Use of concept mapping in an undergraduate introductory exercise physiology course

2012 ◽  
Vol 36 (3) ◽  
pp. 197-206 ◽  
Author(s):  
Kim Henige
Keyword(s):  
Blood Pressure ◽  
Student Success ◽  
Concept Mapping ◽  
Concept Maps ◽  
Exercise Physiology ◽  
Learning Opportunities ◽  
Acute Response ◽  
Acute Increase ◽  
Cardiorespiratory Endurance ◽  
Physiology Students

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 O2 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.

Development of Core Clinical Learning Competencies for Australian Exercise Physiology Students

2020 ◽  
Vol 9 (1) ◽  
pp. 1-9
Author(s):  
Jacqueline Raymond ◽  
Rebecca Sealey ◽  
Fiona Naumann ◽  
Kieron Rooney ◽  
Timothy English ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Physical Activity Intervention ◽  
Lifestyle Modification ◽  
Exercise Physiology ◽  
Clinical Learning ◽  
Clinical Environment ◽  
Clinical Placements ◽  
Entry Level ◽  
Learning Competencies ◽  
Physiology Students

ABSTRACT Background: Clinical placements and assessment are an essential part of education to become a health professional. However, quality assessment in a clinical environment is challenging without a clear representation of what constitutes competence. The aim of this study was to establish core clinical learning competencies for Australian exercise physiology students. Methods: This study used a mixed-methods, multiphase approach. The competencies were developed following electronic surveys and focus groups, with additional refinement provided by the project team. Preliminary validation was conducted via electronic survey where (i) participants rated the importance of each unit of competency for entry-level practice, and (ii) participants who had recently graduated (n = 23) rated the extent to which they perceived they were competent in each unit. Results: The competencies are described as 19 elements organized into 6 units. The units are (i) communication, (ii) professionalism, (iii) assessment and interpretation, (iv) planning and delivery of an exercise and/or physical activity intervention, (v) lifestyle modification, and (vi) risk management. Of 126 survey participants, the majority (93%–98%) considered each unit as being important for entry-level practice. The majority (78%–95%) of recent graduates considered themselves competent in each unit, suggesting the competencies are articulated around the level of a new practitioner. Conclusion: The core clinical learning competencies resulted from an extensive, iterative process involving those with expertise in the area. The competencies have a range of applications, including informing the development of a student placement assessment tool for use in a clinical placement environment.

Explicit teaching of problem categorization using concept mapping, and an exploratory study of its effect on student achievement and on conceptual understanding – the case of chemical equilibrium problems

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Antonios Bakolis ◽  
Dimitrios Stamovlasis ◽  
Georgios Tsaparlis
Keyword(s):  
Student Achievement ◽  
Problem Solving ◽  
Concept Mapping ◽  
Conceptual Understanding ◽  
Chemical Equilibrium ◽  
Concept Maps ◽  
Equilibrium Problems ◽  
Solution Process ◽  
Control Group ◽  
Long Term Memory

Abstract A crucial step in problem solving is the retrieval of already learned schemata from long-term memory, a process which may be facilitated by categorization of the problem. The way knowledge is organized affects its availability, and, at the same time, it constitutes the important difference between experts and novices. The present study employed concept maps in a novel way, as a categorization tool for chemical equilibrium problems. The objective was to determine whether providing specific practice in problem categorization improves student achievement in problem solving and in conceptual understanding. Two groups of eleventh-grade students from two special private seminars in Corfu island, Greece, were used: the treatment group (N = 19) and the control group (N = 21). Results showed that the categorization helped students to improve their achievement, but the improvement was not always statistically significant. Students at lower (Piagetian) developmental level (in our sample, students at the transitional stage) had a larger improvement, which was statistically significant with a high effect size. Finally, Nakhleh’s categorization scheme, distinguishing algorithmic versus conceptual subproblems in the solution process, was studied. Dependency of problem solving on an organized knowledge base and the significance of concept mapping on student achievement were the conclusion.

scholarly journals A theoretical view on concept mapping

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Ray McAleese
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Learning Activities ◽  
Theoretical View ◽  
Concept Representations

Auto-monitoring is the pivotal concept in understanding the operation of concept maps, which have been used to help learners make sense of their study and plan learning activities. Central to auto-monitoring is the idea of a 'learning arena' where individuals can manipulate concept representations and engage in the processes of checking, resolving and confirming understandings. The learner is assisted by familiar metaphors (for example, networks) and the possibility of thinking 'on action' while 'in action'. This paper discusses these concepts, and concludes by arguing that maps are part of the process of learning rather than a manifestation of learning itself. Auto-monitoring is suggested as an appropriate term to describe the process of engaging in the learning arena.DOI:10.1080/0968776940020105

scholarly journals REPERTORY GRID ANALYSIS AND CONCEPT MAPPING: PROBLEMS AND ISSUES

