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

2016 ◽  
Vol 55 (1) ◽  
pp. 46-69 ◽  
Author(s):  
Olusola O. Adesope ◽  
Andy Cavagnetto ◽  
Nathaniel J. Hunsu ◽  
Carlos Anguiano ◽  
Joshua Lloyd
Keyword(s):  
Free Recall ◽  
Science Learning ◽  
Concept Maps ◽  
Concept Map ◽  
Scientific Information ◽  
Expository Texts ◽  
Scientific Texts ◽  
Scientific Text ◽  
Link Diagrams ◽  
Computer Based

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. Refutational texts are designed specifically to elicit common misconceptions that learners typically hold about a particular topic, directly refute the misconceptions, and present scientific explanations as compelling alternatives. Expository scientific texts consist of texts that are written specifically to present correct scientific information. Sixty-seven participants were randomly assigned to study one of three computer-based presentations on climate change. The dependent measures were tests of free recall and transfer. The concept map group significantly outperformed the refutational and scientific text groups on both free recall and transfer tests. Practical and theoretical implications of these findings are discussed.

Evidence-Centered Concept Map in Computer-Based Assessment of Critical Thinking

2020 ◽  
pp. 656-682
Author(s):  
Yigal Rosen ◽  
Maryam Mosharraf
Keyword(s):  
Critical Thinking ◽  
Large Scale ◽  
Concept Maps ◽  
Concept Map ◽  
Thinking Skills ◽  
Future Research ◽  
Supporting Evidence ◽  
Instructional Tools ◽  
Large Scale Assessment ◽  
Computer Based

A concept map is a graphical tool for representing knowledge structure in the form of a graph whose nodes represent concepts, while arcs between nodes correspond to interrelations between them. Using a concept map engages students in a variety of critical and complex thinking, such as evaluating, analyzing, and decision making. Although the potential use of concept maps to assess students' knowledge has been recognized, concept maps are traditionally used as instructional tools. The chapter introduces a technology-enabled three-phase Evidence-Centered Concept Map (ECCM) designed to make students' thinking visible in critical thinking assessment tasks that require students to analyze claims and supporting evidence on a topic and to draw conclusions. Directions for future research are discussed in terms of their implications to technology tools in large-scale assessment programs that target higher-order thinking skills.

Evidence-Centered Concept Map in Computer-Based Assessment of Critical Thinking

2016 ◽  
pp. 502-527
Author(s):  
Yigal Rosen ◽  
Maryam Mosharraf
Keyword(s):  
Critical Thinking ◽  
Large Scale ◽  
Concept Maps ◽  
Concept Map ◽  
Thinking Skills ◽  
Future Research ◽  
Supporting Evidence ◽  
Instructional Tools ◽  
Large Scale Assessment ◽  
Computer Based

A concept map is a graphical tool for representing knowledge structure in the form of a graph whose nodes represent concepts, while arcs between nodes correspond to interrelations between them. Using a concept map engages students in a variety of critical and complex thinking, such as evaluating, analyzing, and decision making. Although the potential use of concept maps to assess students' knowledge has been recognized, concept maps are traditionally used as instructional tools. The chapter introduces a technology-enabled three-phase Evidence-Centered Concept Map (ECCM) designed to make students' thinking visible in critical thinking assessment tasks that require students to analyze claims and supporting evidence on a topic and to draw conclusions. Directions for future research are discussed in terms of their implications to technology tools in large-scale assessment programs that target higher-order thinking skills.

scholarly journals Computer-based concept maps for enabling multilingual education in computer science: A Basque, English and Spanish languages case

2012 ◽  
Vol 28 (5) ◽  
Author(s):  
Ana Arruarte ◽  
Jon A. Elorriaga ◽  
Iñaki Calvo ◽  
Mikel Larrañaga ◽  
Urko Rueda
Keyword(s):  
Concept Mapping ◽  
Educational System ◽  
Concept Maps ◽  
Linguistic Diversity ◽  
Basque Country ◽  
Concept Map ◽  
Computer Software ◽  
Database Systems ◽  
Multilingual Education ◽  
Computer Based

