scholarly journals Supporting interdisciplinary collaborative concept mapping with individual preparation phase

2021 ◽  
Author(s):  
Esther Tan ◽  
Jacob Gerolf de Weerd ◽  
Slavi Stoyanov
Keyword(s):  
Concept Mapping ◽  
Knowledge Integration ◽  
Social Dimension ◽  
Experimental Conditions ◽  
Significant Difference ◽  
Interdisciplinary Knowledge ◽  
Preparation Phase ◽  
Cross Links ◽  
Individual Preparation ◽  
Collaborative Concept Mapping

AbstractConcept mapping facilitates the externalisation and internalisation of knowledge by individuals during collaborative knowledge construction. However, not much is known about the individual and collaborative learning processes during collaborative concept mapping (CCM) in interdisciplinary knowledge construction. Premised on literature on collaboration scripts to scaffold the collaboration process, this study investigates the effect of an individual preparation phase prior to collaborative work on the epistemic and social processes of knowledge co-construction, as well as the degree of interdisciplinary knowledge integration in collaborative concept mapping. A total of N = 42 third year university students were put into one of the two experimental conditions: with individual preparation phase (WIP) and without individual preparation phase (WOIP). Students worked on a collaborative assignment to integrate interdisciplinary knowledge in collaborative concept mapping. Data for analysis was derived from audio recordings of the collaborative discourse in both experimental conditions. Chi-square test was conducted to investigate if there were significant differences between the effects of WIP and WOIP on the epistemological and social dimension. Findings showed that groups in the WIP condition showed significantly more verification, clarification and positioning statements in the epistemic dimension and also significantly more integration-oriented and conflict-oriented consensus building in the social dimension as compared to groups in the WOIP condition. On the degree of interdisciplinary knowledge integration, independent sample t-tests showed that there was no significant difference for concepts, domains and cross-links between the two experimental conditions. However, there was significant difference in types of cross-links for the CCMs in the WIP condition.

scholarly journals Improving Senior Secondary Students’ Retention in Electrolysis Using Collaborative Concept Mapping Instructional Strategy (CCMIS)

2017 ◽  
Author(s):  
Victor Oluwatosin Ajayi
Keyword(s):  
Concept Mapping ◽  
Secondary Students ◽  
Instructional Strategy ◽  
Analysis Of Covariance ◽  
Retention Capacity ◽  
Significant Difference ◽  
The Mean ◽  
Research Questions ◽  
Senior Secondary ◽  
Collaborative Concept Mapping

In this study, improving senior secondary students’ retention in electrolysis using Collaborative Concept Mapping Instructional Strategy (CCMIS) was examined. A sample of 189 students from six selected secondary schools out of a population of 5,114 Senior Secondary I students from Ardo-Kola Local Government Area of Taraba State, Nigeria was used for the study. Non-equivalent quasi-experimental research design was adopted. The instrument used for data collection was Electrolysis Retention Test (ERT) with the reliability value of 0.78 using Kuder-Richardson. Two research questions and three null hypotheses guided the study. Mean and Standard Deviation scores were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses. The study revealed that there is significant difference in the mean retention scores between students taught electrolysis using CCMIS and discussion method in favour of CCMIS; [F(1,97) =6.300, P<0.050]. No significant difference was found in the mean retention scores between male and female students taught electrolysis using CCMIS; [F(1,97) =6.300, P>0.050]. It also found no significant interaction effect between methods and gender on the mean retention scores of students in electrolysis; [F(1,197) =.318, P>0.050]. It was recommended among others that CCMIS should be adopted while teaching electrolysis since it has been proved to be a viable option in enhancing students’ retention capacity regardless of their gender.

Relevance Predictability in Information Retrieval Systems

1967 ◽  
Vol 06 (02) ◽  
pp. 45-51 ◽  
Author(s):  
A. Kent ◽  
J. Belzer ◽  
M. Kuhfeerst ◽  
E. D. Dym ◽  
D. L. Shirey ◽  
...  
Keyword(s):  
Information Retrieval ◽  
Experimental Conditions ◽  
Treatment Groups ◽  
Retrieval Systems ◽  
Significant Difference ◽  
Information Retrieval Systems ◽  
High Predictability ◽  
Intermediate Response ◽  
Quantitative Indicators ◽  
Level Of Processing

