Innovating with Concept Mapping

Frontmatter

Cmaps with Errors: Why not? Comparing Two Cmap-Based Assessment Tasks to Evaluate Conceptual Understanding

Abstract

Student-generated concept maps (Cmaps) have been the preferred choice to design assessment tasks, which are time-consuming in real classroom settings. We have proposed the use of Cmap with errors (elaborated by teachers) to develop assessment tasks, as a way to address the logistical practicality obstacles usually found in classrooms. This paper compared two different tasks, finding the errors and judging the selected propositions in Cmap with errors, exploring two topics with different levels of difficulty. Our results confirmed Cmap with errors as a straightforward approach to include concept mapping into the classroom routine to foster the pedagogic resonance (the bridge between teacher knowledge and student learning), which is critical for motivating students to learn meaningfully. Moreover, Cmaps with errors are also amenable for on-line learning platforms. Future works of our research group will develop an automated process for evaluation and feedback using the task formats presented in this paper.

Paulo Correia, Gisele Cabral, Joana Aguiar

Comparing Expert and Novice Concept Map Construction Through a Talk-Aloud Protocol

Abstract

Concept map analysis usually focuses only on the final product. This case study used a talk aloud protocol to study the concept map construction processes of novices and experts. Three biology experts and three novices (9th/10th grade high school students) constructed a concept map from a given list of concepts. Findings suggest that final concept maps of high performing students cannot be distinguished from expert-generated maps. However, analysis of oral elaborations during the construction process revealed that experts often used the same link labels as novices but associated more complex knowledge with the label. Some final propositions would be considered incorrect without an oral explanation. Findings suggest extending concept map evaluation by complementing the final product with an analysis of intermediate stages and accompanying elaborations. Additionally, this study highlights that each expert created a different map and that there is no single best expert map.

Beat A. Schwendimann

Concept Mapping in High School: An Experience on Teaching Geography to Measure Deep, Surface and Non-learning Outcomes

Abstract

This study investigates to what extent conceptual maps can foster meaningful learning in high school students. Forty students of the discipline of Geography took part in the study. The students made a map during the second stage of research, and these maps were compared to other semi-structured ones made in the fourth stage. For the analysis of these maps we use the Hay’s (2007) methodology to measure deep, surface and non-learning. Nowadays students take tests with the objective of memorizing content, the rote learning continues to prevail in high school, using concepts maps in elementary and high school can change the future of our students. The results show that students need more time to practice concept maps, we observed progress in the development of concept maps, but no student achieved deep learning.

Leandro Fabrício Campelo, Stela C. Bertholo Piconez

Critiquing as an Alternative to Generating Concept Maps to Support Knowledge Integration Processes

Abstract

As constructing concept maps from scratch can be time consuming, this study explores critiquing given concept maps with deliberate errors as an alternative. A form of concept map that distinguishes between different levels, called Knowledge Integration Map (KIM), was used as an assessment and embedded learning tool. The technology-enhanced biology unit was implemented in four high school science classes (n = 93). Student dyads in each class were randomly assigned to the KIM generation (n = 41) or critique (n = 52) task. Dyads in the generation group created their own connections from a given list of concepts, while dyads in the critique group received a concept map that included commonly found errors. KIMs in both groups consisted of the same concepts. Findings indicate that generating or critiquing KIMs can facilitate the construction of cross-level connections. Furthermore, results suggest that critiquing concept maps might be a more time-efficient alternative to generating concept maps from scratch.

Beat A. Schwendimann

Design and Validation of a Teaching Sequence Based on Concept Maps to Achieve Meaningful Learning of Science Content in Primary Education

Abstract

A comparative study was conducted between a traditional methodology for teaching scientific contents and an experimental methodology based on the construction of a didactic sequence using concept maps as a resource for teaching-learning. Four groups of students aged 9–10 were selected, two acting as Control Groups and two as Experimental Groups. The objective was to find out the differences between the selected educational methods, in terms of the learning that 4^th grade students acquire. The results showed a higher degree of effectiveness on the teaching methods used in the EG against the methods used in the CG. Students in the CG did not remember on the long term the contents taught in a traditional way, which seems related to rote learning. By contrast, students using concept maps had a more meaningful learning. In conclusion, concept maps are an important resource for improving the acquisition of scientific knowledge in primary education.