2012 ◽  
Vol 48 (1) ◽  
pp. 91-106
Author(s):  
Thomas J.J. McCloughlin ◽  
Philip S. C. Matthews
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Repertory Grid ◽  
Assessment Procedure ◽  
Research Needs ◽  
Traditional Concept ◽  
Grid Analysis ◽  
Common Structure ◽  
Living Things ◽  
Work Concept

'Repertory grid analysis' was used as a way of constructing representations of learners conceptions of living things; and finding a common structure or understanding; this was described in previous work. 'Concept mapping' has been stated as an appropriate assessment procedure in science curricula in a number of countries. Previous relevant published work describing the benefits of 'concept mapping' as a learning, teaching, and assessing tool is large. However, the existence of a large literature is not justification in itself, and in this work we provide a critique of the current literature. Problems with 'concept mapping' are simply ignored. However, it is thought that 'repertory grid analysis' does overcome some of the recognized problems of 'concept mapping' such as: i) comparison of concept maps between students or between students and educators: in repertory grid this becomes not only possible but a reliable method - this has proven to be one of the more problematic areas in traditional 'concept mapping'; ii) quantification of concept mapping - integer scoring of whole concept maps in 'repertory grid analysis' is eliminated since the arranged structure of the graph produced holds significance for the conceptual structure. More research needs to be done in repertory grid analysis and its implications and applications in curricular research have yet to be fully explored. Key words: concept mapping, conceptual frameworks, repertory grid analysis.

scholarly journals Analyzing the use of linking words in concept maps designed for pathophysiology learning in medicine

2021 ◽  
Author(s):  
Nuno Neuparth ◽  
Marta Fonseca ◽  
Beatriz Oliveira ◽  
Inês Canha ◽  
Hélder Dores ◽  
...  
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Clinical Case ◽  
Visual Display ◽  
Rank Test ◽  
Clinical Vignettes ◽  
Signed Rank ◽  
Signed Rank Test ◽  
The Difference

Pathophysiology at NOVA Medical School adopted the concept mapping methodology to promote the visual display of pathophysiological reasoning and learning, based on clinical vignettes. The objective of this project is to identify and label the linking words, in order to study their role in the structure and organization of the concept maps constructed by the students. We used an adopted classification of linking words, categorized in 5 groups: dynamic, static, illustrative, definition and clinical case information. At the end of the semester the concept maps related to the respiratory (mid-semester) and endocrine systems (end of semester) were analyzed and compared. We found linking words not included in any of the five categories, thus a group named “other” has been created. Statistically significant differences were found in dynamic and “other” categories (p=0,049 and p= 0,011, respectively; Wilcoxon signed-rank test). The dynamic words were the most commonly used, probably reflecting students’ need to better describe pathophysiological mechanisms, and the difference found was probably due an improvement in the learning process and concept maps building technic. It would be interesting next year to conduct a more detailed analysis, increasing the sample and ensuring a more robust dataset. 

Smart Manufacturing and Industry 4.0: A Preliminary Approach in Structuring a Conceptual Framework

2021 ◽  
Vol 18 ◽  
pp. 27-36
Author(s):  
Eleni Didaskalou ◽  
Petros Manesiotis ◽  
Dimitrios Georgakellos
Keyword(s):  
Conceptual Framework ◽  
Concept Mapping ◽  
Industry 4.0 ◽  
Concept Maps ◽  
Production Systems ◽  
Software Tool ◽  
Smart Manufacturing ◽  
Future Research ◽  
Key Concepts ◽  
Comprehensive Framework

Engineering concepts usually, are complex concepts, thus many times are difficult for infusing into curriculums or to be comprehensive for practitioners. A concept that still now is not fully understandable is that of Industry 4.0, an approach that increases the complexity of production systems. Nowadays production systems are facing new challenges, as physical productions systems and internet technologies are directly linked, hence increasing the complexity but also the productivity of the systems. The paper introduces an approach of visualizing the concept of smart manufacturing in the context of Industry 4.0, as the term is not clearly specified, although has attracted attention both academicians and businesses. Concept mapping is a method of capturing and visualizing complex ideas. Concept maps are graphical tools for organizing, representing and communicating complex ideas by breaking them into more key concepts. As Industry 4.0 is a factor that can boost innovation and competitiveness of business, all parties involved in shaping the strategy of an organization, should perceive the issues to be covered. Furthermore, learners must be prepared to meet these challenges and knowledgebuilding activities may enhance their process of learning. The paper makes an interesting and valuable contribution, by identifying key concepts within the subject of smart manufacturing and Industry 4.0, using the method of concept mapping. Taking into consideration these concepts a conceptual framework will be introduced, by using the software tool CmapTools. The map can be used as a basis for future research in constructing a more comprehensive framework and identifying the concepts that describe smart manufacturing in the context of Industry 4.0, in a more thorough manner.

