is to introduce concept maps with clinical cases (the innovative program) to improve learning of biochemistry course content. Methods Participants were first year medical students (n=150) from Saveetha Medical College and Hospital (India); they were randomly divided into two groups of 75, one group attending the traditional program, the other the innovative program. Student performance was measured using three written knowledge tests (each with a maximum score of 20). The students also evaluated the relevance of the learning process using a 12-item questionnaire. Results Students in the innovative program using concept mapping outperformed those in the traditional didactic program (means of 7.13–8.28 vs. 12.33–13.93, p<0.001). The students gave high positive ratings for the innovative course (93–100% agreement). Conclusion The new concept-mapping program resulted in higher academic performance compared to the traditional course and was perceived favorably by the students. They especially valued the use of concept mapping as learning tools to foster the relevance of biochemistry to clinical practice, and to enhance their reasoning and learning skills, as well as their deeper understanding for biochemistry. PMID:23464600

The IHMC CmapTools software in research and education: a multi-level use case in Space Meteorology

NASA Astrophysics Data System (ADS)

Messerotti, Mauro

2010-05-01

The IHMC (Institute for Human and Machine Cognition, Florida University System, USA) CmapTools software is a powerful multi-platform tool for knowledge modelling in graphical form based on concept maps. In this work we present its application for the high-level development of a set of multi-level concept maps in the framework of Space Meteorology to act as the kernel of a space meteorology domain ontology. This is an example of a research use case, as a domain ontology coded in machine-readable form via e.g. OWL (Web Ontology Language) is suitable to be an active layer of any knowledge management system embedded in a Virtual Observatory (VO). Apart from being manageable at machine level, concept maps developed via CmapTools are intrinsically human-readable and can embed hyperlinks and objects of many kinds. Therefore they are suitable to be published on the web: the coded knowledge can be exploited for educational purposes by the students and the public, as the level of information can be naturally organized among linked concept maps in progressively increasing complexity levels. Hence CmapTools and its advanced version COE (Concept-map Ontology Editor) represent effective and user-friendly software tools for high-level knowledge represention in research and education.

Effectiveness of concept mapping and traditional linear nursing care plans on critical thinking skills in clinical pediatric nursing course.

PubMed

Aein, Fereshteh; Aliakbari, Fatemeh

2017-01-01

Concept map is a useful cognitive tool for enhancing a student's critical thinking (CT) by encouraging students to process information deeply for understanding. However, the evidence regarding its effectiveness on nursing students' CT is contradictory. This paper compares the effectiveness of concept mapping and traditional linear nursing care planning on students' CT. An experimental design was used to examine the CT of 60 baccalaureate students who participated in pediatric clinical nursing course in the Shahrekord University of Medical Sciences, Shahrekord, Iran in 2013. Participants were randomly divided into six equal groups of each 10 student, of which three groups were the control group, and the others were the experimental group. The control group completed nine traditional linear nursing care plans, whereas experimental group completed nine concept maps during the course. Both groups showed significant improvement in overall and all subscales of the California CT skill test from pretest to posttest ( P < 0.001), but t -test demonstrated that improvement in students' CT skills in the experimental group was significantly greater than in the control group after the program ( P < 0.001). Our findings support that concept mapping can be used as a clinical teaching-learning activity to promote CT in nursing students.

Concept mapping enhances learning of biochemistry.

PubMed

Surapaneni, KrishnaM; Tekian, Ara

2013-01-01

Teaching basic science courses is challenging in undergraduate medical education because of the ubiquitous use of didactic lectures and reward for recall of factual information during examinations. The purpose of this study is to introduce concept maps with clinical cases (the innovative program) to improve learning of biochemistry course content. Participants were first year medical students (n=150) from Saveetha Medical College and Hospital (India); they were randomly divided into two groups of 75, one group attending the traditional program, the other the innovative program. Student performance was measured using three written knowledge tests (each with a maximum score of 20). The students also evaluated the relevance of the learning process using a 12-item questionnaire. Students in the innovative program using concept mapping outperformed those in the traditional didactic program (means of 7.13-8.28 vs. 12.33-13.93, p<0.001). The students gave high positive ratings for the innovative course (93-100% agreement). The new concept-mapping program resulted in higher academic performance compared to the traditional course and was perceived favorably by the students. They especially valued the use of concept mapping as learning tools to foster the relevance of biochemistry to clinical practice, and to enhance their reasoning and learning skills, as well as their deeper understanding for biochemistry.

Effectiveness of concept mapping and traditional linear nursing care plans on critical thinking skills in clinical pediatric nursing course

PubMed Central

Aein, Fereshteh; Aliakbari, Fatemeh

2017-01-01

Introduction: Concept map is a useful cognitive tool for enhancing a student's critical thinking (CT) by encouraging students to process information deeply for understanding. However, the evidence regarding its effectiveness on nursing students’ CT is contradictory. This paper compares the effectiveness of concept mapping and traditional linear nursing care planning on students’ CT. Methods: An experimental design was used to examine the CT of 60 baccalaureate students who participated in pediatric clinical nursing course in the Shahrekord University of Medical Sciences, Shahrekord, Iran in 2013. Results: Participants were randomly divided into six equal groups of each 10 student, of which three groups were the control group, and the others were the experimental group. The control group completed nine traditional linear nursing care plans, whereas experimental group completed nine concept maps during the course. Both groups showed significant improvement in overall and all subscales of the California CT skill test from pretest to posttest (P < 0.001), but t-test demonstrated that improvement in students’ CT skills in the experimental group was significantly greater than in the control group after the program (P < 0.001). Conclusions: Our findings support that concept mapping can be used as a clinical teaching-learning activity to promote CT in nursing students. PMID:28546978

Why Do Children Engage in Sedentary Behavior? Child- and Parent-Perceived Determinants.

PubMed

Hidding, Lisan M; Altenburg, Teatske M; van Ekris, Evi; Chinapaw, Mai J M

2017-06-22

Todays children spend a large amount of their time sedentary. There is limited evidence on the determinants of sedentary behavior in children, and qualitative studies are especially lacking. Therefore, this study aimed to explore determinants of children's sedentary behavior from the child- and parent perspective. Qualitative data were collected during concept mapping sessions with four groups of 11-13 years old children ( n = 38) and two online sessions with parents ( n = 21). Children and parents generated sedentary behavior motives, sorted related motives, and rated their importance in influencing children's sedentary time. Next, multidimensional scaling and hierarchical cluster analysis was performed to create clusters of motives resulting in a concept map. Finally, the researchers named the clusters in the concept map. Concept maps of children yielded eight to ten perceived determinants, and concept maps of parents six to seven. Children and parents identified six similar potential determinants, and both rated as important: Sitting because… "it is the norm (I have to)", and "I can work/play better that way". In addition, children rated "there is nobody to play with" as an important potential determinant for engaging in sedentary behavior. The most important child- and parent perceived determinants were related to the social/cultural and physical environment, indicating that these are promising targets for future interventions.

Concept mapping as an approach for expert-guided model building: The example of health literacy.

PubMed

Soellner, Renate; Lenartz, Norbert; Rudinger, Georg

2017-02-01

Concept mapping served as the starting point for the aim of capturing the comprehensive structure of the construct of 'health literacy.' Ideas about health literacy were generated by 99 experts and resulted in 105 statements that were subsequently organized by 27 experts in an unstructured card sorting. Multidimensional scaling was applied to the sorting data and a two and three-dimensional solution was computed. The three dimensional solution was used in subsequent cluster analysis and resulted in a concept map of nine "clusters": (1) self-regulation, (2) self-perception, (3) proactive approach to health, (4) basic literacy and numeracy skills, (5) information appraisal, (6) information search, (7) health care system knowledge and acting, (8) communication and cooperation, and (9) beneficial personality traits. Subsequently, this concept map served as a starting point for developing a "qualitative" structural model of health literacy and a questionnaire for the measurement of health literacy. On the basis of questionnaire data, a "quantitative" structural model was created by first applying exploratory factor analyses (EFA) and then cross-validating the model with confirmatory factor analyses (CFA). Concept mapping proved to be a highly valuable tool for the process of model building up to translational research in the "real world". Copyright © 2016 Elsevier Ltd. All rights reserved.

Cognitions of Expert Supervisors in Academe: A Concept Mapping Approach

ERIC Educational Resources Information Center

Kemer, Gülsah; Borders, L. DiAnne; Willse, John

2014-01-01

Eighteen expert supervisors reported their thoughts while preparing for, conducting, and evaluating their supervision sessions. Concept mapping (Kane & Trochim, [Kane, M., 2007]) yielded 195 cognitions classified into 25 cognitive categories organized into 5 supervision areas: conceptualization of supervision, supervisee assessment,…

Integration of Ausubelian Learning Theory and Educational Computing.

ERIC Educational Resources Information Center

Heinze-Fry, Jane A.; And Others

1984-01-01

Examines possible benefits when Ausubelian learning approaches are integrated into computer-assisted instruction, presenting an example of this integration in a computer program dealing with introductory ecology concepts. The four program parts (tutorial, interactive concept mapping, simulations, and vee-mapping) are described. (JN)

39 CFR 776.5 - Review procedures.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Floodplain Management § 776.5 Review procedures. Officials shall follow the decision-making process outlined in paragraphs (a) through (f) of this section, when a facility action may involve floodplain issues... Emergency Management Agency (FEMA) maps, or more detailed maps if available. If such maps are not available...

Text Simplification Using Consumer Health Vocabulary to Generate Patient-Centered Radiology Reporting: Translation and Evaluation.

PubMed

Qenam, Basel; Kim, Tae Youn; Carroll, Mark J; Hogarth, Michael

2017-12-18

Radiology reporting is a clinically oriented form of documentation that reflects critical information for patients about their health care processes. Realizing its importance, many medical institutions have started providing radiology reports in patient portals. The gain, however, can be limited because of medical language barriers, which require a way for customizing these reports for patients. The open-access, collaborative consumer health vocabulary (CHV) is a terminology system created for such purposes and can be the basis of lexical simplification processes for clinical notes. The aim of this study was to examine the comprehensibility and suitability of CHV in simplifying radiology reports for consumers. This was done by characterizing the content coverage and the lexical similarity between the terms in the reports and the CHV-preferred terms. The overall procedure was divided into the following two main stages: (1) translation and (2) evaluation. The translation process involved using MetaMap to link terms in the reports to CHV concepts. This is followed by replacing the terms with CHV-preferred terms using the concept names and sources table (MRCONSO) in the Unified Medical Language System (UMLS) Metathesaurus. In the second stage, medical terms in the reports and general terms that are used to describe medical phenomena were selected and evaluated by comparing the words in the original reports with the translated ones. The evaluation includes measuring the content coverage, investigating lexical similarity, and finding trends in missing concepts. Of the 792 terms selected from the radiology reports, 695 of them could be mapped directly to CHV concepts, indicating a content coverage of 88.5%. A total of 51 of the concepts (53%, 51/97) that could not be mapped are names of human anatomical structures and regions, followed by 28 anatomical descriptions and pathological variations (29%, 28/97). In addition, 12 radiology techniques and projections represented 12% of the unmapped concepts, whereas the remaining six concepts (6%, 12/97) were physiological descriptions. The rate of lexical similarity between the CHV-preferred terms and the terms in the radiology reports was approximately 72.6%. The CHV covered a high percentage of concepts found in the radiology reports, but unmapped concepts are associated with areas that are commonly found in radiology reporting. CHV terms also showed a high percentage of lexical similarity with terms in the reports, which contain a myriad of medical jargon. This suggests that many CHV terms might not be suitable for lay consumers who would not be facile with radiology-specific vocabulary. Therefore, further patient-centered content changes are needed of the CHV to increase its usefulness and facilitate its integration into consumer-oriented applications. ©Basel Qenam, Tae Youn Kim, Mark J Carroll, Michael Hogarth. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 18.12.2017.

Development and Evaluation of a Low Fertility Ontology for Analyzing Social Data in Korea.

PubMed

Lee, Ji-Hyun; Park, Hyeoun-Ae; Song, Tae-Min

2016-01-01

The purpose of this study is to develop a low fertility ontology for collecting and analyzing social data. A low fertility ontology was developed according to Ontology Development 101 and formally represented using Protégé. The content coverage of the ontology was evaluated using 1,387 narratives posted by the public and 63 narratives posted by public servants. Six super-classes of the ontology were developed based on Bronfenbrenner's ecological system theory with an individual in the center and environmental systems impacting their as surroundings. In total, 568 unique concepts were extracted from the narratives. Out of these concepts, 424(74.6%) concepts were lexically or semantically mapped, 67(11.8%) were either broadly or narrowly mapped to the ontology concepts. Remaining 77(13.6%) concepts were not mapped to any of the ontology concepts. This ontology can be used as a framework to understand low fertility problems using social data in Korea.

Evaluation of the Clinical Data Dictionary (CiDD)

PubMed Central

Lee, Myung Kyung; Min, Yul Ha; Kim, Younglan; Min, Hyo Ki; Ham, Sung Woo

2010-01-01

Objectives The purpose of the study was to evaluate content coverage and data quality of the Clinical Data Dictionary (CiDD) developed by the Center for Interoperable EHR (CiEHR). Methods A total of 12,994 terms were collected from 98 clinical forms of a tertiary cancer center hospital with 500 beds. After data cleaning, 9,418 terms were mapped with the data items of the CiDD by the research team, and validated by 30 doctors and nurses at the research hospital. Results Mapping results were classified into five categories: lexically mapped; semantically mapped; mapped to either a broader term or a narrower term; mapped to more than one term and not mapped. In terms of coverage, out of 9,418 terms, 6,750 (71.7%) terms were mapped; 4,319 (45.9%) terms were lexically mapped; 2,431 (25.8%) were semantically mapped; 281 (3.0%) terms were mapped to a broader term; 43 (0.5%) were mapped to a narrower term; and 550 (5.8%) were mapped to more than one term. In terms of data quality, the CiDD has problems such as errors in concept namingand representation, redundancy in synonyms, inadequate synonyms, and ambiguity in meaning. Conclusions Although the CiDD has terms covering 72% of local clinical terms, the CiDD can be improved by cleaning up errors and redundancies, adding textual definitions or use cases of the concept, and arranging the concepts in a hierarchy. PMID:21818428

Aggregating concept map data to investigate the knowledge of beginning CS students

NASA Astrophysics Data System (ADS)

Mühling, Andreas

2016-07-01

Concept maps have a long history in educational settings as a tool for teaching, learning, and assessing. As an assessment tool, they are predominantly used to extract the structural configuration of learners' knowledge. This article presents an investigation of the knowledge structures of a large group of beginning CS students. The investigation is based on a method that collects, aggregates, and automatically analyzes the concept maps of a group of learners as a whole, to identify common structural configurations and differences in the learners' knowledge. It shows that those students who have attended CS education in their secondary school life have, on average, configured their knowledge about typical core CS/OOP concepts differently. Also, artifacts of their particular CS curriculum are visible in their externalized knowledge. The data structures and analysis methods necessary for working with concept landscapes have been implemented as a GNU R package that is freely available.

Indicators to facilitate the early identification of patients with major depressive disorder in need of highly specialized care: A concept mapping study.