Guadalupe Martínez, Milagros Mateos, Francisco L. Naranjo

Eliciting, Representing, and Evaluating Adult Knowledge: A Model for Organizational Use of Concept Mapping and Concept Maps

Abstract

After nearly two decades of knowledge preservation activity, relatively little work has explored the organizational use of Concept Maps elicited from experts. This paper describes an attempt to get back to the roots of Concept Mapping as a means of both representing and evaluating knowledge, in the context of professional work. It describes a pilot project in which the authors used Concept Mapping to elicit and represent knowledge from domain experts, then demonstrated the use of Concept Maps for assessing the mental models of other professionals. The authors introduce Sero! – a prototype Concept Map-based learning assessment platform, and a general model for the organizational use of Concept Mapping and Concept Maps.

Brian Moon, Charles Johnston, Sana Rizvi, Carl Dister

Enhancing the Value of Active Learning Programs for Students’ Knowledge Acquisition by Using the Concept Mapping Method

Abstract

The use of active learning programs in combination with new learning and assessment methods like concept mapping could be lead to the more student oriented learning and teaching. The aim of the study is to evaluate active learning programs by using a Concept Mapping method and to make suggestion for further development of the programs. In the study 414 concept maps from 207 basic school students were collected before and after participation in on of the active learning programs (ALPs). The results showed that active learning programs helped the students to acquire new knowledge and reduce misconceptions. To increase the efficiency of the ALPs it is recommended to increase the duration and also compose one-class multi-day programs.

Priit Reiska, Aet Möllits, Miia Rannikmäe

Formative and Summative Assessment of Concept Maps

Abstract

Concept maps are an excellent assessment tool when they have been used for teaching and learning [1]. This chapter presents the development of a Formative and Summative Assessment (FSA) Table for Concept Maps. The suggested table was developed in a large university in the South of Brazil as part of a doctoral research attached to a research group that focuses on Innovative Methodologies, Concept Mapping and Information, Communication and Technologies (ICT). The research that generated the proposed FSA Table was carried out with 7 groups of ‘English as a Foreign Language’ (EFL) students. The FSA Table was tested, improved and applied along the semesters of each of the 7 courses. The data gathered as well as the researcher’s observation on students’ pieces of work and assessments allows us to conclude that the FSA Table suggested can be a very useful tool to assist in the teaching and learning process.

R. C. V. Marriott, Patricia Lupion Torres

Improving the Teaching of Children with Severe Speech-Language Difficulties by Introducing an Authoring Concept Mapping Kit

Abstract

The paper reports on case studies in which an Authoring Concept Mapping Kit was incorporated as a didactic tool in the teaching of children with severe speech-language difficulties. The Kit was introduced to replace methods such as topic webs, or complement others such as conversation exchange. Three pilots were carried out between 2012 and 2015, with escalating numbers in participation and duration. The paper focuses on the teachers, their training, implementation, and their motivations for incorporating concept mapping in interactive learning language. The outcomes report on how the teachers’ practice has been transformed and improved. The children’s perspective on the topic comes through in the teachers’ opinions. Concept mapping turned out to enhance meaning negotiation, active inquiry and collaboration during teaching interactive learning language. Teachers reported that it had great impact on children’s language development, vocabulary and spontaneous speech, while it had minimal impact on the way activities were performed in everyday classes.

Ria Kicken, Elise Ernes, Ilja Hoogenberg-Engbers, Gloria Gomez

Is My Concept Map Large Enough?

Abstract

Users learning to concept map often confront the problem of when is it that their concept map is complete. They ask the question “Is my concept map large enough?”. As they progress in their understanding of concept maps, users often stop asking themselves whether the concept map is the appropriate size, which is key when using concept maps as means to communicate and share knowledge. In this paper we examine what factors need to be taken into account when determining the proper size for a concept map, and examine the importance of the purpose of the concept map and its intended audience. The stages through which a new Cmapper goes are also examining, and propose that to reach a Level 3 Excellent Cmapper, the question to be asked is “Is my concept map small enough?”.

Alberto J. Cañas, Priit Reiska, Joseph D. Novak

Learning from Static versus Animated Pictures of Embodied Knowledge

A Pilot Study on Reconstructing a Ballet Choreography as Concept Map

Abstract

In a research study we investigated whether static or animated pictures better support learning of abstract pedagogical content about action-oriented learning. For that purpose, we conducted a study with two experimental groups. One group received a narration about learning theory and a supporting series of static pictures, the other a narration and animated pictures. As pictures we used ballet positions so that both static pictures, and animations display a ballet choreography. Ballet positions are specific pictures which show embodied abstract knowledge. Students were requested to reconstruct the content of the choreography as concept map. In addition, students completed a transfer test answering open questions. Both concept maps and answers to open questions were analyzed using content analysis procedures and were subsequently scored. The results do not show significant differences between the groups. Static pictures can be as effective as animation in promoting learning.