An experiment is described which attempts to derive quantitative indicators regarding the potential relevance predictability of the intermediate stimuli used to represent documents in information retrieval systems. In effect, since the decision to peruse an entire document is often predicated upon the examination of one »level of processing« of the document (e.g., the citation and/or abstract), it became interesting to analyze the properties of what constitutes »relevance«. However, prior to such an analysis, an even more elementary step had to be made, namely, to determine what portions of a document should be examined.An evaluation of the ability of intermediate response products (IRPs), functioning as cues to the information content of full documents, to predict the relevance determination that would be subsequently made on these documents by motivated users of information retrieval systems, was made under controlled experimental conditions. The hypothesis that there might be other intermediate response products (selected extracts from the document, i.e., first paragraph, last paragraph, and the combination of first and last paragraph), that would be as representative of the full document as the traditional IRPs (citation and abstract) was tested systematically. The results showed that:1. there is no significant difference among the several IRP treatment groups on the number of cue evaluations of relevancy which match the subsequent user relevancy decision on the document;2. first and last paragraph combinations have consistently predicted relevancy to a higher degree than the other IRPs;3. abstracts were undistinguished as predictors; and4. the apparent high predictability rating for citations was not substantive.Some of these results are quite different than would be expected from previous work with unmotivated subjects.

Validation of a monetary Taylor Aggression Paradigm: Associations with trait aggression and role of provocation sequence

2020 ◽  
Author(s):  
J Konzok ◽  
L Kreuzpointner ◽  
GI Henze ◽  
L Wagels ◽  
C Kärgel ◽  
...  
Keyword(s):  
Random Sequence ◽  
Reactive Aggression ◽  
Reaction Time Task ◽  
Competitive Reaction ◽  
Experimental Conditions ◽  
Fixed Sequence ◽  
Taylor Aggression Paradigm ◽  
Trait Aggression ◽  
Significant Difference ◽  
In Series

© 2020 Elsevier Inc. The Taylor Aggression Paradigm (TAP) is widely used to measure reactive aggression in laboratory settings. While modified versions (mTAPs) with various stimulus characteristics (shocks, noise, pressure, heat) have already been established, a modified version with monetary stimuli has only been introduced very recently. In this experiment, 209 young healthy participants (104 males, 105 females) completed a mock Competitive Reaction Time Task (CRTT) with a fictional opponent with preprogrammed 40 win and 60 lose trials. In lose trials, participants were provoked by subtracting a low (0–20 euro cents), medium (30–60 cents) or high (70–90 cents) amount of money from their fictitious account. Provocation stimuli were either presented randomly or in a fixed sequence (experimental conditions). In contrast to a random sequence, the fixed sequence was generated by repeating trials from the same provocation category in series of three. Linear mixed models (LMMs) considering aggression trajectories revealed significant effects of provocation (low, medium, high) and trait aggression (K-FAF) on reactive aggression. Men showed significantly higher reactive aggression levels than women. In regard to provocation sequence, we found no significant difference in reactive aggression between the random vs. fixed stimulus sequences. The findings provide new evidence supporting the view that the monetary mTAP is able to induce as well as capture reactive aggression in the laboratory. Additionally, we found no advantage of a fixed sequence as the level of reactive aggression in a given trial appeared to be mainly predicted by the preceding provocation trial.

Effect of Concept Mapping as an Innovative Teaching Method on Senior School Students’ Interest in Chemistry

2019 ◽  
pp. 66-74
Author(s):  
Offor E. N.
Keyword(s):  
Concept Mapping ◽  
Teaching Method ◽  
Mapping Method ◽  
Control Group ◽  
School Students ◽  
Innovative Teaching ◽  
Chemistry Students ◽  
Lecture Method ◽  
Significant Difference ◽  
Innovative Teaching Method

The study was designed to explore the effect of concept mapping as an innovative teaching method on senior school students‟ interest in chemistry. The pre -test post- test quasi experimental design was adopted for the study. The population for the study comprised 1425 senior secondary two (SS2) chemistry students in Agbani Education Zone. A total of 189 SS2 chemistry students were drawn from three secondary schools selected in the zone through purposive sampling method. Two research questions and two hypotheses guided the study. In each of the schools used for the study, all the chemistry students in their intact classes were used. The experimental group was taught using concept mapping while the control group was taught using the lecture method of teaching. The treatment lasted for six weeks. The instrument for data collection was Chemistry Interest Scale (CIS). The CIS was validated by three experts. Before the treatment commenced, a pre- interest scale was administered and a reliability coefficient of 0.72 was established using Cronbach Alpha. The data collected was analyzed using analysis of co variance (ANCOVA). The result of the data analysis showed that there is a significant difference between the mean interest scores of students taught chemistry with concept mapping and those taught with lecture method. The study concludes by recommending that concept mapping method of teaching should be adopted in teaching of chemistry as this has helped to stimulate interest in chemistry which will help to enhance their achievement.