PubMed

van Krugten, F C W; Goorden, M; van Balkom, A J L M; Spijker, J; Brouwer, W B F; Hakkaart-van Roijen, L

2018-04-01

Early identification of the subgroup of patients with major depressive disorder (MDD) in need of highly specialized care could enhance personalized intervention. This, in turn, may reduce the number of treatment steps needed to achieve and sustain an adequate treatment response. The aim of this study was to identify patient-related indicators that could facilitate the early identification of the subgroup of patients with MDD in need of highly specialized care. Initial patient indicators were derived from a systematic review. Subsequently, a structured conceptualization methodology known as concept mapping was employed to complement the initial list of indicators by clinical expertise and develop a consensus-based conceptual framework. Subject-matter experts were invited to participate in the subsequent steps (brainstorming, sorting, and rating) of the concept mapping process. A final concept map solution was generated using nonmetric multidimensional scaling and agglomerative hierarchical cluster analyses. In total, 67 subject-matter experts participated in the concept mapping process. The final concept map revealed the following 10 major clusters of indicators: 1-depression severity, 2-onset and (treatment) course, 3-comorbid personality disorder, 4-comorbid substance use disorder, 5-other psychiatric comorbidity, 6-somatic comorbidity, 7-maladaptive coping, 8-childhood trauma, 9-social factors, and 10-psychosocial dysfunction. The study findings highlight the need for a comprehensive assessment of patient indicators in determining the need for highly specialized care, and suggest that the treatment allocation of patients with MDD to highly specialized mental healthcare settings should be guided by the assessment of clinical and nonclinical patient factors. © 2018 Wiley Periodicals, Inc.

The Effect of Learner Constructed, Fill in the Map Concept Map Technique, and Summarizing Strategy on Iranian Pre-University Students' Reading Comprehension

ERIC Educational Resources Information Center

Soleimani, Hassan; Nabizadeh, Fatemeh

2012-01-01

Concept maps (CM) are powerful tools which have different uses in educational contexts; however, this study limited its extension and explored its impact on the reading comprehension skill of Iranian EFL students. To this purpose, a proficiency test was employed and 90 intermediate pre-university students were chosen and divided into three groups:…

Combining Semantic and Lexical Methods for Mapping MedDRA to VCM Icons.

PubMed

Lamy, Jean-Baptiste; Tsopra, Rosy

2018-01-01

VCM (Visualization of Concept in Medicine) is an iconic language that represents medical concepts, such as disorders, by icons. VCM has a formal semantics described by an ontology. The icons can be used in medical software for providing a visual summary or enriching texts. However, the use of VCM icons in user interfaces requires to map standard medical terminologies to VCM. Here, we present a method combining semantic and lexical approaches for mapping MedDRA to VCM. The method takes advantage of the hierarchical relations in MedDRA. It also analyzes the groups of lemmas in the term's labels, and relies on a manual mapping of these groups to the concepts in the VCM ontology. We evaluate the method on 50 terms. Finally, we discuss the method and suggest perspectives.

Integrating Reading and the English-Language Arts in the Geography Curriculum.

ERIC Educational Resources Information Center

Rushdoony, Haig A.

Suggested activities for integrating language concepts and comprehension skills into elementary school geography instruction are presented. The activities focus on concept formation through semantic mapping and making analogies, and on comprehension through recalling, generalizing, interpreting, and making inferences. Semantic maps indicate spoke…

Psychosocial experiences associated with confirmed and self-identified dyslexia: a participant-driven concept map of adult perspectives.

PubMed

Nalavany, Blace Arthur; Carawan, Lena Williams; Rennick, Robyn A

2011-01-01

Concept mapping (a mixed qualitative-quantitative methodology) was used to describe and understand the psychosocial experiences of adults with confirmed and self-identified dyslexia. Using innovative processes of art and photography, Phase 1 of the study included 15 adults who participated in focus groups and in-depth interviews and were asked to elucidate their experiences with dyslexia. On index cards, 75 statements and experiences with dyslexia were recorded. The second phase of the study included 39 participants who sorted these statements into self-defined categories and rated each statement to reflect their personal experiences to produce a visual representation, or concept map, of their experience. The final concept map generated nine distinct cluster themes: Organization Skills for Success; Finding Success; A Good Support System Makes the Difference; On Being Overwhelmed; Emotional Downside; Why Can't They See It?; Pain, Hurt, and Embarrassment From Past to Present; Fear of Disclosure; and Moving Forward. Implications of these findings are discussed.

The use of concept mapping for scale development and validation in evaluation.

PubMed

Rosas, Scott R; Camphausen, Lauren C

2007-05-01

Evaluators often make key decisions about what content to include when designing new scales. However, without clear conceptual grounding, there is a risk these decisions may compromise the scale's validity. Techniques such as concept mapping are available to evaluators for the specification of conceptual frameworks, but have not been used as a fully integrated part of scale development. As part of a multi-site evaluation of family support programs, we integrated concept mapping with traditional scale-development processes to strengthen the creation of a scale for inclusion in an evaluation instrument. Using concept mapping, we engaged staff and managers in the development of a framework of intended benefits of program participation and used the information to systematically select the scale's content. The psychometric characteristics of the scale were then formally assessed using a sample of program participants. The implications of the approach for supporting construct validity, inclusion of staff and managers, and theory-driven evaluation are discussed.

A study of changes in middle school teachers' understanding of selected ideas in science as a function of an in-service program focusing on student preconceptions

NASA Astrophysics Data System (ADS)

Shymansky, James A.; Woodworth, George; Norman, Obed; Dunkhase, John; Matthews, Charles; Liu, Chin-Tang

This article examines the impact of a specially designed in-service model on teacher understanding of selected science concepts. The underlying idea of the model is to get teachers to restructure their own understanding of a selected science topic by having them study the structure and evolution of their students' ideas on the same topic. Concepts on topics from the life, earth, and physical sciences served as the content focus and middle school Grades 4-9 served as the context for this study. The in-service experience constituting the main treatment in the study occurred in three distinct phases. In the initial phase, participating teachers interviewed several of their own students to find out what kinds of preconceptions students had about a particular topic. The teachers used concept mapping strategies learned in the in-service to facilitate the interviews. Next the teachers teamed with other teachers with similar topic interests and a science expert to evaluate and explore the scientific merit of the student conceptual frameworks and to develop instructional units, including a summative assessment during a summer workshop. Finally, the student ideas were further evaluated and explored as the teachers taught the topics in their classrooms during the fall term. Concept maps were used to study changes in teacher understanding across the phases of the in-service in a repeated-measures design. Analysis of the maps showed significant growth in the number of valid propositions expressed by teachers between the initial and final mappings in all topic groups. But in half of the groups, this long-term growth was interrupted by a noticeable decline in the number of valid propositions expressed. In addition, analysis of individual teacher maps showed distinctive patterns of initial invalid conceptions being replaced by new invalid conceptions in later mappings. The combination of net growth of valid propositions and the patterns of evolving invalid conceptions is discussed in constructivist terms.

Concept mapping One-Carbon Metabolism to model future ontologies for nutrient-gene-phenotype interactions.

PubMed

Joslin, A C; Green, R; German, J B; Lange, M C

2014-09-01

Advances in the development of bioinformatic tools continue to improve investigators' ability to interrogate, organize, and derive knowledge from large amounts of heterogeneous information. These tools often require advanced technical skills not possessed by life scientists. User-friendly, low-barrier-to-entry methods of visualizing nutrigenomics information are yet to be developed. We utilized concept mapping software from the Institute for Human and Machine Cognition to create a conceptual model of diet and health-related data that provides a foundation for future nutrigenomics ontologies describing published nutrient-gene/polymorphism-phenotype data. In this model, maps containing phenotype, nutrient, gene product, and genetic polymorphism interactions are visualized as triples of two concepts linked together by a linking phrase. These triples, or "knowledge propositions," contextualize aggregated data and information into easy-to-read knowledge maps. Maps of these triples enable visualization of genes spanning the One-Carbon Metabolism (OCM) pathway, their sequence variants, and multiple literature-mined associations including concepts relevant to nutrition, phenotypes, and health. The concept map development process documents the incongruity of information derived from pathway databases versus literature resources. This conceptual model highlights the importance of incorporating information about genes in upstream pathways that provide substrates, as well as downstream pathways that utilize products of the pathway under investigation, in this case OCM. Other genes and their polymorphisms, such as TCN2 and FUT2, although not directly involved in OCM, potentially alter OCM pathway functionality. These upstream gene products regulate substrates such as B12. Constellations of polymorphisms affecting the functionality of genes along OCM, together with substrate and cofactor availability, may impact resultant phenotypes. These conceptual maps provide a foundational framework for development of nutrient-gene/polymorphism-phenotype ontologies and systems visualization.

Interrater reliability of the mind map assessment rubric in a cohort of medical students.

PubMed

D'Antoni, Anthony V; Zipp, Genevieve Pinto; Olson, Valerie G

2009-04-28

Learning strategies are thinking tools that students can use to actively acquire information. Examples of learning strategies include mnemonics, charts, and maps. One strategy that may help students master the tsunami of information presented in medical school is the mind map learning strategy. Currently, there is no valid and reliable rubric to grade mind maps and this may contribute to their underutilization in medicine. Because concept maps and mind maps engage learners similarly at a metacognitive level, a valid and reliable concept map assessment scoring system was adapted to form the mind map assessment rubric (MMAR). The MMAR can assess mind map depth based upon concept-links, cross-links, hierarchies, examples, pictures, and colors. The purpose of this study was to examine interrater reliability of the MMAR. This exploratory study was conducted at a US medical school as part of a larger investigation on learning strategies. Sixty-six (N = 66) first-year medical students were given a 394-word text passage followed by a 30-minute presentation on mind mapping. After the presentation, subjects were again given the text passage and instructed to create mind maps based upon the passage. The mind maps were collected and independently scored using the MMAR by 3 examiners. Interrater reliability was measured using the intraclass correlation coefficient (ICC) statistic. Statistics were calculated using SPSS version 12.0 (Chicago, IL). Analysis of the mind maps revealed the following: concept-links ICC = .05 (95% CI, -.42 to .38), cross-links ICC = .58 (95% CI, .37 to .73), hierarchies ICC = .23 (95% CI, -.15 to .50), examples ICC = .53 (95% CI, .29 to .69), pictures ICC = .86 (95% CI, .79 to .91), colors ICC = .73 (95% CI, .59 to .82), and total score ICC = .86 (95% CI, .79 to .91). The high ICC value for total mind map score indicates strong MMAR interrater reliability. Pictures and colors demonstrated moderate to strong interrater reliability. We conclude that the MMAR may be a valid and reliable tool to assess mind maps in medicine. However, further research on the validity and reliability of the MMAR is necessary.

Interrater reliability of the mind map assessment rubric in a cohort of medical students

PubMed Central

D'Antoni, Anthony V; Zipp, Genevieve Pinto; Olson, Valerie G

2009-01-01

Background Learning strategies are thinking tools that students can use to actively acquire information. Examples of learning strategies include mnemonics, charts, and maps. One strategy that may help students master the tsunami of information presented in medical school is the mind map learning strategy. Currently, there is no valid and reliable rubric to grade mind maps and this may contribute to their underutilization in medicine. Because concept maps and mind maps engage learners similarly at a metacognitive level, a valid and reliable concept map assessment scoring system was adapted to form the mind map assessment rubric (MMAR). The MMAR can assess mind map depth based upon concept-links, cross-links, hierarchies, examples, pictures, and colors. The purpose of this study was to examine interrater reliability of the MMAR. Methods This exploratory study was conducted at a US medical school as part of a larger investigation on learning strategies. Sixty-six (N = 66) first-year medical students were given a 394-word text passage followed by a 30-minute presentation on mind mapping. After the presentation, subjects were again given the text passage and instructed to create mind maps based upon the passage. The mind maps were collected and independently scored using the MMAR by 3 examiners. Interrater reliability was measured using the intraclass correlation coefficient (ICC) statistic. Statistics were calculated using SPSS version 12.0 (Chicago, IL). Results Analysis of the mind maps revealed the following: concept-links ICC = .05 (95% CI, -.42 to .38), cross-links ICC = .58 (95% CI, .37 to .73), hierarchies ICC = .23 (95% CI, -.15 to .50), examples ICC = .53 (95% CI, .29 to .69), pictures ICC = .86 (95% CI, .79 to .91), colors ICC = .73 (95% CI, .59 to .82), and total score ICC = .86 (95% CI, .79 to .91). Conclusion The high ICC value for total mind map score indicates strong MMAR interrater reliability. Pictures and colors demonstrated moderate to strong interrater reliability. We conclude that the MMAR may be a valid and reliable tool to assess mind maps in medicine. However, further research on the validity and reliability of the MMAR is necessary. PMID:19400964

Iterating between Lessons on Concepts and Procedures Can Improve Mathematics Knowledge

ERIC Educational Resources Information Center

Rittle-Johnson, Bethany; Koedinger, Kenneth

2009-01-01

Background: Knowledge of concepts and procedures seems to develop in an iterative fashion, with increases in one type of knowledge leading to increases in the other type of knowledge. This suggests that iterating between lessons on concepts and procedures may improve learning. Aims: The purpose of the current study was to evaluate the…

Design and evaluation of a freeform lens by using a method of luminous intensity mapping and a differential equation

NASA Astrophysics Data System (ADS)

Essameldin, Mahmoud; Fleischmann, Friedrich; Henning, Thomas; Lang, Walter

2017-02-01

Freeform optical systems are playing an important role in the field of illumination engineering for redistributing the light intensity, because of its capability of achieving accurate and efficient results. The authors have presented the basic idea of the freeform lens design method at the 117th annual meeting of the German Society of Applied Optics (DGAOProceedings). Now, we demonstrate the feasibility of the design method by designing and evaluating a freeform lens. The concepts of luminous intensity mapping, energy conservation and differential equation are combined in designing a lens for non-imaging applications. The required procedures to design a lens including the simulations are explained in detail. The optical performance is investigated by using a numerical simulation of optical ray tracing. For evaluation, the results are compared with another recently published design method, showing the accurate performance of the proposed method using a reduced number of mapping angles. As a part of the tolerance analyses of the fabrication processes, the influence of the light source misalignments (translation and orientation) on the beam-shaping performance is presented. Finally, the importance of considering the extended light source while designing a freeform lens using the proposed method is discussed.

A scheme for the uniform mapping and monitoring of earth resources and environmental complexes: An assessment of natural vegetation, environmental, and crop analogs. [Sierra-Lahontan and Colorado Plateaus, Northern Great Valley (CA), and Louisiana Coastal Plain

NASA Technical Reports Server (NTRS)

Poulton, C. E.; Welch, R. I. (Principal Investigator)

1975-01-01

The author has identified the following significant results. A study was performed to develop and test a procedure for the uniform mapping and monitoring of natural ecosystems in the semi-arid and wood regions of the Sierra-Lahontan and Colorado Plateau areas, and for the estimating of rice crop production in the Northern Great Valley (Ca.) and the Louisiana Coastal Plain. ERTS-1 and high flight and low flight aerial photos were used in a visual photointerpretation scheme to identify vegetation complexes, map acreages, and evaluate crop vigor and stress. Results indicated that the vegetation analog concept is valid; that depending on the kind of vegetation and its density, analogs are interpretable at different levels in the hierarchical classification from second to the fourth level. The second level uses physiognomic growth form-structural criteria, and the fourth level uses floristic or taxonomic criteria, usually at generic level. It is recommended that analog comparisons should be made in relatively small test areas where large homogeneous examples can be found of each analog.

Relational, Structural, and Semantic Analysis of Graphical Representations and Concept Maps

ERIC Educational Resources Information Center

Ifenthaler, Dirk

2010-01-01

The demand for good instructional environments presupposes valid and reliable analytical instruments for educational research. This paper introduces the "SMD Technology" (Surface, Matching, Deep Structure), which measures relational, structural, and semantic levels of graphical representations and concept maps. The reliability and validity of the…

Mapping Joint Action.

ERIC Educational Resources Information Center

Slawski, Carl

The flow diagrams in this document provide cognitive maps to aid in synthesizing diverse areas of knowledge in a special brand of field theory. A model is presented which highlights the domains of structural functionalism (with concepts of cultural, personal and societal systems) and symbolic interactionism (with the concepts of self, sentiments…

The use of concept maps for knowledge management: from classrooms to research labs.