<span>Inside the globalisation era in which society is immersed, one of the current challenges for any educational system is to provide quality education. While some countries are linguistically homogeneous, many countries and regions display a wealth of linguistic diversity and it is essential to adapt the educational system to those realities. In addition, multilingual education promotes not only social equality but also inter-cultural education. The development of computer software localisable not only at interface level but also regarding learning resources may help to fulfill this aim. During the last years a number of products have emerged to support computer-based concept mapping. This paper presents a pilot study carried out at the University of the Basque Country UPV/EHU in the area of database systems with three main aims: to facilitate learning about the subject domain, to evaluate whether concept mapping is in general a good technique for learning topics in different languages, and finally, to verify whether </span><em>CM-ED Concept Map EDitor</em><span> provides the necessary mechanisms to fulfil this objective. Results confirm that the use of a concept map editor is a good support for education in multilingual settings.</span>

scholarly journals 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

2015 ◽  
Vol 16 (4) ◽  
pp. 843-855 ◽  
Author(s):  
Fatma Yaman ◽  
Alipaşa Ayas
Keyword(s):  
High School ◽  
High School Students ◽  
Alternative Assessment ◽  
Concept Maps ◽  
Concept Map ◽  
Acid Base ◽  
School Students ◽  
Before And After ◽  
Computer Based ◽  
Representational Level

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. 12 high school students participated in this study. Students' concept maps were evaluated taking into account three parts: qualitative, quantitative and representational level. The results gathered from the quantitative analysis of the pre and post concept maps were analyzed using SPSS 17.0. The results showed that there is a significant difference between students' pre and post concept map scores (z= 3.05;p< 0.05). From the qualitative analysis of the concept maps, the majority of the students constructed their pre and post concept maps non-hierarchically; while they drew more interconnected concept maps after the CB-POE tasks. Regarding their representational level, the students used the macroscopic level more often than microscopic and symbolic levels in both their pre and post concept maps. Nonetheless, they increased the number of macroscopic, microscopic and symbolic level representations in their post concept maps. The paper concludes with suggestions and implications for educators and researchers to improve the quality of concept map evaluation.

Comparing Several Human and Computer-Based Methods for Scoring Concept Maps and Essays

2005 ◽  
Vol 32 (3) ◽  
pp. 227-239 ◽  
Author(s):  
Ravinder Koul ◽  
Roy B. Clariana ◽  
Roya Salehi
Keyword(s):  
Content Knowledge ◽  
Concept Maps ◽  
Formative Evaluation ◽  
Low Cost ◽  
Concept Map ◽  
Good Measure ◽  
Adequate Measure ◽  
Science Topic ◽  
Computer Based ◽  
Short Essay

This article reports the results of an investigation of the convergent criterion-related validity of two computer-based tools for scoring concept maps and essays as part of the ongoing formative evaluation of these tools. In pairs, participants researched a science topic online and created a concept map of the topic. Later, participants individually wrote a short essay from their concept map. The concept maps and essays were scored by the computer-based tools and by human raters using rubrics. Computer-based concept map scores were a very good measure of the qualitative aspects of the concept maps ( r = 0.84) and were an adequate measure of the quantitative aspects ( r = 0.65). Also, the computer-based essay scores were an adequate measure of essay content ( r = 0.71). If computer-based approaches for scoring concept maps and essays can provide a valid, low-cost, easy to use, and easy to interpret measure of students' content knowledge, then these approaches will likely gain rapid acceptance by teachers at all levels.

scholarly journals The Effect Of Discovery Learning Model Preceded By Making Concept Map Homework On Students’ Learning Competencies At Grade VII In Junior High School 16 Padang

2020 ◽  
Vol 5 (1) ◽  
pp. 19
Author(s):  
Nofianti Nofianti ◽  
Helendra Helendra ◽  
Yosi Laila Rahmi Laila Rahmi ◽  
Ristiono Ristiono
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Science Learning ◽  
Concept Maps ◽  
Junior High ◽  
Concept Map ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Competencies

The low level of students’ science learning competencies at grade VII in Junior High School 16 Padang is caused by several factors, one of them is the learning process still used teacher-centered, so the students tend to inactive in the learning process. Therefore, it is necessary to conduct an innovative learning process in order to improve students’ competencies, knowledge, attitudes and skill. One of the method that can be used by the teacher is by implementing the Discovery Learning Model preceded by making concept map homework. Making concept map homework is expected can improve students’ learning activities in science. The aim of this study is to determine the effect of the Discovery Learning model  preceded by making concept map homework through students’ learning competencies in science (knowledge, attitudes and skill) at grade VII in Junior High School 16 Padang.  Based on the hypothesis, it is known that the knowledge competency tcount  >  ttable (5,96 > 1,67), the attitude competency tcount > ttable (6,36 > 1,67) and the skill competency tcount  >  ttable (1,69 > 1,67). The result of the study show that the hypothesis is accepted. Thus it can be concluded that the implementation of the Discovery Learning model preceded by the making concept maps homework can improve students’ science learning competences (knowledge, attitudes and skill) at grade VII in Junior High School 16 Padang.

