Toward a Synthesis of Listening Constructs: A Concept Map Analysis

1997 ◽  
Vol 11 (1) ◽  
pp. 69-87 ◽  
Author(s):  
Belle Ruth Witkin ◽  
William W. K. Trochim
Keyword(s):  
Concept Map ◽  
Map Analysis

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

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Teresia M. O’Connor ◽  
Louise C. Mâsse ◽  
Andrew W. Tu ◽  
Allison W. Watts ◽  
Sheryl O. Hughes ◽  
...  
Keyword(s):  
Parenting Practices ◽  
Concept Map ◽  
Map Analysis

scholarly journals A standardised, holistic framework for concept-map analysis combining topological attributes and global morphologies

2015 ◽  
pp. 20-35
Keyword(s):  
Structural Analysis ◽  
Concept Maps ◽  
Systematic Approach ◽  
Structural Parameters ◽  
Concept Map ◽  
Degree Sequence ◽  
Original Form ◽  
Starting Point ◽  
Balanced Tree ◽  
Map Analysis

Motivated by the diverse uses of concept maps in teaching and educational research, we have developed a systematic approach to their structural analysis. The basis for our method is a unique topological normalisation procedure whereby a concept map is first stripped of its content and subsequently geometrically re-arranged into a standardised layout as a maximally balanced tree following set rules. This enables a quantitative analysis of the normalised maps to read off basic structural parameters: numbers of concepts and links, diameter, in- and ex-radius and degree sequence and subsequently calculate higher parameters: cross-linkage, balance and dimension. Using these parameters, we define characteristic global morphologies: ‘Disconnected’, ‘Imbalanced’, ‘Broad’, ‘Deep’ and ‘Interconnected’ in the normalised map structure. Our proposed systematic approach to concept-map analysis combining topological normalisation, determination of structural parameters and global morphological classification is a standardised, easily applicable and reliable framework for making the inherent structure of a concept map tangible. It overcomes some of the subjectivity inherent in analysing and interpreting maps in their original form while also avoiding the pitfalls of an atomistic analysis often accompanying quantitative concept-map analysis schemes. Our framework can be combined and cross-compared with a content analysis to obtain a coherent view of the two key elements of a concept map: structure and content. The informed structural analysis may form the starting point for interpreting the underlying knowledge structures and pedagogical meanings.

City branding: A brand concept map analysis of a university town

2011 ◽  
Vol 7 (1) ◽  
pp. 50-63 ◽  
Author(s):  
Céline Brandt ◽  
Charles Pahud de Mortanges
Keyword(s):  
Concept Map ◽  
City Branding ◽  
Brand Concept ◽  
University Town ◽  
Map Analysis

Organic chemistry students' fragmented ideas about the structure and function of nucleophiles and electrophiles: a concept map analysis

2016 ◽  
Vol 17 (4) ◽  
pp. 1019-1029 ◽  
Author(s):  
Mary E. Anzovino ◽  
Stacey Lowery Bretz
Keyword(s):  
Organic Chemistry ◽  
Reaction Mechanisms ◽  
Concept Map ◽  
Structure And Function ◽  
Cognitive Map ◽  
Chemistry Students ◽  
Second Year ◽  
And Function ◽  
Map Analysis

Organic chemistry students struggle with multiple aspects of reaction mechanisms and the curved arrow notation used by organic chemists. Many faculty believe that an understanding of nucleophiles and electrophiles, among other concepts, is required before students can develop fluency with the electron-pushing formalism (EPF). An expert concept map was created to depict an understanding of nucleophiles and electrophiles ideally held by undergraduates. Second year organic chemistry students were interviewed and asked to give examples of nucleophiles and electrophiles and to identify them in reactions. A cognitive map was created to represent each student's understanding. The students' maps were compared to the expert map, revealing that students possess fragmented ideas about the structure and function of nucleophiles and electrophiles.

Concept Mapping zum Lernen aus Texten

2008 ◽  
Vol 22 (2) ◽  
pp. 119-125 ◽  
Author(s):  
Tatjana S. Hilbert ◽  
Matthias Nückles ◽  
Alexander Renkl ◽  
Carla Minarik ◽  
Angelika Reich ◽  
...  
Keyword(s):  
Concept Mapping ◽  
Concept Map

Concept Mapping ist eine Lernstrategie, die insbesondere das bedeutungsvolle Lernen unterstützt. Ziel dieser Studie war es, den Nutzen von kognitiven und/oder metakognitiven Prompts auf den Lernerfolg beim Lernen durch Concept Mapping zu untersuchen. Die teilnehmenden Schülerinnen und Schüler (N = 112, Durchschnittsalter: 17.20 Jahre) erzielten einen signifikant besseren Lernerfolg, wenn sie durch Prompts beim Anfertigen einer Concept Map unterstützt wurden. Gemischte Prompts waren dabei im Vergleich zu nur kognitiven bzw. nur metakognitiven Prompts nicht effektiver, offensichtlich regte bereits die Verfügbarkeit von Prompts die Lernenden zu systematischerem Lernverhalten an. Als Fazit dieser Studie lässt sich festhalten, dass Prompts als Hilfestellung bei der Anwendung einer neuen Lerntechnik sehr wohl positive Effekte haben. Eine Follow-Up-Messung ohne Prompts zeigte jedoch, dass die einmalige Unterstützung durch Prompts nicht ausreichte, um die Lerntechnik weiterhin selbstständig erfolgreich anzuwenden.

PENERAPAN MODEL PEMBELAJARAN PETA KONSEP UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VI SD NEGERI 022 JAYA MUKTI KOTA DUMAI

2018 ◽  
Vol 2 (3) ◽  
pp. 395
Author(s):  
Burhanuddin Burhanuddin
Keyword(s):  
Social Sciences ◽  
Data Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Concept Map ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Model Concept ◽  
Student Activity ◽  
Improved Learning

This research is motivated by the learning result of Social Sciences of Grade VI SD Negeri 022 Jaya Mukti KotaDumai which is still very low. This study aims to improve the learning outcomes of Social Sciences students.From the data analysis there is an increase of both teacher activity, student activity, and student learning result,that is teacher activity at meeting 1 cycle I percentage is 65% (enough) and at meeting 2 increase to 80%(good). In the second cycle of meeting 3 it increases again to 90% (very good) and at meeting 4 increases to95% (very good). Judging from the student activity also increased from the 1st meeting of cycle I was 60%(enough) and at meeting 2 increased to 70% (good). In the second cycle of meeting 3 it increased to 85% (verygood) and at the 4th meeting to 95% (very good). Judging from student learning outcomes, the average basicscore 63 increased to 75 in the first cycle of increase 12 points later in cycle II increased to 95 in cycle II largeincrease of 20 points. From the data analysis there is an increase both from teacher activity, student activity,and student learning outcomes. It can be concluded that the Improved Learning Model concept map can improvethe learning outcomes of IPS students of class VI SD Negeri 022 Jaya Mukti Kota Dumai.

Sign in / Sign up

Export Citation Format

Share Document