PubMed

Correia, Paulo Rogério Miranda

2012-02-01

Our contemporary society asks for new strategies to manage knowledge. The main activities developed by academics involve knowledge transmission (teaching) and production (research). Creativity and collaboration are valuable assets for establishing learning organizations in classrooms and research labs. Concept mapping is a useful graphical technique to foster some of the disciplines required to create and develop high-performance teams. The need for a linking phrase to clearly state conceptual relationships makes concept maps (Cmaps) very useful for organizing our own ideas (externalization), as well as, sharing them with other people (elicitation and consensus building). The collaborative knowledge construction (CKC) is supported by Cmaps because they improve the communication signal-to-noise ratio among participants with high information asymmetry. In other words, we can identify knowledge gaps and insightful ideas in our own Cmaps when discussing them with our counterparts. Collaboration involving low and high information asymmetry can also be explored through peer review and student-professor/advisor interactions, respectively. In conclusion, when it is used properly, concept mapping can provide a competitive advantage to produce and share knowledge in our contemporary society. To map is to know, as stated by Wandersee in 1990.

An efficient cardiac mapping strategy for radiofrequency catheter ablation with active learning.

PubMed

Feng, Yingjing; Guo, Ziyan; Dong, Ziyang; Zhou, Xiao-Yun; Kwok, Ka-Wai; Ernst, Sabine; Lee, Su-Lin

2017-07-01

A major challenge in radiofrequency catheter ablation procedures is the voltage and activation mapping of the endocardium, given a limited mapping time. By learning from expert interventional electrophysiologists (operators), while also making use of an active-learning framework, guidance on performing cardiac voltage mapping can be provided to novice operators or even directly to catheter robots. A learning from demonstration (LfD) framework, based upon previous cardiac mapping procedures performed by an expert operator, in conjunction with Gaussian process (GP) model-based active learning, was developed to efficiently perform voltage mapping over right ventricles (RV). The GP model was used to output the next best mapping point, while getting updated towards the underlying voltage data pattern as more mapping points are taken. A regularized particle filter was used to keep track of the kernel hyperparameter used by GP. The travel cost of the catheter tip was incorporated to produce time-efficient mapping sequences. The proposed strategy was validated on a simulated 2D grid mapping task, with leave-one-out experiments on 25 retrospective datasets, in an RV phantom using the Stereotaxis Niobe ® remote magnetic navigation system, and on a tele-operated catheter robot. In comparison with an existing geometry-based method, regression error was reduced and was minimized at a faster rate over retrospective procedure data. A new method of catheter mapping guidance has been proposed based on LfD and active learning. The proposed method provides real-time guidance for the procedure, as well as a live evaluation of mapping sufficiency.

A scheme for the uniform mapping and monitoring of earth resources and environmental complexes using ERTS-1 imagery

NASA Technical Reports Server (NTRS)

Poulton, C. E. (Principal Investigator); Welch, R. I.

1973-01-01

There are no author-identified significant results in this report. Progress on plans for the development and testing of a practical procedure and system for the uniform mapping and monitoring of natural ecosystems and environmental complexes from space-acquired imagery is discussed. With primary emphasis on ERTS-1 imagery, but supported by appropriate aircraft photography as necessary, the objectives are to accomplish the following: (1) Develop and test in a few selected sites and areas of the western United States a standard format for an ecological and land use legend for making natural resource inventories on a simulated global basis. (2) Based on these same limited geographic areas, identify the potentialities and limitations of the legend concept for the recognition and annotation of ecological analogs and environmental complexes. An additional objective is to determine the optimum combination of space photography, aerial photography, ground data, human data analysis, and automatic data analysis for estimating crop yield in the rice growing areas of California and Louisiana.

Care plans using concept maps and their effects on the critical thinking dispositions of nursing students.

PubMed

Atay, Selma; Karabacak, Ukke

2012-06-01

It is expected that nursing education improves abilities of students in solving problems, decision making and critical thinking in different circumstances. This study was performed to analyse the effects of care plans prepared using concept maps on the critical thinking dispositions of students. An experimental group and a control group were made up of a total of 80 freshman and sophomore students from the nursing department of a health school. The study used a pre-test post-test control group design. The critical thinking dispositions of the groups were measured using the California Critical Thinking Disposition Inventory. In addition, the care plans prepared by the experimental group students were evaluated using the criteria for evaluating care plans with concept maps. T-test was used in analysing the data. The results showed that there were no statistically significant differences in the total and sub-scale pre-test scores between the experimental group and control group students. There were also significant differences in the total and sub-scale post-test scores between the experimental group and control group students. There were significant differences between concept map care plan evaluation criteria mean scores of the experimental students. In the light of these findings, it could be argued that the concept mapping strategy improves critical thinking skills of students. © 2012 Blackwell Publishing Asia Pty Ltd.

Why Do Children Engage in Sedentary Behavior? Child- and Parent-Perceived Determinants

PubMed Central

Hidding, Lisan M.; Altenburg, Teatske M.; van Ekris, Evi; Chinapaw, Mai J. M.

2017-01-01

Todays children spend a large amount of their time sedentary. There is limited evidence on the determinants of sedentary behavior in children, and qualitative studies are especially lacking. Therefore, this study aimed to explore determinants of children’s sedentary behavior from the child- and parent perspective. Qualitative data were collected during concept mapping sessions with four groups of 11–13 years old children (n = 38) and two online sessions with parents (n = 21). Children and parents generated sedentary behavior motives, sorted related motives, and rated their importance in influencing children’s sedentary time. Next, multidimensional scaling and hierarchical cluster analysis was performed to create clusters of motives resulting in a concept map. Finally, the researchers named the clusters in the concept map. Concept maps of children yielded eight to ten perceived determinants, and concept maps of parents six to seven. Children and parents identified six similar potential determinants, and both rated as important: Sitting because… “it is the norm (I have to)”, and “I can work/play better that way”. In addition, children rated “there is nobody to play with” as an important potential determinant for engaging in sedentary behavior. The most important child- and parent perceived determinants were related to the social/cultural and physical environment, indicating that these are promising targets for future interventions. PMID:28640232

Use of concurrent mixed methods combining concept mapping and focus groups to adapt a health equity tool in Canada.

PubMed

Guichard, Anne; Tardieu, Émilie; Dagenais, Christian; Nour, Kareen; Lafontaine, Ginette; Ridde, Valéry

2017-04-01

The aim of this project was to identify and prioritize a set of conditions to be considered for incorporating a health equity tool into public health practice. Concept mapping and focus groups were implemented as complementary methods to investigate the conditions of use of a health equity tool by public health organizations in Quebec. Using a hybrid integrated research design is a richer way to address the complexity of questions emerging from intervention and planning settings. This approach provides a deeper, operational, and contextualized understanding of research results involving different professional and organizational cultures, and thereby supports the decision-making process. Concept mapping served to identify and prioritize in a limited timeframe the conditions to be considered for incorporation into a health equity tool into public health practices. Focus groups then provided a more refined understanding of the barriers, issues, and facilitating factors surrounding the tools adoption, helped distinguish among participants' perspectives based on functional roles and organizational contexts, and clarified some apparently contradictory results from the concept map. The combined use of these two techniques brought the strengths of each approach to bear, thereby overcoming some of the respective limitations of concept mapping and focus groups. This design is appropriate for investigating targets with multiple levels of complexity. Copyright © 2017 Elsevier Ltd. All rights reserved.

Enhancing Collaborative and Meaningful Language Learning through Concept Mapping

NASA Astrophysics Data System (ADS)

de Cássia Veiga Marriott, Rita; Torres, Patrícia Lupion

This chapter aims to investigate new ways of foreign-language teaching/learning via a study of how concept mapping can help develop a student's reading, writing and oral skills as part of a blended methodology for language teaching known as LAPLI (Laboratorio de Aprendizagem de LInguas: The Language Learning Lab). LAPLI is a student-centred and collaborative methodology which encourages students to challenge their limitations and expand their current knowledge whilst developing their linguistic and interpersonal skills. We explore the theories that underpin LAPLI and detail the 12 activities comprising its programme with specify reference to the use of “concept mapping”. An innovative table enabling a formative and summative assessment of the concept maps is formulated. Also presented are some of the qualitative and quantitative results achieved when this methodology was first implemented with a group of pre-service students studying for a degree in English and Portuguese languages at the Catholic University of Parana (PUCPR) in Brazil. The contribution of concept mapping and LAPLI to an understanding of language learning along with a consideration of the difficulties encountered in its implementation with student groups is discussed and suggestions made for future research.

Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson.

PubMed

Rittle-Johnson, Bethany; Fyfe, Emily R; Loehr, Abbey M

2016-12-01

Students, parents, teachers, and theorists often advocate for direct instruction on both concepts and procedures, but some theorists suggest that including instruction on procedures in combination with concepts may limit learning opportunities and student understanding. This study evaluated the effect of instruction on a math concept and procedure within the same lesson relative to a comparable amount of instruction on the concept alone. Direct instruction was provided before or after solving problems to evaluate whether the type of instruction interacted with the timing of instruction within a lesson. We worked with 180 second-grade children in the United States. In a randomized experiment, children received a classroom lesson on mathematical equivalence in one of four conditions that varied in instruction type (conceptual or combined conceptual and procedural) and in instruction order (instruction before or after solving problems). Children who received two iterations of conceptual instruction had better retention of conceptual and procedural knowledge than children who received both conceptual and procedural instruction in the same lesson. Order of instruction did not impact outcomes. Findings suggest that within a single lesson, spending more time on conceptual instruction may be more beneficial than time spent teaching a procedure when the goal is to promote more robust understanding of target concepts and procedures. © 2016 The British Psychological Society.

Refining Landsat classification results using digital terrain data

USGS Publications Warehouse

Miller, Wayne A.; Shasby, Mark

1982-01-01

 Scientists at the U.S. Geological Survey's Earth Resources Observation systems (EROS) Data Center have recently completed two land-cover mapping projects in which digital terrain data were used to refine Landsat classification results. Digital ter rain data were incorporated into the Landsat classification process using two different procedures that required developing decision criteria either subjectively or quantitatively. The subjective procedure was used in a vegetation mapping project in Arizona, and the quantitative procedure was used in a forest-fuels mapping project in Montana. By incorporating digital terrain data into the Landsat classification process, more spatially accurate landcover maps were produced for both projects.

Professional development strategies for teaching urban biology teachers to use concept maps effectively

NASA Astrophysics Data System (ADS)

McGregor Petgrave, Dahlia M.

Many teachers are not adequately prepared to help urban students who have trouble understanding conceptual ideas in biology because these students have little connection to the natural world. This study explored potential professional development strategies to help urban biology teachers use concept maps effectively with various topics in the biology curriculum. A grounded theory approach was used to develop a substantive professional development model for urban biology teachers. Qualitative data were collected through 16 semi-structured interviews of professional developers experienced in working with concept maps in the urban context. An anonymous online survey was used to collect quantitative data from 56 professional developers and teachers to support the qualitative data. The participants were from New York City, recruited through the NY Biology-Chemistry Professional Development Mentor Network and the NY Biology Teachers' Association. According to the participants, map construction, classroom applications, lesson planning, action research, follow-up workshops, and the creation of learning communities are the most effective professional development strategies. The interviewees also proposed English language learning strategies such as picture maps, native word maps, and content reading materials with underlined words. This study contributes to social change by providing a professional development model to use in planning workshops for urban teachers. Urban teachers improve their own conceptual understanding of biology while learning how to implement concept mapping strategies in the classroom. Students whose teachers are better prepared to teach biology in a conceptual manner have the potential of growing into more scientifically literate citizens.

Effectiveness of higher order thinking skills (HOTS) based i-Think map concept towards primary students

NASA Astrophysics Data System (ADS)

Ping, Owi Wei; Ahmad, Azhar; Adnan, Mazlini; Hua, Ang Kean

2017-05-01

Higher Order Thinking Skills (HOTS) is a new concept of education reform based on the Taxonomies Bloom. The concept concentrate on student understanding in learning process based on their own methods. Through the HOTS questions are able to train students to think creatively, critic and innovative. The aim of this study was to identify the student's proficiency in solving HOTS Mathematics question by using i-Think map. This research takes place in Sabak Bernam, Selangor. The method applied is quantitative approach that involves approximately all of the standard five students. Pra-posttest was conduct before and after the intervention using i-Think map in solving the HOTS questions. The result indicates significant improvement for post-test, which prove that applying i-Think map enhance the students ability to solve HOTS question. Survey's analysis showed 90% of the students agree having i-Thinking map in analysis the question carefully and using keywords in the map to solve the questions. As conclusion, this process benefits students to minimize in making the mistake when solving the questions. Therefore, teachers are necessarily to guide students in applying the eligible i-Think map and methods in analyzing the question through finding the keywords.

Validating Domain Ontologies: A Methodology Exemplified for Concept Maps

ERIC Educational Resources Information Center

Steiner, Christina M.; Albert, Dietrich

2017-01-01

Ontologies play an important role as knowledge domain representations in technology-enhanced learning and instruction. Represented in form of concept maps they are commonly used as teaching and learning material and have the potential to enhance positive educational outcomes. To ensure the effective use of an ontology representing a knowledge…

Concept Maps as Cognitive Visualizations of Writing Assignments

ERIC Educational Resources Information Center

Villalon, Jorge; Calvo, Rafael A.

2011-01-01

Writing assignments are ubiquitous in higher education. Writing develops not only communication skills, but also higher-level cognitive processes that facilitate deep learning. Cognitive visualizations, such as concept maps, can also be used as part of learning activities including as a form of scaffolding, or to trigger reflection by making…

Concept Map as an Assessment Tool in Secondary School Mathematics: An Analysis of Teachers' Perspectives

ERIC Educational Resources Information Center

Mutodi, Paul; Chigonga, Benard

2016-01-01

This paper reports on teachers' views on concept mapping: its applicability; reliability; advantages and; difficulties. A close-ended questionnaire was administered to 50 purposefully selected secondary school mathematics teachers from Sekhukhune District, Limpopo, South Africa. The findings indicate that mathematics teachers generally perceive…

Expert Concept Mapping Study on Mobile Learning

ERIC Educational Resources Information Center

Borner, Dirk; Glahn, Christian; Stoyanov, Slavi; Kalz, Marco; Specht, Marcus

2010-01-01

Purpose: The present paper introduces concept mapping as a structured participative conceptualization approach to identify clusters of ideas and opinions generated by experts within the domain of mobile learning. Utilizing this approach, the paper aims to contribute to a definition of key domain characteristics by identifying the main educational…

Assessing System Thinking through Different Concept-Mapping Practices

ERIC Educational Resources Information Center

Brandstadter, Kristina; Harms, Ute; Grossschedl, Jorg

2012-01-01

System thinking is usually investigated by using questionnaires, video analysis, or interviews. Recently, concept-mapping (CM) was suggested as an adequate instrument for analysing students' system thinking. However, there are different ways with which to use this method. Therefore, the purpose of this study was to examine whether particular…

Dynamic Assessment of EFL Learners' Listening Comprehension via Computerized Concept Mapping

ERIC Educational Resources Information Center

Ebadi, Saman; Latif, Shokoufeh Vakili

2015-01-01

In Vygotsky's theory, learner's Zone of Proximal Development (ZPD) and autonomous performance could be further developed through social interaction with an expert. Computerized concept mapping enjoys the advantage of meeting learners' differences and therefore can be applied as a scaffold to support learning process.Taking a dynamic assessment…

Full potential methods for analysis/design of complex aerospace configurations

NASA Technical Reports Server (NTRS)

Shankar, Vijaya; Szema, Kuo-Yen; Bonner, Ellwood

1986-01-01

The steady form of the full potential equation, in conservative form, is employed to analyze and design a wide variety of complex aerodynamic shapes. The nonlinear method is based on the theory of characteristic signal propagation coupled with novel flux biasing concepts and body-fitted mapping procedures. The resulting codes are vectorized for the CRAY XMP and the VPS-32 supercomputers. Use of the full potential nonlinear theory is demonstrated for a single-point supersonic wing design and a multipoint design for transonic maneuver/supersonic cruise/maneuver conditions. Achievement of high aerodynamic efficiency through numerical design is verified by wind tunnel tests. Other studies reported include analyses of a canard/wing/nacelle fighter geometry.

