Interactive concept maps in intelligent educational web systems

Abstract This research aims to produce science teaching materials in junior level with Energy in The Body as the theme using Four Steps Teaching Material Development (4STMD). The material is presented in an integrated way so that students can think holistically and contextually. The method used in this study is Research and Development. In this R&D methods is used 4STMD. There are four steps done on the development of teaching materials, the selection step, structuring step, characterization, and didactic reduction. Selection step includes the selection of indicators in accordance with the demands of the curriculum which is then developed with the selection of concepts and values that are integrated with the concept of science. Structuring step includes make macro structures, concept maps, and multiple representations. Characterization's step includes preparation instruments, then trial to students to identify difficult concepts. The last, didactic reduction was done by neglect and the annotations in the form of sketches.The test results readability aspect instructional materials lead to the conclusion that by determining the main idea, the legibility of teaching materials reached 67%, with moderate readability criteria. Test results of feasibility aspects based on the results of questionnaires to the 11 teachers lead to the conclusion that the overall, level of eligibility teaching materials reached 91% with the eligibility criteria well. Keywords: teaching materials; energy; 4STMD Abstrak Penelitian ini bertujuan untuk menghasilkan bahan ajar IPA SMP pada tema Energi dalam Tubuh menggunakan metode Four Steps Teaching Material Development (4STMD). Materi disajikan secara terpadu sehingga memacu siswa untuk berpikir secara holistik dan kontekstual. Metode penelitian yang digunakan pada penelitian ini adalah metode penelitian dan pengembangan. Dalam penelitian dan pengembangan yang ini, digunakan metode Four Steps Teaching Material Development (4STMD). Terdapat empat tahap yang dilakukan pada pengembangan bahan ajar, yakni tahap seleksi, strukturisasi, karakterisasi, dan reduksi didaktik. Tahap seleksi meliputi pemilihan indikator yang sesuai dengan tuntutan kurikulum yang kemudian dikembangkan dengan pemilihan konsep dan nilai yang diintegrasikan dengan konsep IPA. Tahap strukturisasi meliputi pembuatan struktur makro, peta konsep, dan multipel representasi dari materi. Tahap karakterisasi meliputi penyusunan instrumen karakterisasi, kemudian uji coba kepada siswa untuk mengidentifikasi konsep sulit. Tahap terakhir, yaitu reduksi didaktik konsep terhadap konsep sulit. Reduksi didaktik yang dilakukan berupa pengabaian dan penggunaan penjelasan berupa sketsa. Hasil uji aspek keterbacaan bahan ajar menghasilkan kesimpulan bahwa berdasarkan penentuan ide pokok, keterbacaan bahan ajar mencapai 67%, dengan kriteria keterbacaan tinggi. Hasil uji aspek kelayakan berdasarkan hasil angket terhadap 11 orang guru menghasilkan kesimpulan bahwa secara keseluruhan tingkat kelayakan bahan ajar mencapai 91% dengan kriteria kelayakan baik sekali. Kata Kunci: bahan ajar; energi; 4STMD Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.2039

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Personalized Planning of Study Course Structure Using Concept Maps and Their Analysis

Procedia Computer Science ◽

10.1016/j.procs.2017.01.093 ◽

2017 ◽

Vol 104 ◽

pp. 152-159 ◽

Cited By ~ 2

Author(s):

Raita Rollande ◽

Janis Grundspenkis

Keyword(s):

Concept Maps ◽

Course Structure

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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

Chemistry Teacher International ◽

10.1515/cti-2019-0021 ◽

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.