Assessment of land-use change in coastal areas through geographical information systems

2020 ◽  
Vol 13 (10) ◽  
Author(s):  
Verónica Lango-Reynoso ◽  
Karla Teresa González-Figueroa ◽  
Fabiola Lango-Reynoso ◽  
María del Refugio Castañeda-Chávez ◽  
Jesús Montoya-Mendoza
Keyword(s):  
Land Use ◽  
Land Use Change ◽  
Geographical Information Systems ◽  
Design Methodology ◽  
Scientific Information ◽  
Coastal Ecosystems ◽  
Coastal Areas ◽  
Geographical Information ◽  
Coastal Zones ◽  
Computer Based

Objective: This article describes and analyzes the main concepts of coastal ecosystems, these as a result of research concerning land-use change assessments in coastal areas. Design/Methodology/Approach: Scientific articles were searched using keywords in English and Spanish. Articles regarding land-use change assessment in coastal areas were selected, discarding those that although being on coastal zones and geographic and soil identification did not use Geographic Information System (GIS). Results: A GIS is a computer-based tool for evaluating the land-use change in coastal areas by quantifying variations. It is analyzed through GIS and its contributions; highlighting its importance and constant monitoring. Limitations of the study/Implications: This research analyzes national and international scientific information, published from 2007 to 2019, regarding the land-use change in coastal areas quantified with the digital GIS tool. Findings/Conclusions: GIS are useful tools in the identification and quantitative evaluation of changes in land-use in coastal ecosystems; which require constant evaluation due to their high dynamism.

Boundary extension in the internal parts of images

2019 ◽  
Author(s):  
Jiri Lukavsky ◽  
Vojtěch Klinger
Keyword(s):  
Free Recall ◽  
Distractor Task ◽  
Boundary Extension ◽  
Computer Based ◽  
Response Phase ◽  
Ink Blot ◽  
Different Response ◽  
Size Adjustment

In boundary extension (BE), people confidently remember seeing a surrounding region of a scene that was not visible in the studied view. However, the content near image boundaries might be uninteresting, serving only as a background for a central figure.In our experiments, we presented participants with 24 photographs with a defect (cut-out hole or black ink blot). Participants were instructed to memorize the photograph and then either reproduce the size of the hole/blot (BE task) or identify a change (distractor task). In Exp. 1, we showed participants printed photographs (18×13 cm) with cut-out holes. Participants systematically drew smaller holes (87.5% diameter, N=32). When we replaced the holes with black ink blots (Exp. 2), the bias was still present (91.4%, N=30). The computer-based version with size-adjustment of black blots (Exp. 3) yielded similar effects (92.8%, N=30), which disappeared (Exp. 4, 100.7%, N=30) if the probe blot sizes were randomized.We argue that BE occurs in the internal parts of photographs. We explored the effect in different media (paper/screen) and using different response tasks (free recall/adjustment). People show uncertainty in the adjustment tasks and reproduce remembered holes/blots as smaller (consistent with BE) if they are presented with the occluded content in the response phase.

Evaluation of Semantic Fisheye Zooming to Provide Focus+Context

2007 ◽  
Vol 51 (5) ◽  
pp. 459-463
Author(s):  
Andrew J. Afram ◽  
John Briedis ◽  
Daisuke Fujiwara ◽  
Robert J.K. Jacob ◽  
Caroline G.L. Cao ◽  
...  
Keyword(s):  
Concept Maps ◽  
User Study ◽  
Concept Map ◽  
Digital Display ◽  
Individual Concepts ◽  
Semantic Zooming ◽  
Zoom In

A concept map is a diagram that consists of nodes that contain individual concepts or pieces of information. These nodes are connected by lines that represent relationships between the information. Large concept maps are difficult to explore and navigate using current digital display interfaces. As users zoom in on a desired node, connections between the node of interest and surrounding nodes become hidden from the user. A combination of fisheye zooming and semantic zooming mechanisms to maintain the visual connections between the nodes was implemented, and a user study to determine whether this technique helps users learn from the map was conducted. The user study revealed that participants were able to recall more information presented in a concept map, with practically no difference in the amount of time spent using the map, despite the novelty of the semantic fisheye interface.

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