Functional-to-form mapping for assembly design automation

NASA Astrophysics Data System (ADS)

Xu, Z. G.; Liu, W. M.; Shen, W. D.; Yang, D. Y.; Liu, T. T.

2017-11-01

Assembly-level function-to-form mapping is the most effective procedure towards design automation. The research work mainly includes: the assembly-level function definitions, product network model and the two-step mapping mechanisms. The function-to-form mapping is divided into two steps, i.e. mapping of function-to-behavior, called the first-step mapping, and the second-step mapping, i.e. mapping of behavior-to-structure. After the first step mapping, the three dimensional transmission chain (or 3D sketch) is studied, and the feasible design computing tools are developed. The mapping procedure is relatively easy to be implemented interactively, but, it is quite difficult to finish it automatically. So manual, semi-automatic, automatic and interactive modification of the mapping model are studied. A mechanical hand F-F mapping process is illustrated to verify the design methodologies.

Mapping the Mayo-Portland adaptability inventory to the international classification of functioning, disability and health.

PubMed

Lexell, Jan; Malec, James F; Jacobsson, Lars J

2012-01-01

To examine the contents of the Mayo-Portland Adaptability Inventory (MPAI-4) by mapping it to the International Classification of Functioning, Disability and Health (ICF). Each of the 30 scoreable items in the MPAI-4 was mapped to the most precise ICF categories. All 30 items could be mapped to components and categories in the ICF. A total of 88 meaningful concepts were identified. There were, on average, 2.9 meaningful concepts per item, and 65% of all concepts could be mapped. Items in the Ability and Adjustment subscales mapped to categories in both the Body Functions and Activity/Participation components of the ICF, whereas all except 1 in the Participation subscale were to categories in the Activity/Participation component. The items could also be mapped to 34 (13%) of the 258 Environmental Factors in the ICF. This mapping provides better definition through more concrete examples (as listed in the ICF) of the types of body functions, activities, and participation indicators that are represented by the 30 scoreable MPAI-4 items. This may assist users throughout the world in understanding the intent of each item, and support further development and the possibility to report results in the form of an ICF categorical profile, making it universally interpretable.

Using concept mapping to mobilize a Black faith community to address HIV

PubMed Central

Szaflarski, Magdalena; Vaughn, Lisa M; McLinden, Daniel; Wess, Yolanda; Ruffner, Andrew

2017-01-01

Research that partners with community stakeholders increases contextual relevance and community buy-in and maximizes the chance for intervention success. Within a framework of an academic-community partnership, this project assessed a Black faith-community’s needs and opportunities to address HIV. We used concept mapping to identify/prioritize specific HIV-related strategies that would be acceptable to congregations. Ninety stakeholders brainstormed strategies to address HIV; 21 sorted strategies into groups and rated their importance and feasibility. Multidimensional scaling and cluster analysis were applied to the sorting to produce maps that illustrated the stakeholders’ conceptual thinking about HIV interventions. Of 278 responses, 93 were used in the sorting task. The visual maps represented eight clusters: church acceptance of people living with HIV; education (most feasible); mobilization and communication; church/leaders’ empowerment; church involvement/collaboration; safety/HIV prevention; media outreach; and, stigma (most important). Concept mapping clarified multifaceted issues of HIV in the Black faith community. The results will guide HIV programming in congregations. PMID:28239439

Sophia: A Expedient UMLS Concept Extraction Annotator.

PubMed

Divita, Guy; Zeng, Qing T; Gundlapalli, Adi V; Duvall, Scott; Nebeker, Jonathan; Samore, Matthew H

2014-01-01

An opportunity exists for meaningful concept extraction and indexing from large corpora of clinical notes in the Veterans Affairs (VA) electronic medical record. Currently available tools such as MetaMap, cTAKES and HITex do not scale up to address this big data need. Sophia, a rapid UMLS concept extraction annotator was developed to fulfill a mandate and address extraction where high throughput is needed while preserving performance. We report on the development, testing and benchmarking of Sophia against MetaMap and cTAKEs. Sophia demonstrated improved performance on recall as compared to cTAKES and MetaMap (0.71 vs 0.66 and 0.38). The overall f-score was similar to cTAKES and an improvement over MetaMap (0.53 vs 0.57 and 0.43). With regard to speed of processing records, we noted Sophia to be several fold faster than cTAKES and the scaled-out MetaMap service. Sophia offers a viable alternative for high-throughput information extraction tasks.

Sophia: A Expedient UMLS Concept Extraction Annotator

PubMed Central

Divita, Guy; Zeng, Qing T; Gundlapalli, Adi V.; Duvall, Scott; Nebeker, Jonathan; Samore, Matthew H.

2014-01-01

An opportunity exists for meaningful concept extraction and indexing from large corpora of clinical notes in the Veterans Affairs (VA) electronic medical record. Currently available tools such as MetaMap, cTAKES and HITex do not scale up to address this big data need. Sophia, a rapid UMLS concept extraction annotator was developed to fulfill a mandate and address extraction where high throughput is needed while preserving performance. We report on the development, testing and benchmarking of Sophia against MetaMap and cTAKEs. Sophia demonstrated improved performance on recall as compared to cTAKES and MetaMap (0.71 vs 0.66 and 0.38). The overall f-score was similar to cTAKES and an improvement over MetaMap (0.53 vs 0.57 and 0.43). With regard to speed of processing records, we noted Sophia to be several fold faster than cTAKES and the scaled-out MetaMap service. Sophia offers a viable alternative for high-throughput information extraction tasks. PMID:25954351

Crew procedures and workload of retrofit concepts for microwave landing system

NASA Technical Reports Server (NTRS)

Summers, Leland G.; Jonsson, Jon E.

1989-01-01

Crew procedures and workload for Microwave Landing Systems (MLS) that could be retrofitted into existing transport aircraft were evaluated. Two MLS receiver concepts were developed. One is capable of capturing a runway centerline and the other is capable of capturing a segmented approach path. Crew procedures were identified and crew task analyses were performed using each concept. Crew workload comparisons were made between the MLS concepts and an ILS baseline using a task-timeline workload model. Workload indexes were obtained for each scenario. The results showed that workload was comparable to the ILS baseline for the MLS centerline capture concept, but significantly higher for the segmented path capture concept.

A closer look at the concept of regional clocks for Precise Point Positioning

NASA Astrophysics Data System (ADS)

Weber, Robert; Karabatic, Ana; Thaler, Gottfried; Abart, Christoph; Huber, Katrin

2010-05-01

Under the precondition of at least two successfully tracked signals at different carrier frequencies we may obtain their ionosphere free linear combination. By introducing approximate values for geometric effects like orbits and tropospheric delay as well as an initial bias parameter N per individual satellite we can solve for the satellite clock with respect to the receiver clock. Noting, that residual effects like orbit errors, remaining tropospheric delays and a residual bias parameter map into these parameters, this procedure leaves us with a kind of virtual clock differences. These clocks cover regional effects and are therefore clearly correlated with clocks at nearby station. Therefore we call these clock differences, which are clearly different from clock solutions provided for instance by IGS, the "regional clocks". When introducing the regional clocks obtained from real-time data of a GNSS reference station network we are able to process the coordinates of a nearby isolated station via a PPP .In terms of PPP-convergence time which will be reduced down to 30 minutes or less, this procedure is clearly favorable. The accuracy is quite comparable with state of the art PPP procedures. Nevertheless, this approach cannot compete in fixing times with double-difference approaches but the correlation holds over hundreds of kilometers distance to our master station and the clock differences can easily by obtained, even in real-time. This presentation provides preliminary results of the project RA-PPP. RA-PPP is a research project financed by the Federal Ministry for Transport, Innovation and Technology, managed by the Austrian Research Promotion Agency (FFG) in the course of the 6th call of the Austrian Space Application Program (ASAP). RA-PPP stands for Rapid Precise Point Positioning, which denotes the wish for faster and more accurate algorithms for PPP. The concept of regional clocks which will be demonstrated in detail in this presentation is one out of 4 concepts to be evaluated in this project.

Spectroscopic remote sensing for material identification, vegetation characterization, and mapping

USGS Publications Warehouse

Kokaly, Raymond F.; Lewis, Paul E.; Shen, Sylvia S.

2012-01-01

Identifying materials by measuring and analyzing their reflectance spectra has been an important procedure in analytical chemistry for decades. Airborne and space-based imaging spectrometers allow materials to be mapped across the landscape. With many existing airborne sensors and new satellite-borne sensors planned for the future, robust methods are needed to fully exploit the information content of hyperspectral remote sensing data. A method of identifying and mapping materials using spectral feature analyses of reflectance data in an expert-system framework called MICA (Material Identification and Characterization Algorithm) is described. MICA is a module of the PRISM (Processing Routines in IDL for Spectroscopic Measurements) software, available to the public from the U.S. Geological Survey (USGS) at http://pubs.usgs.gov/of/2011/1155/. The core concepts of MICA include continuum removal and linear regression to compare key diagnostic absorption features in reference laboratory/field spectra and the spectra being analyzed. The reference spectra, diagnostic features, and threshold constraints are defined within a user-developed MICA command file (MCF). Building on several decades of experience in mineral mapping, a broadly-applicable MCF was developed to detect a set of minerals frequently occurring on the Earth's surface and applied to map minerals in the country-wide coverage of the 2007 Afghanistan HyMap data set. MICA has also been applied to detect sub-pixel oil contamination in marshes impacted by the Deepwater Horizon incident by discriminating the C-H absorption features in oil residues from background vegetation. These two recent examples demonstrate the utility of a spectroscopic approach to remote sensing for identifying and mapping the distributions of materials in imaging spectrometer data.

Flight Deck Technologies to Enable NextGen Low Visibility Surface Operations

NASA Technical Reports Server (NTRS)

Prinzel, Lawrence (Lance) J., III; Arthur, Jarvis (Trey) J.; Kramer, Lynda J.; Norman, Robert M.; Bailey, Randall E.; Jones, Denise R.; Karwac, Jerry R., Jr.; Shelton, Kevin J.; Ellis, Kyle K. E.

2013-01-01

Many key capabilities are being identified to enable Next Generation Air Transportation System (NextGen), including the concept of Equivalent Visual Operations (EVO) . replicating the capacity and safety of today.s visual flight rules (VFR) in all-weather conditions. NASA is striving to develop the technologies and knowledge to enable EVO and to extend EVO towards a Better-Than-Visual operational concept. This operational concept envisions an .equivalent visual. paradigm where an electronic means provides sufficient visual references of the external world and other required flight references on flight deck displays that enable Visual Flight Rules (VFR)-like operational tempos while maintaining and improving safety of VFR while using VFR-like procedures in all-weather conditions. The Langley Research Center (LaRC) has recently completed preliminary research on flight deck technologies for low visibility surface operations. The work assessed the potential of enhanced vision and airport moving map displays to achieve equivalent levels of safety and performance to existing low visibility operational requirements. The work has the potential to better enable NextGen by perhaps providing an operational credit for conducting safe low visibility surface operations by use of the flight deck technologies.

Human Mind Maps

ERIC Educational Resources Information Center

Glass, Tom

2016-01-01

When students generate mind maps, or concept maps, the maps are usually on paper, computer screens, or a blackboard. Human Mind Maps require few resources and little preparation. The main requirements are space where students can move around and a little creativity and imagination. Mind maps can be used for a variety of purposes, and Human Mind…

From Planetary Mapping to Map Production: Planetary Cartography as integral discipline in Planetary Sciences

NASA Astrophysics Data System (ADS)

Nass, Andrea; van Gasselt, Stephan; Hargitai, Hendrik; Hare, Trent; Manaud, Nicolas; Karachevtseva, Irina; Kersten, Elke; Roatsch, Thomas; Wählisch, Marita; Kereszturi, Akos

2016-04-01

Cartography is one of the most important communication channels between users of spatial information and laymen as well as the open public alike. This applies to all known real-world objects located either here on Earth or on any other object in our Solar System. In planetary sciences, however, the main use of cartography resides in a concept called planetary mapping with all its various attached meanings: it can be (1) systematic spacecraft observation from orbit, i.e. the retrieval of physical information, (2) the interpretation of discrete planetary surface units and their abstraction, or it can be (3) planetary cartography sensu strictu, i.e., the technical and artistic creation of map products. As the concept of planetary mapping covers a wide range of different information and knowledge levels, aims associated with the concept of mapping consequently range from a technical and engineering focus to a scientific distillation process. Among others, scientific centers focusing on planetary cartography are the United State Geological Survey (USGS, Flagstaff), the Moscow State University of Geodesy and Cartography (MIIGAiK, Moscow), Eötvös Loránd University (ELTE, Hungary), and the German Aerospace Center (DLR, Berlin). The International Astronomical Union (IAU), the Commission Planetary Cartography within International Cartographic Association (ICA), the Open Geospatial Consortium (OGC), the WG IV/8 Planetary Mapping and Spatial Databases within International Society for Photogrammetry and Remote Sensing (ISPRS) and a range of other institutions contribute on definition frameworks in planetary cartography. Classical cartography is nowadays often (mis-)understood as a tool mainly rather than a scientific discipline and an art of communication. Consequently, concepts of information systems, mapping tools and cartographic frameworks are used interchangeably, and cartographic workflows and visualization of spatial information in thematic maps have often been neglected or were left to software systems to decide by some arbitrary default values. The diversity of cartography as a research discipline and its different contributions in geospatial sciences and communication of information and knowledge will be highlighted in this contribution. We invite colleagues from this and other discipline to discuss concepts and topics for joint future collaboration and research.

Setting strategy for system change: using concept mapping to prioritise national action for chronic disease prevention.

PubMed

Wutzke, Sonia; Roberts, Nick; Willis, Cameron; Best, Allan; Wilson, Andrew; Trochim, William

2017-08-08

Chronic diseases are a serious and urgent problem, requiring at-scale, multi-component, multi-stakeholder action and cooperation. Despite numerous national frameworks and agenda-setting documents to coordinate prevention efforts, Australia, like many countries internationally, is yet to substantively impact the burden from chronic disease. Improved evidence on effective strategies for the prevention of chronic disease is required. This research sought to articulate a priority set of important and feasible action domains to inform future discussion and debate regarding priority areas for chronic disease prevention policy and strategy. Using concept mapping, a mixed-methods approach to making use of the best available tacit knowledge of recognised, diverse and well-experienced actors, and national actions to improve the prevention of chronic disease in Australia were identified and then mapped. Participants (ranging from 58 to 78 in the various stages of the research) included a national sample of academics, policymakers and practitioners. Data collection involved the generation and sorting of statements by participants. A series of visual representations of the data were then developed. A total of 95 statements were distilled into 12 clusters for action, namely Inter-Sectoral Partnerships; Systems Perspective/Action; Governance; Roles and Responsibilities; Evidence, Feedback and Learning; Funding and Incentive; Creating Demand; Primary Prevention; Social Determinants and Equity; Healthy Environments; Food and Nutrition; and Regulation and Policy. Specific areas for more immediate national action included refocusing the health system to prevention over cure, raising the profile of public health with health decision-makers, funding policy- and practice-relevant research, improving communication about prevention, learning from both global best-practice and domestic successes and failures, increasing the focus on primary prevention, and developing a long-term prevention strategy with an explicit funding commitment. Preventing chronic diseases and their risk factors will require at-scale, multi-component, multi-stakeholder action and cooperation. The concept mapping procedures used in this research have enabled the synthesis of views across different stakeholders, bringing both divergent and convergent perspectives to light, and collectively creating signals for where to prioritise national action. Previous national strategies for chronic disease prevention have not collated the tacit knowledge of diverse actors in the prevention of chronic disease in this structured way.