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Concept Maps and Nursing Theory

Nurse Educator ◽

10.1097/nne.0b013e31825041ba ◽

2012 ◽

Vol 37 (3) ◽

pp. 131-135 ◽

Cited By ~ 13

Author(s):

Susan M. Hunter Revell

Keyword(s):

Concept Maps ◽

Nursing Theory

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Remote OSCE Experience: What First Year Pharmacy Students Liked, Learned, and Suggested for Future Implementations

Pharmacy ◽

10.3390/pharmacy9010062 ◽

2021 ◽

Vol 9 (1) ◽

pp. 62 ◽

Cited By ~ 1

Author(s):

Amanda Savage ◽

Lana M. Minshew ◽

Heidi N. Anksorus ◽

Jacqueline E. McLaughlin

Keyword(s):

Concept Maps ◽

Response Rate ◽

Skill Development ◽

Pharmacy Practice ◽

Pharmacy Students ◽

Objective Structured Clinical Examination ◽

First Year ◽

Future Work ◽

Assessment Strategies ◽

Frequency Counts

During the wake of the COVID-19 pandemic, many schools quickly transitioned their teaching and assessment strategies to online formats. In Spring 2020, a 3-station remote Objective Structured Clinical Examination (OSCE) was implemented for first-year pharmacy students. The day following the remote OSCEs students answered three open-text prompts about the remote OSCE experience: (1) “I liked...”, (2) “I learned…”, and (3) “I suggest…”. Responses were open-coded and frequency counts were calculated to determine the most prevalent codes. Concept maps were created to visualize and explore connections between the codes. Out of 157 students, 156 students completed the reflection assignment, a 99.36% response rate. The three major themes in the Liked data were: Logistics (n = 65, 41.7%), Differences In-person Versus Remote (n = 59, 37.8%), and Skill Development (n = 43, 27.6%). The three major themes in the Learned data were: Technology (n = 66, 42.3%), Communication (n = 58, 37.2%), and Skill Development (n = 56, 35.9%). The three major themes in the Suggest data were: Logistics (n = 89, 57.1%), Technology (n = 31, 19.9%), and Continuation of Remote OSCE (n = 31, 19.9%). Overall, the remote OSCE experience was well-received, and students described it as applicable to their future pharmacy practice. Future work should explore the design, implementation, and outcomes of remote OSCEs.

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Von der Allgemeinen Erziehungswissenschaft zur Empirischen Bildungsforschung?

Zeitschrift für Erziehungswissenschaft ◽

10.1007/s11618-021-01008-5 ◽

2021 ◽

Author(s):

Andrea Westphal ◽

Olaf Zawacki-Richter

Keyword(s):

Concept Maps ◽

Sich Eine ◽

Quantitative Textanalyse

ZusammenfassungDer vorliegende Beitrag beschäftigt sich mit den Publikationen, die in der Zeitschrift für Erziehungswissenschaft (ZfE) in den Jahren 1998–2017 veröffentlicht wurden. Angesichts der Veränderungen in der erziehungswissenschaftlichen Forschungslandschaft in der jüngeren Vergangenheit untersuchen wir, inwiefern sich eine veränderte Schwerpunktsetzung auch in den Beiträgen der ZfE nachweisen lassen. Dazu führen wir zunächst eine quantitative Textanalyse durch und identifizieren die häufigsten sowie die charakteristischen Bigramme (Zweiwortsequenzen) in vier aufeinanderfolgenden Fünfjahres-Abschnitten (1998–2002, 2003–2007, 2008–2012, 2013–2017). Zudem prüfen wir, inwiefern bestimmte Wortstämme (bspw. „erziehungswissenschaft“, „bildungsforsch“, „didakt“) über die Jahre hinweg häufiger auftreten. Schließlich erstellen wir mit dem Textmining Tool Leximancer™ concept maps, die Hinweise auf die semantische Struktur der Themengebiete und Schlüsselkonzepte geben. Die Ergebnisse deuten darauf hin, dass im gesamten Zeitraum mehrheitlich Beiträge mit empirischem Fokus publiziert wurden, ein inhaltlicher Fokus auf sozialen Aspekten von Bildung lag und die Beschäftigung mit der allgemeinen Erziehungswissenschaft abnahm.

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