Bärbel Fürstenau, Maria Kuhtz, Boglárka Simon-Hatala, Lenie Kneppers

Russian Experience in Application of Concept Maps in Education

Abstract

The paper describes an experience of Russian researchers and teachers in using of concept maps at classes. Concept maps are considered by Russian scientists as a tool of evaluation of information acquisition and as learning technique. The main objectives of application of CM in learning process are defined at the paper. Individual cases of using concept maps and its combination with other teaching techniques to achieve the best students’ learning outcomes are described. Differentiated approach in selection of different kinds of CM as evaluation tool for students’ knowledge is emphasis. The problems faced by teachers when using concept maps are summarized and highlighted. The developmental potential of CM as learning technique and as formation of students’ conceptual framework is discussed.

Svetlana Kostromina, Daria Gnedykh

Select-and-Fill-In Concept Maps as an Evaluation Tool in Science Classrooms

Abstract

Much research has been done on the application of concept maps as means for learning assessment. Similarly, different types of Concept-Map Based Assessments (CMBA) and their validity have been examined as well in many studies, but to a far less extent. The present study uses a descriptive quantitative method and mainly aims to put forward the idea that the select-and-fill-in (SAFI) concept maps could be used as a valid instrument to assess the conceptual understanding of science among thermodynamics students. For this purpose, the concurrent validity of the SAFI concept map was evaluated according to the last version of the Thermodynamic Concept Survey (TCS) in order to develop a standard conceptual survey in thermodynamics. The TCS has a total KR-20 of approximately 0.78, an acceptable value, which could be employed as a valid test to assess teacher-made SAFI concept maps. The study population includes 60 students from two physics classes. An evaluation of the conceptual understandings of thermodynamics students were made concurrently using two assessment tools. Based on the study findings, there is a moderate to strong correlation (0.6) between the Teacher-made SAFI concept map and TCS. This leads us to the conclusion that SAFI concept maps are valid tools, at least, for evaluating conceptual understanding in thermodynamics. Moreover, the results of this study are confirmed a significant relationship between a student’s ability to read and comprehend a given question and his/her ability to solve it.

Javad Hatami, Mohammadreza Farrokhnia, Mohammad Hassanzadeh

Structural Equation Modeling (SEM): Simply a Rotated Concept Map

Abstract

The purpose of this paper is to illustrate the connections between the uses of concept mapping and structural equation modeling (SEM). Concept maps can also be used to help authors organize and structure reviewed literature in a manner that may help them find their voice when adding to the existing conversation on a particular topic. A discussion of the process recently utilized for a doctoral dissertation is presented to provide an example of this organizational process by presenting a summary of the literature review with a concept map of the review and the supporting documents attached to the appropriate concepts as re-sources. Dissertation examples are then used to further demonstrate how the connections between concept mapping the review of literature and using a concept map to visualize the analyses can help students demystify research methodology, especially, the use of SEM.

Heather Monroe-Ossi, Stephanie Wehry, Cheryl Fountain

Teaching Science for Understanding: The Positive Impact of Simultaneous Use of Concept Mapping and Computer Simulations

Abstract

Concept map as an effective tool allows learners to deal with an in depth analysis rather than keeping more information which is transferred through lecture based teaching. Concept map also improves the efficiency of computer assisted simulation techniques in learning environments. This research especially focuses on effectiveness of a computer simulated environment and concept mapping and its effect on conceptual understanding of science. In this study, we selected 60 high school students and divided them into two groups (30 students in Group A and 30 students in Group B). The goal of this research is to investigate how the concept maps influence the learning of Direct Current (DC) concept in electric circuits. We collected data by using Determining and Interpreting Resistive Electric Circuit Concepts Test (DIRECT). Covariance analysis indicates significant difference between two groups. Adjusted pretest scores also approve the significant effect of learning with simulation plus concept map in comparison with the sole simulation among learners (Partial eta Squared = 0.08; F = 4.84; p < 0.03). We conclude that students who used simulation along with a concept map (group B) showed better learning than students who used only a simulation software.