Concept Maps and Informational Read-Alouds: Strengthening Both Science and Reading for Elementary Students

ERIC Educational Resources Information Center

Berry, Jaime; Potter, Jalene; Hollas, Victoria

2013-01-01

This quasi-experimental study compared the effects of concept mapping and teacher generated questioning on students' organization and retention of science knowledge when used along with interactive informational read-alouds. Fifty-eight third grade students completed an eight-day unit regarding "soil formation." Students who participated…

Promoting Conceptual Understanding via Adaptive Concept Maps

ERIC Educational Resources Information Center

Moore, Jacob P.

2013-01-01

The purpose of this study is to explore the feasibility and effectiveness of a scalable concept map based navigation system for a digital textbook. A literature review has been conducted to identify possible methods to promote conceptual understanding in the context of a digital textbook, and these hypothesized solutions will be evaluated through…

Using Concept Maps to Reveal Conceptual Typologies

ERIC Educational Resources Information Center

Hay, David B.; Kinchin, Ian M.

2006-01-01

Purpose: The purpose of this paper is to explain and develop a classification of cognitive structures (or typologies of thought), previously designated as spoke, chain and network thinking by Kinchin "et al." Design/methodology/approach: The paper shows how concept mapping can be used to reveal these conceptual typologies and endeavours to place…

An Electronic Engineering Curriculum Design Based on Concept-Mapping Techniques

ERIC Educational Resources Information Center

Toral, S. L.; Martinez-Torres, M. R.; Barrero, F.; Gallardo, S.; Duran, M. J.

2007-01-01

Curriculum design is a concern in European Universities as they face the forthcoming European Higher Education Area (EHEA). This process can be eased by the use of scientific tools such as Concept-Mapping Techniques (CMT) that extract and organize the most relevant information from experts' experience using statistics techniques, and helps a…

Use of Concept Mapping in an Undergraduate Introductory Exercise Physiology Course

ERIC Educational Resources Information Center

Henige, Kim

2012-01-01

Physiology is often considered a challenging course for students. It is up to teachers to structure courses and create learning opportunities that will increase the chance of student success. In an undergraduate exercise physiology course, concept maps are assigned to help students actively process and organize information into manageable and…

A New Approach for Constructing the Concept Map

ERIC Educational Resources Information Center

Tseng, Shian-Shyong; Sue, Pei-Chi; Su, Jun-Ming; Weng, Jui-Feng; Tsai, Wen-Nung

2007-01-01

In recent years, e-learning system has become more and more popular and many adaptive learning environments have been proposed to offer learners customized courses in accordance with their aptitudes and learning results. For achieving the adaptive learning, a predefined concept map of a course is often used to provide adaptive learning guidance…

Pre-Service Teacher Beliefs on the Antecedents to Bullying: A Concept Mapping Study

ERIC Educational Resources Information Center

Lopata, Joel A.; Nowicki, Elizabeth A.

2014-01-01

In this study, researchers gathered Canadian pre-service teachers' beliefs on the antecedents to bullying. Concept mapping (Kane & Trochim, 2007) was used to analyze the data. This study's findings identified pre-service teachers to have accurate beliefs, inaccurate beliefs, and a lack of knowledge about the antecedents to bullying. Concept…

Expert Supervisors' Priorities When Working with Easy and Challenging Supervisees

ERIC Educational Resources Information Center

Kemer, Gulsah; Borders, L. DiAnne; Yel, Nedim

2017-01-01

Using Kemer, Borders, and Willse's (2014) concept map as a conceptual model, the authors aimed to understand expert supervisors' priorities with their easy and challenging supervisees. Experts' priorities with easy and challenging supervisees were represented in different parts of the concept map, and they seemed to individualize their work with…

Improving the Usefulness of Concept Maps as a Research Tool for Science Education

ERIC Educational Resources Information Center

Van Zele, Els; Lenaerts, Josephina; Wieme, Willem

2004-01-01

The search for authentic science research tools to evaluate student understanding in a hybrid learning environment with a large multimedia component has resulted in the use of concept maps as a representation of student's knowledge organization. One hundred and seventy third-semester introductory university-level engineering students represented…

How Not to Lose Your Students with Concept Maps

ERIC Educational Resources Information Center

Bentley, Francoise Judith Benay; Kennedy, Sarah; Semsar, Katharine

2011-01-01

Four physiology courses participating in a science education program used concept maps for the first time. At the conclusion of the term, students responded to an end-of-term survey about the activity. Following varied results, we sought to identify factors that students indicated are important for the acceptance of the technique. To encourage…

The Contributions of Digital Concept Maps to Assessment for Learning Practices

ERIC Educational Resources Information Center

Filiz, Mehmet; Trumpower, David; Atas, Sait

2013-01-01

We have been developing a digital concept maps website (www.conceptmapsforlearning.com) based on the principles of effective assessment for learning. The purpose of this paper is to reveal its promising contributions to formative evaluation practices. The website reduces the workload of teachers as well as provides immediate and delayed feedback…

Assessing the Structure of a Concept Map

ERIC Educational Resources Information Center

Giouvanakis, Thanasis; Samaras, Haido; Kehris, Evangelos; Mpakavos, Asterios

2013-01-01

This paper presents a framework for the evaluation of concept maps. We focus on supporting the student in dealing with ill-structured and complex problems. We argue that these problems require the application of "the modularity approach." In view of this, the paper describes ways of providing student support for the implementation of…

Using Concept Mapping and Paraphrasing for Reading Comprehension

ERIC Educational Resources Information Center

Marashi, Hamid; Bagheri, Nazanin

2015-01-01

This study investigated the comparative impact of two types of teaching techniques, namely concept mapping and paraphrasing, on the reading comprehension of EFL learners. For this purpose, 60 learners of a total number of 90 intermediate learners studying at a language school in Karaj, Iran, were chosen through taking a piloted PET for…

Remediating High School Students' Misconceptions Concerning Diffusion and Osmosis through Concept Mapping and Conceptual Change Text.

ERIC Educational Resources Information Center

Tekkaya, Ceren

2003-01-01

Investigates the effectiveness of combining conceptual change text and concept mapping strategies on students' understanding of diffusion and osmosis. Results indicate that while the average percentage of students in the experimental group holding a scientifically correct view rose, the percentage of correct responses in the control group…

Using Creative Problem Solving to Promote Students' Performance of Concept Mapping

ERIC Educational Resources Information Center

Tseng, Kuo-Hung; Chang, Chi-Cheng; Lou, Shi-Jer; Hsu, Pi-Shan

2013-01-01

The purpose of the study was to explore that using creative problem solving can promote students' performance of concept mapping (CMPING). Students were encouraged to use creative problem solving (CPS) in constructing nanometer knowledge structure, and then to promote the performance of CMPING. The knowledge structure was visualized through…

Identifying Multi-Level Culturally Appropriate Smoking Cessation Strategies for Aboriginal Health Staff: A Concept Mapping Approach

ERIC Educational Resources Information Center

Dawson, Anna P.; Cargo, Margaret; Stewart, Harold; Chong, Alwin; Daniel, Mark

2013-01-01

Aboriginal Australians, including Aboriginal Health Workers (AHWs), smoke at rates double the non-Aboriginal population. This study utilized concept mapping methodology to identify and prioritize culturally relevant strategies to promote smoking cessation in AHWs. Stakeholder participants included AHWs, other health service employees and tobacco…

Methods for Measuring the Influence of Concept Mapping on Student Information Literacy.

ERIC Educational Resources Information Center

Gordon, Carol A.

2002-01-01

Discusses research traditions in education and in information retrieval and explores the theory of expected information which uses formulas derived from the Fano measure and Bayesian statistics. Demonstrates its application in a study on the effects of concept mapping on the search behavior of tenth-grade biology students. (Author/LRW)

Concept mapping to improve team work, team learning and care of the person with dementia and behavioural and psychological symptoms.

PubMed

Aberdeen, Suzanne M; Byrne, Graeme

2018-04-01

The incidence of behavioural and psychological symptoms of dementia in residential aged care facilities is high. Effective team work and knowledgeable staff are cited as important facilitators of appropriate care responses to clients with these symptoms, but to achieve this within a resource-poor workplace can be challenging. In the study reported in this paper, concept mapping was trialled to enhance multifocal person-centred assessment and care planning as well as team learning. The outcomes of team concept mapping were evaluated using a quasi-experimental design with pre- and post-testing in 11 selected Australian residential aged care facilities , including two control residential aged care facilities , over a nine-month period. It was demonstrated that use of concept mapping improved team function, measured as effectiveness of care planning, as well as enhancing learning, with increased knowledge of dementia care even amongst staff who were not directly involved with the process. It is suggested that these results may be generalizable to other countries and care settings.

Landsat Image Map Production Methods at the U. S. Geological Survey

USGS Publications Warehouse

Kidwell, R.D.; Binnie, D.R.; Martin, S.

1987-01-01

To maintain consistently high quality in satellite image map production, the U. S. Geological Survey (USGS) has developed standard procedures for the photographic and digital production of Landsat image mosaics, and for lithographic printing of multispectral imagery. This paper gives a brief review of the photographic, digital, and lithographic procedures currently in use for producing image maps from Landsat data. It is shown that consistency in the printing of image maps is achieved by standardizing the materials and procedures that affect the image detail and color balance of the final product. Densitometric standards are established by printing control targets using the pressplates, inks, pre-press proofs, and paper to be used for printing.

Concept Model on Topological Learning

NASA Astrophysics Data System (ADS)

Ae, Tadashi; Kioi, Kazumasa

2010-11-01

We discuss a new model for concept based on topological learning, where the learning process on the neural network is represented by mathematical topology. The topological learning of neural networks is summarized by a quotient of input space and the hierarchical step induces a tree where each node corresponds to a quotient. In general, the concept acquisition is a difficult problem, but the emotion for a subject is represented by providing the questions to a person. Therefore, a kind of concept is captured by such data and the answer sheet can be mapped into a topology consisting of trees. In this paper, we will discuss a way of mapping the emotional concept to a topological learning model.

Radiant thinking and the use of the mind map in nurse practitioner education.

PubMed

Spencer, Julie R; Anderson, Kelley M; Ellis, Kathryn K

2013-05-01

The concept of radiant thinking, which led to the concept of mind mapping, promotes all aspects of the brain working in synergy, with thought beginning from a central point. The mind map, which is a graphical technique to improve creative thinking and knowledge attainment, utilizes colors, images, codes, and dimensions to amplify and enhance key ideas. This technique augments the visualization of relationships and links between concepts, which aids in information acquisition, data retention, and overall comprehension. Faculty can promote students' use of the technique for brainstorming, organizing ideas, taking notes, learning collaboratively, presenting, and studying. These applications can be used in problem-based learning, developing plans of care, health promotion activities, synthesizing disease processes, and forming differential diagnoses. Mind mapping is a creative way for students to engage in a unique method of learning that can expand memory recall and help create a new environment for processing information. Copyright 2013, SLACK Incorporated.

How to use concept mapping to identify barriers and facilitators of an electronic quality improvement intervention.

PubMed

van Engen-Verheul, Mariëtte; Peek, Niels; Vromen, Tom; Jaspers, Monique; de Keizer, Nicolette

2015-01-01

Systematic quality improvement (QI) interventions are increasingly used to change complex health care systems. Results of randomized clinical trials can provide quantitative evidence whether QI interventions were effective but they do not teach us why and how QI was (not) achieved. Qualitative research methods can answer these questions but typically involve only a small group of respondents against high resources. Concept mapping methodology overcomes these drawbacks by integrating results from qualitative group sessions with multivariate statistical analysis to represent ideas of diverse stakeholders visually on maps in an efficient way. This paper aims to describe how to use concept mapping to qualitatively gain insight into barriers and facilitators of an electronic QI intervention and presents experiences with the method from an ongoing case study to evaluate a QI system in the field of cardiac rehabilitation in the Netherlands.

Atrial Fibrillation Ablation Guided by a Novel Nonfluoroscopic Navigation System.

PubMed

Ballesteros, Gabriel; Ramos, Pablo; Neglia, Renzo; Menéndez, Diego; García-Bolao, Ignacio

2017-09-01

Rhythmia is a new nonfluoroscopic navigation system that is able to create high-density electroanatomic maps. The aim of this study was to describe the acute outcomes of atrial fibrillation (AF) ablation guided by this system, to analyze the volume provided by its electroanatomic map, and to describe its ability to locate pulmonary vein (PV) reconnection gaps in redo procedures. This observational study included 62 patients who underwent AF ablation with Rhythmia compared with a retrospective cohort who underwent AF ablation with a conventional nonfluoroscopic navigation system (Ensite Velocity). The number of surface electrograms per map was significantly higher in Rhythmia procedures (12 125 ± 2826 vs 133 ± 21 with Velocity; P < .001), with no significant differences in the total procedure time. The Orion catheter was placed for mapping in 99.5% of PV (95.61% in the control group with a conventional circular mapping catheter; P = .04). There were no significant differences in the percentage of PV isolation between the 2 groups. In redo procedures, an ablation gap could be identified on the activation map in 67% of the reconnected PV (40% in the control group; P = .042). The measured left atrial volume was lower than that calculated by computed tomography (109.3 v 15.2 and 129.9 ± 13.2 mL, respectively; P < .001). There were no significant differences in the number of complications. The Rhythmia system is effective for AF ablation procedures, with procedure times and safety profiles similar to conventional nonfluoroscopic navigation systems. In redo procedures, it appears to be more effective in identifying reconnected PV conduction gaps. Copyright © 2016 Sociedad Española de Cardiología. Published by Elsevier España, S.L.U. All rights reserved.

Understanding semantic mapping evolution by observing changes in biomedical ontologies.

PubMed

dos Reis, Julio Cesar; Pruski, Cédric; Da Silveira, Marcos; Reynaud-Delaître, Chantal

2014-02-01

Knowledge Organization Systems (KOSs) are extensively used in the biomedical domain to support information sharing between software applications. KOSs are proposed covering different, but overlapping subjects, and mappings indicate the semantic relation between concepts from two KOSs. Over time, KOSs change as do the mappings between them. This can result from a new discovery or a revision of existing knowledge which includes corrections of concepts or mappings. Indeed, changes affecting KOS entities may force the underline mappings to be updated in order to ensure their reliability over time. To tackle this open research problem, we study how mappings are affected by KOS evolution. This article presents a detailed descriptive analysis of the impact that changes in KOS have on mappings. As a case study, we use the official mappings established between SNOMED CT and ICD-9-CM from 2009 to 2011. Results highlight factors according to which KOS changes in varying degrees influence the evolution of mappings. Copyright © 2013 Elsevier Inc. All rights reserved.