Use of collaborative concept mapping in team diagnosis

2021 ◽  
Author(s):  
Dan Pan ◽  
Tingyi Wang ◽  
Xuegang Zhang ◽  
Ming Jia ◽  
Zhizhong Li
Keyword(s):  
Concept Mapping ◽  
Collaborative Concept Mapping

scholarly journals Evaluation of the apical seal after intraradicular retainer removal with ultrasound or carbide bur

2007 ◽  
Vol 21 (3) ◽  
pp. 253-258 ◽  
Author(s):  
Tomie Nakakuki Campos ◽  
Cleber Henrique Inoue ◽  
Elcio Yamamoto ◽  
Ângela Toshie Araki ◽  
Lena Katekawa Adachi ◽  
...  
Keyword(s):  
Optical Microscope ◽  
Dental Alloys ◽  
Experimental Conditions ◽  
Alloy Type ◽  
Cyanoacrylate Adhesive ◽  
Significant Difference ◽  
Post And Core ◽  
To Receive ◽  
Apical Leakage ◽  
Cervical Area

There are situations in which intraradicular retainers have to be removed and replaced. The objective of this research was to evaluate the apical seal after the removal of a custom cast post and core with a carbide bur or with an ultrasound apparatus. Twenty five roots of extracted human incisors were used. They were endodontically treated and prepared to receive the posts. The posts and cores were cast with 2 types of dental alloys, CuAlZn and PdAg, and were cemented with zinc phosphate cement. After 24 hours, they were removed using the two above mentioned techniques. Then, the roots had their external surface made impermeable by two layers of cyanoacrylate adhesive, leaving only the cervical area for dye penetration. The teeth were immersed in rhodamine for 24 hours. They were then cut and observed under an optical microscope and analyzed with appropriate software (Imagelab). The results were submitted to ANOVA, and they evidenced that, regarding the alloy factor, PdAg posts presented a larger mean infiltration value (2.23 ± 0.48 mm) as compared to the posts made of CuAlZn (1.39 ± 0.48 mm) (p = 0.025). Regarding the technique factor, there was no significant difference (p = 0.9) between the removal of the intraradicular retainer using ultrasound (1.99 ± 0.62 mm) or using a rotating cutting instrument (1.62 ± 0.62 mm). Under these experimental conditions, it was possible to conclude that the degree of apical leakage was directly related to the alloy type, and it was present in both techniques used.

scholarly journals THE EFFECT OF COOPERATIVE LEARNING MODEL OF THINK PAIR SHARE BASED ON CONCEPT MAPPING TOWARDS CIVICS ACHIEVEMENT

2018 ◽  
Vol 2 (2) ◽  
pp. 51
Author(s):  
Ni Wayan Suyatni ◽  
Ndara Tanggu Rendra ◽  
Ni Wayan Rati
Keyword(s):  
Elementary School ◽  
Concept Mapping ◽  
Learning Model ◽  
Fifth Grade ◽  
Control Group ◽  
Control Group Design ◽  
Model Based ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
Quasi Experimental

This study is aimed at investigating the difference of students’ civics achievement between those who are taught by Think Pair Share model based on concept mapping and those who are taught by conventional learning model of the fifth grade students in Elementary School of Cluster I in Petang District. It is a quasi-experimental research using non-equivalent post-test only control group design. The population of this research is 102 students in grade V in Elementary School of Cluster I Petang District. The samples of this research are fifth grade students of SD Negeri 3 Carangsari as experimental group and fifth grade students of SD Negeri 1 Carangsari as control group. The data of civics achievement were collected by using multiple choice tests. The data obtained were analyzed using descriptive statistics and inferential statistical analysis (t-test). The result showed that tcount= 3,83 and ttable = 2,03 (tcount>ttable) which can be concluded that there are significant difference between the students’ civics achievement between those who were taught by Think Pair Share learning model based on concept mapping and those who were taught by the conventional learning model in grade V in Elementary School of Cluster I Petang District of Badung Regency in academic year 2017/2018.

Sign in / Sign up

Export Citation Format

Share Document