Mohammad Hassanzadeh, Javad Hatami, Saeed Latifi, Mohammad Reza Farrokhnia, Tahereh Saheb

The Educational Multimedia Clip as a Tool for Students’ Self-learning on Concept Mapping

Abstract

It has been already justified that concept mapping is an exceptionally suitable tool for formative assessment of structural knowledge. However, before the implementation of such type of assessment, the teacher should decide on a reasonable students’ training strategy, its implementation way, and content to be delivered. The paper focuses especially on the last mentioned issue - the selection of the content and its representational forms for an educational multimedia clip that has been developed as a main tool for students’ self-learning on concept mapping before the regular concept map based formative assessment of structural knowledge in one of the author’s taught study courses. Content requirements and their further implementation in the clip are specified in detail. An empirical study based on students’ evaluation of easiness of perception, internal value, and sufficiency of the content presented in the clip is discussed as well.

Alla Anohina-Naumeca

The Function of Concept Mapping in Hypermedia-Based Tutoring

Abstract

This paper analyzes the function of the concept mapping (CM) in face-to-face tutoring. Through the study of 63 tutoring sessions developed during 36 months with 6 postgraduate students and the audio-writing recording of 200 pages of tutor’s notes, the topics on which the CM is used are analyzed, its functions on the conversational processes between tutor and student, and other elements used in visual-conceptual representation. This analysis enables to recognize the CM as a flexible tool that allows organizing the tutoring sessions and that integrates with wider narrative structures; the CM is preserved into the hypermedia; as both a graphic organizer and as interface to access to the information, and as mediator of the interthinking processes between tutor and student. This research contributes to document and develop new instructional approaches for universitary tutoring within CM. It is also suggested ideas for a new function for CmapTools.

Manuel F. Aguilar-Tamayo, Antonio Padilla-Arroyo, Edgar Vázquez-Contreras, Santiago R. Acuña

The Mapping of Pedagogic Frailty: A Concept in Which Connectedness is Everything

Abstract

When attempting to support the enhancement of university teaching, there is a tendency for institutions to focus on individual attributes of the learning environment. Such an itemized analysis of teaching practice neglects the integrated nature and complexity of the system. In addition, the ways in which university teachers interact with the academic environment are personal and idiosyncratic. In an attempt to support the simultaneous focus on key dimensions of the teaching environment, the concept of pedagogic frailty is introduced. The content and structure of academics’ personal interpretations of these dimensions will either facilitate or hinder the development of connections between the elements of the model at the personal and/or inter-personal level. Where the formation of connections is hindered, the system is in a state of pedagogic frailty which results in a loss of adaptability and the conservation of traditional systems, even when they are seen as unfit for purpose. The mapping of pedagogic frailty provides an ideal frame for the development of personal narratives about teaching and an arena to support meaningful dialogue about the values that underpin teaching at university.

Ian M. Kinchin

The Teachers’ Voice: Using Photovoice and Concept Mapping to Evaluate an Innovative Prekindergarten Robotics Program

Abstract

The purpose of this paper is to describe the results of a photovoice evaluation of a robotics and programming project for prekindergarten (RAPP). RAPP researchers developed and implemented the program at three urban childcare centers in six teacher’s classrooms. All of the teachers of prekindergarteners and rising prekindergarteners had opportunities to use the robot, KIBO, during implementation. Photovoice, using ten RAPP teachers, provided visual images as evidence and promoted sharing knowledge and experiences. Teachers submitted photographs of their children engaging with KIBO and participated in two discussions with their researcher concerning the pictures. At both times, the discussions were audio recorded and summarized. Researchers concept mapped the interviews to identify and communicate common themes. In order of importance to the teachers, the children when using KIBO were engaged, worked independently of the teachers and cooperatively with classmates, were persistent, learned academic knowledge and skills, and developed problem solving skills.

Deborah L. Carlson, Stephanie Wehry, Bronwyn McLemore

The Use of Concept Maps in Environmental Study

Abstract

In the we tried to understand in which way the concept maps’ teaching can have a positive effect on the acquisition of metaknowledges and on overall understanding in the class of environmental study. Moreover, we tried to find if the teaching method of concept maps, expositive on one hand, or accompanied by a pedagogical dialogue on the other hand, can amplify these effects. Through a serial of workshops of concept maps’ teaching and tests, we have determined that concept maps teaching, regardless of the method employed, can have an impact on overall understanding in environmental study, which is a real benefit to our reflection on professional practices. Moreover, through a series of qualitative interviews, it appears that the teaching of concept maps by the expositive method may have a positive effect on the overall understanding of environmental study.