Imaging the wave functions of adsorbed molecules

PubMed Central

Lüftner, Daniel; Ules, Thomas; Reinisch, Eva Maria; Koller, Georg; Soubatch, Serguei; Tautz, F. Stefan; Ramsey, Michael G.; Puschnig, Peter

2014-01-01

The basis for a quantum-mechanical description of matter is electron wave functions. For atoms and molecules, their spatial distributions and phases are known as orbitals. Although orbitals are very powerful concepts, experimentally only the electron densities and -energy levels are directly observable. Regardless whether orbitals are observed in real space with scanning probe experiments, or in reciprocal space by photoemission, the phase information of the orbital is lost. Here, we show that the experimental momentum maps of angle-resolved photoemission from molecular orbitals can be transformed to real-space orbitals via an iterative procedure which also retrieves the lost phase information. This is demonstrated with images obtained of a number of orbitals of the molecules pentacene (C22H14) and perylene-3,4,9,10-tetracarboxylic dianhydride (C24H8O6), adsorbed on silver, which are in excellent agreement with ab initio calculations. The procedure requires no a priori knowledge of the orbitals and is shown to be simple and robust. PMID:24344291

PPF Dependent Fixed Point Results for Triangular α c-Admissible Mappings

PubMed Central

Ćirić, Ljubomir; Alsulami, Saud M.; Salimi, Peyman

2014-01-01

We introduce the concept of triangular α c-admissible mappings (pair of mappings) with respect to η c nonself-mappings and establish the existence of PPF dependent fixed (coincidence) point theorems for contraction mappings involving triangular α c-admissible mappings (pair of mappings) with respect to η c nonself-mappings in Razumikhin class. Several interesting consequences of our theorems are also given. PMID:24672352

The burden of neck pain: its meaning for persons with neck pain and healthcare providers, explored by concept mapping.

PubMed

van Randeraad-van der Zee, Carlijn H; Beurskens, Anna J H M; Swinkels, Raymond A H M; Pool, Jan J M; Batterham, Roy W; Osborne, Richard H; de Vet, Henrica C W

2016-05-01

To empirically define the concept of burden of neck pain. The lack of a clear understanding of this construct from the perspective of persons with neck pain and care providers hampers adequate measurement of this burden. An additional aim was to compare the conceptual model obtained with the frequently used Neck Disability Index (NDI). Concept mapping, combining qualitative (nominal group technique and group consensus) and quantitative research methods (cluster analysis and multidimensional scaling), was applied to groups of persons with neck pain (n = 3) and professionals treating persons with neck pain (n = 2). Group members generated statements, which were organized into concept maps. Group members achieved consensus about the number and description of domains and the researchers then generated an overall mind map covering the full breadth of the burden of neck pain. Concept mapping revealed 12 domains of burden of neck pain: impaired mobility neck, neck pain, fatigue/concentration, physical complaints, psychological aspects/consequences, activities of daily living, social participation, financial consequences, difficult to treat/difficult to diagnose, difference of opinion with care providers, incomprehension by social environment, and how person with neck pain deal with complaints. All ten items of the NDI could be linked to the mind map, but the NDI measures only part of the burden of neck pain. This study revealed the relevant domains for the burden of neck pain from the viewpoints of persons with neck pain and their care providers. These results can guide the identification of existing measurements instruments for each domain or the development of new ones to measure the burden of neck pain.

Mapping as a learning strategy in health professions education: a critical analysis.

PubMed

Pudelko, Beatrice; Young, Meredith; Vincent-Lamarre, Philippe; Charlin, Bernard

2012-12-01

Mapping is a means of representing knowledge in a visual network and is becoming more commonly used as a learning strategy in medical education. The assumption driving the development and use of concept mapping is that it supports and furthers meaningful learning. The goal of this paper was to examine the effectiveness of concept mapping as a learning strategy in health professions education. The authors conducted a critical analysis of recent literature on the use of concept mapping as a learning strategy in the area of health professions education. Among the 65 studies identified, 63% were classified as empirical work, the majority (76%) of which used pre-experimental designs. Only 24% of empirical studies assessed the impact of mapping on meaningful learning. Results of the analysis do not support the hypothesis that mapping per se furthers and supports meaningful learning, memorisation or factual recall. When documented improvements in learning were found, they often occurred when mapping was used in concert with other strategies, such as collaborative learning or instructor modelling, scaffolding and feedback. Current empirical research on mapping as a learning strategy presents methodological shortcomings that limit its internal and external validity. The results of our analysis indicate that mapping strategies that make use of feedback and scaffolding have beneficial effects on learning. Accordingly, we see a need to expand the process of reflection on the characteristics of representational guidance as it is provided by mapping techniques and tools based on field of knowledge, instructional objectives, and the characteristics of learners in health professions education. © Blackwell Publishing Ltd 2012.

Multispectral Remote Sensing of the Earth and Environment Using KHawk Unmanned Aircraft Systems

NASA Astrophysics Data System (ADS)

Gowravaram, Saket

This thesis focuses on the development and testing of the KHawk multispectral remote sensing system for environmental and agricultural applications. KHawk Unmanned Aircraft System (UAS), a small and low-cost remote sensing platform, is used as the test bed for aerial video acquisition. An efficient image geotagging and photogrammetric procedure for aerial map generation is described, followed by a comprehensive error analysis on the generated maps. The developed procedure is also used for generation of multispectral aerial maps including red, near infrared (NIR) and colored infrared (CIR) maps. A robust Normalized Difference Vegetation index (NDVI) calibration procedure is proposed and validated by ground tests and KHawk flight test. Finally, the generated aerial maps and their corresponding Digital Elevation Models (DEMs) are used for typical application scenarios including prescribed fire monitoring, initial fire line estimation, and tree health monitoring.

A procedure for automated land use mapping using remotely sensed multispectral scanner data

NASA Technical Reports Server (NTRS)

Whitley, S. L.

1975-01-01

A system of processing remotely sensed multispectral scanner data by computer programs to produce color-coded land use maps for large areas is described. The procedure is explained, the software and the hardware are described, and an analogous example of the procedure is presented. Detailed descriptions of the multispectral scanners currently in use are provided together with a summary of the background of current land use mapping techniques. The data analysis system used in the procedure and the pattern recognition software used are functionally described. Current efforts by the NASA Earth Resources Laboratory to evaluate operationally a less complex and less costly system are discussed in a separate section.

The Africa Yoga Project: A Participant-Driven Concept Map of Kenyan Teachers' Reported Experiences.

PubMed

Klein, Jessalyn E; Cook-Cottone, Catherine; Giambrone, Carla

2015-01-01

The Africa Yoga Project (AYP) trains and funds Kenyans to teach community yoga classes. Preliminary research with a small sample of AYP teachers suggested the program had a positive impact. This study used concept mapping to explore the experiences of a larger sample. Participants brainstormed statements about how practicing and/or teaching yoga changed them. They sorted statements into self-defined piles and rated them in terms of perceived importance. Multidimensional scaling (MDS) of sort data calculated statement coordinates wherein each statement is placed in proximity to other statements as a function of how frequently statements are sorted together by participants. These results are then and mapped in a two-dimensional space. Hierarchical cluster analysis (HCA) of these data identified clusters (i.e., concepts) among statements. Cluster average importance ratings gave the concept map depth and indicated concept importance. Bridging analysis and researchers' conceptual understanding of yoga literature facilitated HCA interpretive decisions. Of 72 AYP teachers, 52 and 48 teachers participated in brainstorming and sorting/rating activities, respectively. Teachers brainstormed 93 statements about how they had changed. The resultant MDS statement map had adequate validity (stress value = .29). HCA created a 12-cluster solution with the following concepts of perceived change: Identity as a Yoga Teacher; Prosocial Development; Existential Possibility; Genuine Positive Regard; Value and Respect for Others (highest importance); Presence, Acceptance, and Competence; Service and Trust; Non-judgment and Emotion Regulation (lowest importance); Engagement and Connection; Interpersonal Effectiveness; Psychosocial Functioning; and Physical Competence and Security. Teachers perceived the AYP as facilitating change across physical, mental, and spiritual domains. Additional research is needed to quantify and compare this change to other health promotion program outcomes.

[A Study on the Cognitive Learning Effectiveness of Scenario-Based Concept Mapping in a Neurological Nursing Course].

PubMed

Pan, Hui-Ching; Hsieh, Suh-Ing; Hsu, Li-Ling

2015-12-01

The multiple levels of knowledge related to the neurological system deter many students from pursuing studies on this topic. Thus, in facing complicated and uncertain medical circumstances, nursing students have diffi-culty adjusting and using basic neurological-nursing knowledge and skills. Scenario-based concept-mapping teaching has been shown to promote the integration of complicated data, clarify related concepts, and increase the effectiveness of cognitive learning. To investigate the effect on the neurological-nursing cognition and learning attitude of nursing students of a scenario-based concept-mapping strategy that was integrated into the neurological nursing unit of a medical and surgical nursing course. This quasi-experimental study used experimental and control groups and a pre-test / post-test design. Sopho-more (2nd year) students in a four-year program at a university of science and technology in Taiwan were convenience sampled using cluster randomization that was run under SPSS 17.0. Concept-mapping lessons were used as the intervention for the experimental group. The control group followed traditional lesson plans only. The cognitive learning outcome was measured using the neurological nursing-learning examination. Both concept-mapping and traditional lessons significantly improved post-test neurological nursing learning scores (p < .001), with no significant difference between the two groups (p = .51). The post-test feedback from the control group mentioned that too much content was taught and that difficulties were experienced in understanding mechanisms and in absorbing knowledge. In contrast, the experimental group held a significantly more positive perspective and learning attitude with regard to the teaching material. Furthermore, a significant number in the experimental group expressed the desire to add more lessons on anatomy, physiology, and pathology. These results indicate that this intervention strategy may help change the widespread fear and refusal of nursing students with regard to neurological lessons and may facilitate interest and positively affect learning in this important subject area. Integrating the concept-mapping strategy and traditional clinical-case lessons into neurological nursing lessons holds the potential to increase post-test scores significantly. Concept mapping helped those in the experimental group adopt views and attitudes toward learning the teaching material that were more positive than those held by their control-group peers. In addition, while 59% of the experimental group and 49% of the control group submitted opinions related to learning attitude in the open-ended questions, positive feedback was greater in the experimental group than in the control group.

A Framework for the Validation of Probabilistic Seismic Hazard Analysis Maps Using Strong Ground Motion Data

NASA Astrophysics Data System (ADS)

Bydlon, S. A.; Beroza, G. C.

2015-12-01

Recent debate on the efficacy of Probabilistic Seismic Hazard Analysis (PSHA), and the utility of hazard maps (i.e. Stein et al., 2011; Hanks et al., 2012), has prompted a need for validation of such maps using recorded strong ground motion data. Unfortunately, strong motion records are limited spatially and temporally relative to the area and time windows hazard maps encompass. We develop a framework to test the predictive powers of PSHA maps that is flexible with respect to a map's specified probability of exceedance and time window, and the strong motion receiver coverage. Using a combination of recorded and interpolated strong motion records produced through the ShakeMap environment, we compile a record of ground motion intensity measures for California from 2002-present. We use this information to perform an area-based test of California PSHA maps inspired by the work of Ward (1995). Though this framework is flexible in that it can be applied to seismically active areas where ShakeMap-like ground shaking interpolations have or can be produced, this testing procedure is limited by the relatively short lifetime of strong motion recordings and by the desire to only test with data collected after the development of the PSHA map under scrutiny. To account for this, we use the assumption that PSHA maps are time independent to adapt the testing procedure for periods of recorded data shorter than the lifetime of a map. We note that accuracy of this testing procedure will only improve as more data is collected, or as the time-horizon of interest is reduced, as has been proposed for maps of areas experiencing induced seismicity. We believe that this procedure can be used to determine whether PSHA maps are accurately portraying seismic hazard and whether discrepancies are localized or systemic.

Principles and techniques of polarimetric mapping.

NASA Technical Reports Server (NTRS)

Halajian, J.; Hallock, H.

1973-01-01

This paper introduces the concept and potential value of polarimetric maps and the techniques for generating these maps in operational remote sensing. The application-oriented polarimetric signature analyses in the literature are compiled, and several optical models are illustrated to bring out requirements of a sensor system for polarimetric mapping. By use of the concepts of Stokes parameters the descriptive specification of one sensor system is refined. The descriptive specification for a multichannel digital photometric-polarimetric mapper is based upon our experience with the present single channel device which includes the generation of polarimetric maps and pictures. High photometric accuracy and stability coupled with fast, accurate digital output has enabled us to overcome the handicap of taking sequential data from the same terrain.

Digital soil mapping as a basis for climatically oriented agriculture a thematic on the territory of the national crop testing fields of the Republic of Tatarstan, Russia

NASA Astrophysics Data System (ADS)

Sahabiev, I. A.; Giniyatullin, K. G.; Ryazanov, S. S.

2018-01-01

The concept of climate-optimized agriculture (COA) of the UN FAO implies the transformation of agriculture techniques in conditions of changing climate. It is important to implement a timely transition to the concept of COA and sustainable development of soil resources, accurate digital maps of spatial distribution of soils and soil properties are needed. Digital mapping of soil humus content was carried out on the territory of the national crop testing fields (NCTF) of the Republic of Tatarstan (Russian Federation) and the accuracy of the maps obtained was estimated.

An approach for mapping the number and distribution of Salmonella contamination on the poultry carcass.

PubMed

Oscar, T P

2008-09-01

Mapping the number and distribution of Salmonella on poultry carcasses will help guide better design of processing procedures to reduce or eliminate this human pathogen from poultry. A selective plating media with multiple antibiotics (xylose-lysine agar medium [XL] containing N-(2-hydroxyethyl)piperazine-N'-(2-ethanesulfonic acid) and the antibiotics chloramphenicol, ampicillin, tetracycline, and streptomycin [XLH-CATS]) and a multiple-antibiotic-resistant strain (ATCC 700408) of Salmonella Typhimurium definitive phage type 104 (DT104) were used to develop an enumeration method for mapping the number and distribution of Salmonella Typhimurium DT104 on the carcasses of young chickens in the Cornish game hen class. The enumeration method was based on the concept that the time to detection by drop plating on XLH-CATS during incubation of whole chicken parts in buffered peptone water would be inversely related to the initial log number (N0) of Salmonella Typhimurium DT104 on the chicken part. The sampling plan for mapping involved dividing the chicken into 12 parts, which ranged in average size from 36 to 80 g. To develop the enumeration method, whole parts were spot inoculated with 0 to 6 log Salmonella Typhimurium DT104, incubated in 300 ml of buffered peptone water, and detected on XLH-CATS by drop plating. An inverse relationship between detection time on XLH-CATS and N0 was found (r = -0.984). The standard curve was similar for the individual chicken parts and therefore, a single standard curve for all 12 chicken parts was developed. The final standard curve, which contained a 95% prediction interval for providing stochastic results for N0, had high goodness of fit (r2 = 0.968) and was N0 (log) = 7.78 +/- 0.61 - (0.995 x detention time). Ninety-five percent of N0 were within +/- 0.61 log of the standard curve. The enumeration method and sampling plan will be used in future studies to map changes in the number and distribution of Salmonella on carcasses of young chickens fed the DT104 strain used in standard curve development and subjected to different processing procedures.

Influence of levels of information as presented by different technologies on students' understanding of acid, base, and ph concepts

NASA Astrophysics Data System (ADS)

Nakhleh, Mary B.; Krajcik, Joseph S.

We investigated how different levels of information presented by various technologies affected secondary students' understanding of acid, base, and pH concepts. Secondary students who were selected for the study had just completed their study of acid-base chemistry. No attempt was made to provide further instruction. We analyzed changes in the understanding of individual students by constructing concept maps from the propositions that the students used in interviews conducted before and after a series of acid-base titrations. After the initial interview, students were divided into three groups. Within each group, students individually performed the same set of titrations using different technologies: chemical indicators, pH meters, and microcomputer-based laboratories (MBL). After the titrations were completed, all students were interviewed again. We found that students using MBL exhibited a larger positive shift in their concept map scores, which indicates a greater differentiation and integration of their knowledge of acids and bases. The chemical indicator students exhibited a more moderate positive shift in their concept map scores, and the pH meter students exhibited a smaller positive shift. We also found that the MBL students constructed more inappropriate links in their concept maps than the chemical indicator or pH meter students. However, we speculate that this increased number of inappropriate links indicates a high level of involvement with the technology. We therefore argue that the level of information offered by the technology affected students' understanding of the chemical concepts.Received: 24 February 1993; Revised: 21 February 1994;

Comparing Computer-Supported Dynamic Modeling and "Paper & Pencil" Concept Mapping Technique in Students' Collaborative Activity

ERIC Educational Resources Information Center

Komis, Vassilis; Ergazaki, Marida; Zogza, Vassiliki

2007-01-01

This study aims at highlighting the collaborative activity of two high school students (age 14) in the cases of modeling the complex biological process of plant growth with two different tools: the "paper & pencil" concept mapping technique and the computer-supported educational environment "ModelsCreator". Students' shared activity in both cases…

Implementation of Concept Mapping to Novices: Reasons for Errors, a Matter of Technique or Content?