Concept Mapping and Formative Assessment

2010 ◽  
pp. 449-473 ◽  
Author(s):  
Jeffrey Beaudry ◽  
Polly Wilson
Keyword(s):  
Collaborative Learning ◽  
Formative Assessment ◽  
Concept Mapping ◽  
Learning Strategies ◽  
Concept Maps ◽  
Collaborative Group ◽  
High School Science ◽  
Coastal Zones ◽  
Understanding Of Science ◽  
Definition Of

From the authors observations and those of Kinchin (2001) teachers may know about concept mapping but they do not seem to use it as a consistent, effective strategy. The authors argue that the concept mapping may be better understood by using an expanded definition of traditional literacy, listening, speaking, reading and writing; to include visualizing, visual representation, and technological literacy Sinatra (1986). This ethnographic case study examines the use of concept mapping and collaborative learning strategies in the content area of marine ecology in high school science classrooms. To support students’ understanding of science concept and the improvement of writing students began with a field trip to study inter-coastal zones and follow-up laboratory activities, use of digital image analysis, and collaborative group work. Key vocabulary were identified to begin concept maps, and more vocabulary was added to support multiple revisions of concept maps with concept map software, and culminated with students’ writing. Concept mapping integrated with collaborative learning was used to engage students to construct and re-construct their understanding of a complex scientific concept, the energy cycle. The results showed that students benefited from the combination of collaborative learning and concept maps to focus their writing on key ideas, to organize their ideas, and include specific details. However, the interpretation and integration of quantitative data and laboratory results was not as consistent. Most importantly, initial concept maps and revisions provided the teacher with evidence of student learning in the form of formative assessment products, to guide teachers’ focused feedback and clarify specific ideas for re-teaching, as well as students’ self-assessment. The authors provide examples of concept maps and graphic organizers as formative assessment of students’ knowledge, what Novak (1998) calls heuristic or “facilitative tools,” and as visual representations and structures to provide flexible ways supporting learners’ meaningful learning through speaking, writing and in visual forms (Sinatra, 2000; Mintzes, Wandersee, and Novak, 2004).

Using Concept Mapping to Improve the Quality of Learning

2010 ◽  
pp. 316-336
Author(s):  
Maria Luisa Pérez Cabaní ◽  
Josep Juandó Bosch
Keyword(s):  
Concept Mapping ◽  
Learning Strategies ◽  
Concept Maps ◽  
The Other ◽  
The European Union ◽  
Quality Of Learning ◽  
European Higher Education ◽  
The One ◽  
Work Done

The European Higher Education Area, created to contribute to the development of quality education and encourage cooperation between Member States of the European Union, has created an opportunity for reflection on teaching methods in universities. These circumstances provide momentum for the use of learning strategies. Along these lines, this chapter presents work done on concept mapping, one of the methods that could significantly help prepare both students and teachers for the new roles expected of them. The results of two lines of study are presented: on the one hand, research that analyses the influence of the differential use of concept maps on the quality of learning; and on the other, an innovation in the use of concept maps in a course developed in the area of initial teacher training. Both initiatives serve to highlight increased interest in concept mapping in the field of learning and especially in collaborative learning.

Collaborative Learning by Developing (LbD) Using Concept Maps and Vee Diagrams

2010 ◽  
pp. 215-237 ◽  
Author(s):  
Päivi Immonen-Orpana ◽  
Mauri Åhlberg
Keyword(s):  
Collaborative Learning ◽  
Concept Mapping ◽  
Learning Process ◽  
Successful Aging ◽  
Concept Maps ◽  
Development Project ◽  
Design Experiment ◽  
Face To Face ◽  
Group Concept ◽  
University Course

Collaborative Learning by Developing (LbD) was researched in a University course. The focus was reflective metacognitive competence development (Appendix 1.) of Physiotherapy students. The authors used both individual and collaborative concept mapping and improved Vee heuristics in learning process evaluation. The content of the design experiment was ‘Coping at Home’. As educational research it was a design experiment, a multi-case, multi-method study. The core concept of the study unit and development project was ‘successful aging’. Both Cmap Recorder and videotaping of discussions during group concept mapping were used. The main result was that plenty of face-to-face dialogue was needed before the shared understanding and group concept maps were created. First the main concepts were fixed and then other concepts and their relationships were elaborated. Differences between individuals and two groups are analysed. In the collaborative learning process, the feeling in both groups was as if they had a unified and shared thinking process. Students continued each others talking and thinking very fluently like they had had “common brains”.

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