Jessica Algrain

Transforming Science Pedagogy: Using Concept Mapping to Design an Interdisciplinary Approach to Teaching Middle School Science

Abstract

The purpose of this study was to apply concept mapping to the design of an interdisciplinary approach for teaching middle school science. The study was centered around the question: What does it mean for pre-service teacher candidates to plan an integrated instructional unit using content from different science disciplines taught in middle school grades? The study required pre-service teachers to (through their own understanding of science, math, and literacy content) be able to identify with an authentic real-world scenario and apply core elements to the design of an interdisciplinary approach to lesson planning, classroom instruction, and student assessment. Designing the unit involved the use of concept maps to visualize and communicate essential pedagogical elements and their relationships to each other. Analysis of pre-service teacher candidate concept maps provided a fluid basis for peer-learning, facilitated co-planning, and created a context for next level content understanding.

Sumitra Himangshu-Pennybacker

Understanding Attitude Towards Concept Map Usage: An Exploratory Study in China

Abstract

Although prior research has reported positive effects of concept mapping on teaching and learning in various education contexts, in China many students are still reluctant to accept concept mapping technologies. Therefore, education researchers require a better understanding of why learners resist or accept concept maps. In this study, we are particularly interested in proposing and evaluating a model of learner’s attitude towards concept map usage in the context of undergraduate discrete mathematics education based on Technology Acceptance Model. The proposed model is evaluated by a field study with 23 undergraduate students in a famous university in China. Data analysis results using Partial Least Squares generally support our model. Perceived usefulness, perceived enjoyment and perceived ease of use are identified as key predictors of students’ attitude towards concept map usage. Perceived ease of use regarding concept maps performs relatively poorer than perceived usefulness and perceived enjoyment in our field study. The dual utilitarian and hedonic characteristics of concept maps have been emphasized to improve future concept map research and practice.

Jin-Xing Hao, Yan Yu

Using Concept Mapping to Assess 4- and 5-Year Old Children’s Knowledge in the Robotics and Programming for Prekindergarten Project

Abstract

The purpose of this paper is to report on the concept map evaluation of an innovative STEM project for 4- and 5-year-old children. An American university research team developed and implemented a 3-month pilot program using engineering and robotics as the platform for teaching programming and problem solving. The engineering-focused lessons used a developmentally, age appropriate robot (KIBO) to teach simple programming skills while practicing a problem solving process designed to transfer to other settings. Researchers delivered the twice weekly lessons, integrated into the adopted prekindergarten curriculum, and implemented as part of the established center rotations. Researchers used child interviews and concept mapping as a measure of children’s knowledge of robotics and problem solving to estimate growth in their knowledge over time. Results indicated that the children exhibited increased knowledge of robotics, 93 %, and problem solving, 42 %, mostly resulting from the increased use of propositions and cross-links.

Bronwyn McLemore, Stephanie Wehry, Deborah Carlson, Heather Monroe-Ossi, Cheryl Fountain, Madelaine Cosgrove

Using Concept Maps to Develop a Didactic Explanation of a Dress with Ambigous Colours

Abstract

We report on an experience carried out to show the didactic use of concept maps as tools for the development of a progressive explanation of the colour perception of a dress with ambiguous colours. Concept maps are used to promote a conceptual change in our students trying to answer the question: Why some people perceive the dress as blue & black and others as white & gold? We must first answer another preliminary question: On what depends the colour we perceive in a given object? We have used observations of the original dress in our colour laboratory by more than 300 people. The concept maps developed are based on a test for the detection of preconceptions about colour that can be taken online. In addition, we use different concept maps in successive levels of elaboration about the different factors that determine the colour a certain object is perceived.

Francisco Luis Naranjo, Guadalupe Martínez, Ángel Luis Pérez, Pedro J. Pardo, María Isabel Suero, Manuel Melgosa

Using Semantic Reference Set of Linking Words for Concept Mapping in Biology

Abstract

Inspired by the semantic network studies we propose additional conventions for choosing linking words and arrive at a Reference Set of semantically well-defined linking words drawn from the Knowledge Representation area of research in the domain of biology. Each linking word in the set is assigned a dimension: part-whole, class-inclusion, spatial-inclusion, function and attribution. We study expert representations by content analysis of biology texts at three levels of increasing subject complexity. We compare the linking words used in these representations with the Reference Set and find an increasing degree of proximity to the latter. This indicates that experts tend to use more well-defined linking words. Regarding this proximity as a characteristic of expertise, we can encourage novices to re-represent their concept maps using the linking words from the Reference Set. We discuss the implications of the approach for science education.

Meena Kharatmal, G. Nagarjuna

Backmatter