ERIC Educational Resources Information Center

Conradty, Catherine; Bogner, Franz X.

2010-01-01

Concept mapping is discussed as a means to promote meaningful learning and in particular progress in reading comprehension skills. Its increasing implementation necessitates the acquisition of adequate knowledge about frequent errors in order to make available an effective introduction to the new learning method. To analyse causes of errors, 283…

Effects of Concept Mapping Instruction Approach on Students' Achievement in Basic Science

ERIC Educational Resources Information Center

Ogonnaya, Ukpai Patricia; Okafor, Gabriel; Abonyi, Okechukwu S.; Ugama, J. O.

2016-01-01

The study investigated the effects of concept mapping on students' achievement in basic science. The study was carried out in Ebonyi State of Nigeria. The study employed a quasi-experimental design. Specifically the pretest posttest non-equivalent control group research design was used. The sample was 122 students selected from two secondary…

The Impact of Concept Mapping on EFL Learners' Critical Thinking Ability

ERIC Educational Resources Information Center

Khodadady, Ebrahim; Ghanizadeh, Afsaneh

2011-01-01

The present study investigated the influence of concept mapping as a post-reading strategy on EFL learners' critical thinking ability. The study utilized a pretest-posttest control and experimental group design. To do so, thirty six EFL learners at upper intermediate and advanced levels were randomly assigned to experimental (n=18) and control…

Higher Education Planning for a Strategic Goal with a Concept Mapping Process at a Small Private College

ERIC Educational Resources Information Center

Driscoll, Deborah P.

2010-01-01

Faculty, staff, and administrators at a small independent college determined that planning with a Concept Mapping process efficiently produced strategic thinking and action plans for the accomplishment of a strategic goal to expand experiential learning within the curriculum. One year into a new strategic plan, the college enjoyed enrollment…

The Contribution of Constructivist Instruction Accompanied by Concept Mapping in Enhancing Pre-Service Chemistry Teachers' Conceptual Understanding of Chemistry in the Laboratory Course

ERIC Educational Resources Information Center

Aydin, Sevgi; Aydemir, Nurdane; Boz, Yezdan; Cetin-Dindar, Ayla; Bektas, Oktay

2009-01-01

The present study aimed to evaluate whether a chemistry laboratory course called "Laboratory Experiments in Science Education" based on constructivist instruction accompanied with concept mapping enhanced pre-service chemistry teachers' conceptual understanding. Data were collected from five pre-service chemistry teachers at a university…

Moving Digital Libraries into the Student Learning Space: The GetSmart Experience

ERIC Educational Resources Information Center

Marshall, Byron B.; Chen, Hsinchun; Shen, Rao; Fox, Edward A.

2006-01-01

The GetSmart system was built to support theoretically sound learning processes in a digital library environment by integrating course management, digital library, and concept mapping components to support a constructivist, six-step, information search process. In the fall of 2002 more than 100 students created 1400 concept maps as part of…

The Process of Collaborative Concept Mapping in Kindergarten and the Effect on Critical Thinking Skills

ERIC Educational Resources Information Center

Sundararajan, NarayanKripa; Adesope, Olusola; Cavagnetto, Andy

2017-01-01

To develop and nurture critical thinking, students must have opportunities to observe and practice critical thinking in the classroom. In this parallel mixed method classroom study, we investigate the role of collaborative concept mapping in the development of kindergarten learners' critical thinking skills of analysis and interpretation over a…

Using Concept Maps to Engage Adult Learners in Critical Analysis

ERIC Educational Resources Information Center

Yelich Biniecki, Susan M.; Conceição, Simone C. O.

2016-01-01

An understanding of learning theories can help adult educators become more effective practitioners and meet the needs of the learners they serve. Adult educators who understand how individuals learn can be better prepared to use effective strategies during the learning process. This article addresses the use of concept maps as a strategy to engage…

A Votable Concept Mapping Approach to Promoting Students' Attentional Behavior: An Analysis of Sequential Behavioral Patterns and Brainwave Data

ERIC Educational Resources Information Center

Sun, Jerry Chih-Yuan; Hwang, Gwo-Jen; Lin, Yu-Yan; Yu, Shih-Jou; Pan, Liu-Cheng; Chen, Ariel Yu-Zhen

2018-01-01

This study explores the effects of integrated concept maps and classroom polling systems on students' learning performance, attentional behavior, and brainwaves associated with attention. Twenty-nine students from an Educational Research Methodology course were recruited as participants. For data collection, inclass quizzes, attentional behavior…

Traumatizing Aspects of Providing Counselling in Community Agencies to Survivors of Sexual Violence: A Concept Map

ERIC Educational Resources Information Center

Kadambi, Michaela A.; Truscott, Derek

2008-01-01

Concept mapping (a combined qualitative/quantitative approach) was used to clarify and understand 72 Canadian professionals' experience of what they found to be traumatizing about their work with sexual violence survivors in community settings. A sample of 30 professionals providing community-based treatment to survivors of sexual violence sorted…

Designs of Concept Maps and Their Impacts on Readers' Performance in Memory and Reasoning while Reading

ERIC Educational Resources Information Center

Tzeng, Jeng-Yi

2010-01-01

From the perspective of the Fuzzy Trace Theory, this study investigated the impacts of concept maps with two strategic orientations (comprehensive and thematic representations) on readers' performance of cognitive operations (such as perception, verbatim memory, gist reasoning and syntheses) while the readers were reading two history articles that…

Using Concept Mapping to Improve Parent Implementation of Positive Behavioral Interventions for Children with Challenging Behaviors

ERIC Educational Resources Information Center

Alkahtani, Keetam D. F.

2013-01-01

Children's challenging behaviors can be addressed with effective interventions that can meet children's emotional needs and support their families. Positive Behavioral Interventions and Supports (PBIS) value the family involvement in the process of their child treatment. The intention of this study was to use concept mapping as an adjunct to PBIS…

The Effect of Using Concept Maps as Study Tools on Achievement in Chemistry

ERIC Educational Resources Information Center

BouJaoude, Saouma; Attieh, May

2008-01-01

The purposes of this study were to: (1) examine whether or not the construction of concept maps by students improves their achievement and ability to solve higher order questions in chemistry, (2) investigate the differential effect of the treatment by gender and achievement level, and (3) explore the relationships between performance on concept…

The Effects of Utilising the Concept Maps in Teaching History

ERIC Educational Resources Information Center

Nair, Subadrah Madhawa; Narayanasamy, Moganasundari

2017-01-01

Teaching History is a tough and challenging task for teachers because most students consider History as a boring subject. Many studies indicate that students are not interested in learning History. This paper is based on a quasi-experimental study conducted to investigate the effects of utilizing the concept map method in the teaching of History…

Concept Mapping in Science Class: A Case Study of Fifth Grade Students

ERIC Educational Resources Information Center

Asan, Askin

2007-01-01

The purpose of this research project was to determine the effects of incorporating concept mapping on the achievement of fifth grade students in science class. The study was conducted with twenty-three students at Ata Elementary School, Trabzon, Turkey. The students were tested with teacher-constructed pre- and post tests containing 20…

The Effect of Concept Mapping on Students' Learning Achievements and Interests

ERIC Educational Resources Information Center

Chiou, Chei-Chang

2008-01-01

The study described in this paper has examined whether concept mapping can be used to help students to improve their learning achievement and interests. The participants were 124 students from two classes enrolled in an advanced accounting course at the School of Management of a university in Taiwan. The experimental data revealed two important…

Aggregating Concept Map Data to Investigate the Knowledge of Beginning CS Students

ERIC Educational Resources Information Center

Mühling, Andreas

2016-01-01

Concept maps have a long history in educational settings as a tool for teaching, learning, and assessing. As an assessment tool, they are predominantly used to extract the structural configuration of learners' knowledge. This article presents an investigation of the knowledge structures of a large group of beginning CS students. The investigation…

Linking Reading and Writing: Concept Mapping as an Organizing Tactic.

ERIC Educational Resources Information Center

Osman-Jouchoux, Rionda

Writers often must summarize others' texts as part of their own work. To succeed at this, they must first read and understand new information and then transform that information to fulfill a specific purpose. Concept mapping, used as a visual organizing technique, can be an effective link between the two processes. In a preliminary study, students…

Identifying User Interaction Patterns in E-Textbooks

PubMed Central

Saarinen, Santeri; Turunen, Markku; Mikkilä-Erdmann, Mirjamaija; Erdmann, Norbert; Yrjänäinen, Sari; Keskinen, Tuuli

2015-01-01

We introduce a new architecture for e-textbooks which contains two navigational aids: an index and a concept map. We report results from an evaluation in a university setting with 99 students. The interaction sequences of the users were captured during the user study. We found several clusters of user interaction types in our data. Three separate user types were identified based on the interaction sequences: passive user, term clicker, and concept map user. We also discovered that with the concept map interface users started to interact with the application significantly sooner than with the index interface. Overall, our findings suggest that analysis of interaction patterns allows deeper insights into the use of e-textbooks than is afforded by summative evaluation. PMID:26605377

Identifying User Interaction Patterns in E-Textbooks.

PubMed

Saarinen, Santeri; Heimonen, Tomi; Turunen, Markku; Mikkilä-Erdmann, Mirjamaija; Raisamo, Roope; Erdmann, Norbert; Yrjänäinen, Sari; Keskinen, Tuuli

2015-01-01

We introduce a new architecture for e-textbooks which contains two navigational aids: an index and a concept map. We report results from an evaluation in a university setting with 99 students. The interaction sequences of the users were captured during the user study. We found several clusters of user interaction types in our data. Three separate user types were identified based on the interaction sequences: passive user, term clicker, and concept map user. We also discovered that with the concept map interface users started to interact with the application significantly sooner than with the index interface. Overall, our findings suggest that analysis of interaction patterns allows deeper insights into the use of e-textbooks than is afforded by summative evaluation.

Granger-causality maps of diffusion processes.

PubMed

Wahl, Benjamin; Feudel, Ulrike; Hlinka, Jaroslav; Wächter, Matthias; Peinke, Joachim; Freund, Jan A

2016-02-01

Granger causality is a statistical concept devised to reconstruct and quantify predictive information flow between stochastic processes. Although the general concept can be formulated model-free it is often considered in the framework of linear stochastic processes. Here we show how local linear model descriptions can be employed to extend Granger causality into the realm of nonlinear systems. This novel treatment results in maps that resolve Granger causality in regions of state space. Through examples we provide a proof of concept and illustrate the utility of these maps. Moreover, by integration we convert the local Granger causality into a global measure that yields a consistent picture for a global Ornstein-Uhlenbeck process. Finally, we recover invariance transformations known from the theory of autoregressive processes.

Concept Mapping to Assess Learning and Understanding of Complexity in Courses on Global Climate Change

NASA Astrophysics Data System (ADS)

Rebich-Hespanha, S.; Gautier, C.

2010-12-01

The complex nature of climate change science poses special challenges for educators wishing to broaden and deepen student understanding of the climate system and its sensitivity to and impacts upon human activity. Learners have prior knowledge that may limit their perception and processing of the multiple relationships between processes (e.g., feedbacks) that arise in global change science, and these existing mental models serve as the scaffold for all future learning. Because adoption of complex scientific concepts is not likely if instruction includes presentation of information or concepts that are not compatible with the learners’ prior knowledge, providing effective instruction on this complex topic requires learning opportunities that are anchored upon an evaluation of the limitations and inaccuracies of the learners’ existing understandings of the climate system. The formative evaluation that serves as the basis for planning such instruction can also be useful as a baseline against which to evaluate subsequent learning. We will present concept-mapping activities that we have used to assess students’ knowledge and understanding about global climate change in courses that utilized multiple assessment methods including presentations, writings, discussions, and concept maps. The courses in which these activities were completed use a variety of instructional approaches (including standard lectures and lab assignments and a mock summit) to help students understand the inherently interdisciplinary topic of global climate change, its interwoven human and natural causes, and the connections it has with society through a complex range of political, social, technological and economic factors. Two instances of concept map assessment will be presented: one focused on evaluating student understanding of the major components of the climate system and their interconnections, and the other focused on student understanding of the connections between climate change and the global food system. We will discuss how concept mapping can be used to demonstrate evidence of learning and conceptual change, and also how it can be used to provide information about gaps in knowledge and misconceptions students have about the topic.

Integration of myocardial scar identified by preoperative delayed contrast-enhanced MRI into a high-resolution mapping system for planning and guidance of VT ablation procedures

NASA Astrophysics Data System (ADS)

Rettmann, M. E.; Suzuki, A.; Wang, S.; Pottinger, N.; Arter, J.; Netzer, A.; Parker, K.; Viker, K.; Packer, D. L.

2017-03-01

Myocardial scarring creates a substrate for reentrant circuits which can lead to ventricular tachycardia. In ventricular catheter ablation therapy, regions of myocardial scarring are targeted to interrupt arrhythmic electrical pathways. Low voltage regions are a surrogate for myocardial scar and are identified by generating an electro anatomic map at the start of the procedure. Recent efforts have focussed on integration of preoperative scar information generated from delayed contrast-enhanced MR imaging to augment intraprocedural information. In this work, we describe an initial feasibility study of integration of a preoperative MRI derived scar maps into a high-resolution mapping system to improve planning and guidance of VT ablation procedures.

Model-based local density sharpening of cryo-EM maps

PubMed Central

Jakobi, Arjen J; Wilmanns, Matthias

2017-01-01

Atomic models based on high-resolution density maps are the ultimate result of the cryo-EM structure determination process. Here, we introduce a general procedure for local sharpening of cryo-EM density maps based on prior knowledge of an atomic reference structure. The procedure optimizes contrast of cryo-EM densities by amplitude scaling against the radially averaged local falloff estimated from a windowed reference model. By testing the procedure using six cryo-EM structures of TRPV1, β-galactosidase, γ-secretase, ribosome-EF-Tu complex, 20S proteasome and RNA polymerase III, we illustrate how local sharpening can increase interpretability of density maps in particular in cases of resolution variation and facilitates model building and atomic model refinement. PMID:29058676

Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness.

PubMed

Graneheim, U H; Lundman, B

2004-02-01

Qualitative content analysis as described in published literature shows conflicting opinions and unsolved issues regarding meaning and use of concepts, procedures and interpretation. This paper provides an overview of important concepts (manifest and latent content, unit of analysis, meaning unit, condensation, abstraction, content area, code, category and theme) related to qualitative content analysis; illustrates the use of concepts related to the research procedure; and proposes measures to achieve trustworthiness (credibility, dependability and transferability) throughout the steps of the research procedure. Interpretation in qualitative content analysis is discussed in light of Watzlawick et al.'s [Pragmatics of Human Communication. A Study of Interactional Patterns, Pathologies and Paradoxes. W.W. Norton & Company, New York, London] theory of communication.

Manufacturing Phenomena or Preserving Phenomena? Core Issues in the Identification of Peer Social Groups with Social Cognitive Mapping Procedures

ERIC Educational Resources Information Center

Farmer, Thomas W.; Xie, Hongling

2013-01-01

In this commentary on the "Multiple Meanings of Peer Groups in Social Cognitive Mapping," Thomas W. Farmer and Hongling Xie discuss core issues in the identification of peer social groups in natural settings using the social cognitive mapping (SCM) procedures. Farmer and Xie applaud the authors for their efforts to advance the study of…

Comparison of mapping algorithms used in high-throughput sequencing: application to Ion Torrent data

PubMed Central

2014-01-01

Background The rapid evolution in high-throughput sequencing (HTS) technologies has opened up new perspectives in several research fields and led to the production of large volumes of sequence data. A fundamental step in HTS data analysis is the mapping of reads onto reference sequences. Choosing a suitable mapper for a given technology and a given application is a subtle task because of the difficulty of evaluating mapping algorithms. Results In this paper, we present a benchmark procedure to compare mapping algorithms used in HTS using both real and simulated datasets and considering four evaluation criteria: computational resource and time requirements, robustness of mapping, ability to report positions for reads in repetitive regions, and ability to retrieve true genetic variation positions. To measure robustness, we introduced a new definition for a correctly mapped read taking into account not only the expected start position of the read but also the end position and the number of indels and substitutions. We developed CuReSim, a new read simulator, that is able to generate customized benchmark data for any kind of HTS technology by adjusting parameters to the error types. CuReSim and CuReSimEval, a tool to evaluate the mapping quality of the CuReSim simulated reads, are freely available. We applied our benchmark procedure to evaluate 14 mappers in the context of whole genome sequencing of small genomes with Ion Torrent data for which such a comparison has not yet been established. Conclusions A benchmark procedure to compare HTS data mappers is introduced with a new definition for the mapping correctness as well as tools to generate simulated reads and evaluate mapping quality. The application of this procedure to Ion Torrent data from the whole genome sequencing of small genomes has allowed us to validate our benchmark procedure and demonstrate that it is helpful for selecting a mapper based on the intended application, questions to be addressed, and the technology used. This benchmark procedure can be used to evaluate existing or in-development mappers as well as to optimize parameters of a chosen mapper for any application and any sequencing platform. PMID:24708189

Animated axial surface mapping: The multimedia companion

DOE Office of Scientific and Technical Information (OSTI.GOV)

Hook, S.C.; Shaw, J.H.; Suppe, J.

1995-09-01

This newly expanded version of AAPG`s first DataShare Disk brings to life the concepts and applications of a new method of structural trend analysis. Through the dynamic use of color, sound, animation, and humor, this multimedia companion to the May 1994 article on Axial Surface Mapping introduces the reader (or viewer) to the concepts of rigid-block translation, fault-bend folding, and axial surface mapping. Animated models of growing fault-bend folds allow the viewer to see in four dimensions. The axial surface map shows the horizontal plane; the folding lines show depth planes; and the animations show the structure and its two-dimensionalmore » map changing with time and increasing slip. The animations create theoretical map patterns under varying, but controlled conditions that can be compared to axial surface maps from real data. The model patterns are then used to interpret seismic data and axial surface maps from a producing gas field in offshore California and from an exploration play in Pennsylvania.« less

CUILESS2016: a clinical corpus applying compositional normalization of text mentions.

PubMed

Osborne, John D; Neu, Matthew B; Danila, Maria I; Solorio, Thamar; Bethard, Steven J

2018-01-10

Traditionally text mention normalization corpora have normalized concepts to single ontology identifiers ("pre-coordinated concepts"). Less frequently, normalization corpora have used concepts with multiple identifiers ("post-coordinated concepts") but the additional identifiers have been restricted to a defined set of relationships to the core concept. This approach limits the ability of the normalization process to express semantic meaning. We generated a freely available corpus using post-coordinated concepts without a defined set of relationships that we term "compositional concepts" to evaluate their use in clinical text. We annotated 5397 disorder mentions from the ShARe corpus to SNOMED CT that were previously normalized as "CUI-less" in the "SemEval-2015 Task 14" shared task because they lacked a pre-coordinated mapping. Unlike the previous normalization method, we do not restrict concept mappings to a particular set of the Unified Medical Language System (UMLS) semantic types and allow normalization to occur to multiple UMLS Concept Unique Identifiers (CUIs). We computed annotator agreement and assessed semantic coverage with this method. We generated the largest clinical text normalization corpus to date with mappings to multiple identifiers and made it freely available. All but 8 of the 5397 disorder mentions were normalized using this methodology. Annotator agreement ranged from 52.4% using the strictest metric (exact matching) to 78.2% using a hierarchical agreement that measures the overlap of shared ancestral nodes. Our results provide evidence that compositional concepts can increase semantic coverage in clinical text. To our knowledge we provide the first freely available corpus of compositional concept annotation in clinical text.

Knowledge Driven Variable Selection (KDVS) – a new approach to enrichment analysis of gene signatures obtained from high–throughput data

PubMed Central

2013-01-01

Background High–throughput (HT) technologies provide huge amount of gene expression data that can be used to identify biomarkers useful in the clinical practice. The most frequently used approaches first select a set of genes (i.e. gene signature) able to characterize differences between two or more phenotypical conditions, and then provide a functional assessment of the selected genes with an a posteriori enrichment analysis, based on biological knowledge. However, this approach comes with some drawbacks. First, gene selection procedure often requires tunable parameters that affect the outcome, typically producing many false hits. Second, a posteriori enrichment analysis is based on mapping between biological concepts and gene expression measurements, which is hard to compute because of constant changes in biological knowledge and genome analysis. Third, such mapping is typically used in the assessment of the coverage of gene signature by biological concepts, that is either score–based or requires tunable parameters as well, limiting its power. Results We present Knowledge Driven Variable Selection (KDVS), a framework that uses a priori biological knowledge in HT data analysis. The expression data matrix is transformed, according to prior knowledge, into smaller matrices, easier to analyze and to interpret from both computational and biological viewpoints. Therefore KDVS, unlike most approaches, does not exclude a priori any function or process potentially relevant for the biological question under investigation. Differently from the standard approach where gene selection and functional assessment are applied independently, KDVS embeds these two steps into a unified statistical framework, decreasing the variability derived from the threshold–dependent selection, the mapping to the biological concepts, and the signature coverage. We present three case studies to assess the usefulness of the method. Conclusions We showed that KDVS not only enables the selection of known biological functionalities with accuracy, but also identification of new ones. An efficient implementation of KDVS was devised to obtain results in a fast and robust way. Computing time is drastically reduced by the effective use of distributed resources. Finally, integrated visualization techniques immediately increase the interpretability of results. Overall, KDVS approach can be considered as a viable alternative to enrichment–based approaches. PMID:23302187

Automatic Texture Mapping of Architectural and Archaeological 3d Models

NASA Astrophysics Data System (ADS)

Kersten, T. P.; Stallmann, D.

2012-07-01

Today, detailed, complete and exact 3D models with photo-realistic textures are increasingly demanded for numerous applications in architecture and archaeology. Manual texture mapping of 3D models by digital photographs with software packages, such as Maxon Cinema 4D, Autodesk 3Ds Max or Maya, still requires a complex and time-consuming workflow. So, procedures for automatic texture mapping of 3D models are in demand. In this paper two automatic procedures are presented. The first procedure generates 3D surface models with textures by web services, while the second procedure textures already existing 3D models with the software tmapper. The program tmapper is based on the Multi Layer 3D image (ML3DImage) algorithm and developed in the programming language C++. The studies showing that the visibility analysis using the ML3DImage algorithm is not sufficient to obtain acceptable results of automatic texture mapping. To overcome the visibility problem the Point Cloud Painter algorithm in combination with the Z-buffer-procedure will be applied in the future.

Acquiring concepts and features of novel words by two types of learning: direct mapping and inference.

PubMed

Chen, Shuang; Wang, Lin; Yang, Yufang

2014-04-01

This study examined the semantic representation of novel words learnt in two conditions: directly mapping a novel word to a concept (Direct mapping: DM) and inferring the concept from provided features (Inferred learning: IF). A condition where no definite concept could be inferred (No basic-level meaning: NM) served as a baseline. The semantic representation of the novel word was assessed via a semantic-relatedness judgment task. In this task, the learned novel word served as a prime, while the corresponding concept, an unlearned feature of the concept, and an unrelated word served as targets. ERP responses to the targets, primed by the novel words in the three learning conditions, were compared. For the corresponding concept, smaller N400s were elicited in the DM and IF conditions than in the NM condition, indicating that the concept could be obtained in both learning conditions. However, for the unlearned feature, the targets in the IF condition produced an N400 effect while in the DM condition elicited an LPC effect relative to the NM learning condition. No ERP difference was observed among the three learning conditions for the unrelated words. The results indicate that conditions of learning affect the semantic representation of novel word, and that the unlearned feature was only activated by the novel word in the IF learning condition. Copyright © 2014 Elsevier Ltd. All rights reserved.

Automated Box-Cox Transformations for Improved Visual Encoding.

PubMed

Maciejewski, Ross; Pattath, Avin; Ko, Sungahn; Hafen, Ryan; Cleveland, William S; Ebert, David S

2013-01-01

The concept of preconditioning data (utilizing a power transformation as an initial step) for analysis and visualization is well established within the statistical community and is employed as part of statistical modeling and analysis. Such transformations condition the data to various inherent assumptions of statistical inference procedures, as well as making the data more symmetric and easier to visualize and interpret. In this paper, we explore the use of the Box-Cox family of power transformations to semiautomatically adjust visual parameters. We focus on time-series scaling, axis transformations, and color binning for choropleth maps. We illustrate the usage of this transformation through various examples, and discuss the value and some issues in semiautomatically using these transformations for more effective data visualization.

Computational Model for Ethnographically Informed Systems Design

NASA Astrophysics Data System (ADS)

Iqbal, Rahat; James, Anne; Shah, Nazaraf; Terken, Jacuqes

This paper presents a computational model for ethnographically informed systems design that can support complex and distributed cooperative activities. This model is based on an ethnographic framework consisting of three important dimensions (e.g., distributed coordination, awareness of work and plans and procedure), and the BDI (Belief, Desire and Intention) model of intelligent agents. The ethnographic framework is used to conduct ethnographic analysis and to organise ethnographically driven information into three dimensions, whereas the BDI model allows such information to be mapped upon the underlying concepts of multi-agent systems. The advantage of this model is that it is built upon an adaptation of existing mature and well-understood techniques. By the use of this model, we also address the cognitive aspects of systems design.

Characterization of geostationary particle signatures based on the 'injection boundary' model

NASA Technical Reports Server (NTRS)

Mauk, B. H.; Meng, C.-I.

1983-01-01

A simplified analytical procedure is used to characterize the details of geostationary particle signatures, in order to lend support to the 'injection boundary' concept. The signatures are generated by the time-of-flight effects evolving from an initial sharply defined, double spiraled boundary configuration. Complex and highly variable dispersion patterns often observed by geostationary satellites are successfully reproduced through the exclusive use of the most fundamental convection configuration characteristics. Many of the details of the patterns have not been previously presented. It is concluded that most of the dynamical dispersion features can be mapped to the double spiral boundary without further ad hoc assumptions, and that predicted and observed dispersion patterns exhibit symmetries distinct from those associated with the quasi-stationary particle convection patterns.

Clinical concept mapping: Does it improve discipline-based critical thinking of nursing students?

PubMed

Moattari, Marzieh; Soleimani, Sara; Moghaddam, Neda Jamali; Mehbodi, Farkhondeh

2014-01-01

Enhancing nursing students' critical thinking is a challenge faced by nurse educators. This study aimed at determining the effect of clinical concept mapping on discipline-based critical thinking of nursing students. In this quasi-experimental post-test only design, a convenient sample of 4(th) year nursing students (N = 32) participated. They were randomly divided into two groups. The experimental group participated in a 1-day workshop on clinical concept mapping. They were also assigned to use at least two clinical concepts mapping during their clinical practice. Post-test was done using a specially designed package consisting of vignettes for measurement of 17 dimensions of critical thinking in nursing under two categories of cognitive critical thinking skills and habits of mind. They were required to write about how they would use a designated critical thinking skills or habits of mind to accomplish the nursing actions. The students' responses were evaluated based on identification of critical thinking, justification, and quality of the student's response. The mean score of both groups was compared by Mann-Whitney test using SPSS version 16.5. The results of the study revealed a significant difference between the two groups' critical thinking regarding identification, justification, and quality of responses, and overall critical thinking scores, cognitive thinking skills, and habits of mind. The two groups also differed significantly from each other in 11 out of 17 dimensions of critical thinking. Clinical concept mapping is a valuable strategy for improvement of critical thinking of nursing students. However, further studies are recommended to generalize this result to nursing students in their earlier stage of education.

Mapping with Young Children.

ERIC Educational Resources Information Center

Sunal, Cynthia Szymanski; Warash, Bobbi Gibson

Techniques for encouraging young children to discover the purpose and use of maps are discussed. Motor activity and topological studies form a base from which the teacher and children can build a mapping program of progressive sophistication. Concepts important to mapping include boundaries, regions, exteriors, interiors, holes, order, point of…

Proof-of-Concept Part-Task Trainer to Enhance Situation Awareness for Instrument Approach Procedures in Aviation Domain

DTIC Science & Technology

2017-06-01

able.  If the autopilot is engaged on the INAV controlling solution side and the  CDI source is changed to set up for the approach , the NAV mode...release. Distribution is unlimited. PROOF-OF-CONCEPT PART-TASK TRAINER TO ENHANCE SITUATION AWARENESS FOR INSTRUMENT APPROACH PROCEDURES IN AVIATION...CONCEPT PART-TASK TRAINER TO ENHANCE SITUATION AWARENESS FOR INSTRUMENT APPROACH PROCEDURES IN AVIATION DOMAIN 5. FUNDING NUMBERS 6. AUTHOR(S

Mapping the Content of the Patient Reported Outcomes Measurement Information System (PROMIS®) Using the International Classification of Functioning, Health and Disability

PubMed Central

Tucker, Carole A; Escorpizo, Reuben; Cieza, Alarcos; Lai, Jin Shei; Stucki, Gerold; Ustun, T. Bedirhan; Kostanjsek, Nenad; Cella, David; Forrest, Christopher B.

2014-01-01

Background The Patient Reported Outcomes Measurement Information System (PROMIS®) is a U.S. National Institutes of Health initiative that has produced self-reported item banks for physical, mental, and social health. Objective To describe the content of PROMIS at the item level using the World Health Organization’s International Classification of Functioning, Disability and Health (ICF). Methods All PROMIS adult items (publicly available as of 2012) were assigned to relevant ICF concepts. The content of the PROMIS adult item banks were then described using the mapped ICF code descriptors. Results The 1006 items in the PROMIS instruments could all be mapped to ICF concepts at the second level of classification, with the exception of 3 items of global or general health that mapped across the first-level classification of ICF activity and participation component (d categories). Individual PROMIS item banks mapped from 1 to 5 separate ICF codes indicating one-to-one, one-to-many and many-to-one mappings between PROMIS item banks and ICF second level classification codes. PROMIS supports measurement of the majority of major concepts in the ICF Body Functions (b) and Activity & Participation (d) components using PROMIS item banks or subsets of PROMIS items that could, with care, be used to develop customized instruments. Given the focus of PROMIS is on measurement of person health outcomes, concepts in body structures (s) and some body functions (b), as well as many ICF environmental factor have minimal coverage in PROMIS. Discussion The PROMIS-ICF mapped items provide a basis for users to evaluate the ICF related content of specific PROMIS instruments, and to select PROMIS instruments in ICF based measurement applications. PMID:24760532

On the Concept "Chemical Equilibrium": The Associative Framework.

ERIC Educational Resources Information Center

Gussarsky, Esther; Gorodetsky, Malka

1990-01-01

Word associations were used to map high school students' concepts of "chemical equilibrium" and "equilibrium." It was found that the preconception of the two concepts was differentiated on noncritical dimensions. (Author/CW)