scholarly journals Using Mindomo to Engage Students in Higher-Order Thinking

2020 ◽  
Vol 13 (2) ◽  
Author(s):  
Brandon M. Sabourin
Keyword(s):  
Concept Mapping ◽  
Digital Technology ◽  
Concept Maps ◽  
Swot Analysis ◽  
Concept Map ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Web Based ◽  
The Creation ◽  
Technology Course

Mindomo (www.mindomo.com) is a web-based tool designed to aid in the creation of digital concept maps. This article provides an overview of concept mapping and Mindomo followed by reflections on implementing Mindomo in a digital technology course for pre-service teachers. A SWOT analysis of Mindomo is presented in concept map format, with the goals being to provide information helpful to anyone considering using Mindomo and to encourage instructors to consider how concept mapping might facilitate higher-order thinking in their classes.

scholarly journals Developing higher-order thinking skills with concept mapping: A case of pedagogic frailty

2017 ◽  
pp. 348-365 ◽  
Keyword(s):  
Critical Thinking ◽  
Locus Of Control ◽  
Concept Mapping ◽  
Concept Maps ◽  
Reflective Thinking ◽  
Concept Map ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

Concept maps have been proposed as a tool that can help develop and exercise higher-order thinking skills, including critical thinking, reflective thinking, synthesis, analysis, among others. In this paper, we review how the different aspects of constructing a concept map can help develop and exercise these skills, and discuss why most students never reach the level of concept mapping skills required to exercises their higher-order thinking skills, in what we propose is a case of pedagogic frailty involving the ‘Pedagogy and Discipline’ and ‘Locus of Control’ dimensions.

scholarly journals ANALISIS BERFIKIR TINGKAT TINGGI (Higher Order Thinking) DENGAN MENGGUNAKAN PETA KONSEP PADA POKOK BAHASAN LARUTAN ELEKTROLIT DAN NON ELEKTROLIT

2013 ◽  
Vol 3 (1) ◽  
pp. 187-196
Author(s):  
Rahmi Hidayati ◽  
Imam Santoso ◽  
Erdawati Erdawati
Keyword(s):  
Student Performance ◽  
Time Management ◽  
Concept Maps ◽  
Concept Map ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Management Skills ◽  
Higher Order Thinking Skills ◽  
Cross Links

This research aims to determine the use of concept maps to develop higher order thinking skills of students. Assignment concept map performed in groups and using the software C-Map Tools. Therefore, the assessment of students 'concept maps and students' performance during the process of making a concept map. The research method used is descriptive research. Quantitative data generated from the manufacture of students' concept maps are described and analyzed to determine changes in thought processes of students in higher-order thinking. The results of this study indicate a change students' thinking processes marked with the percentage change scores on each concept map assessment kriteria, that is the determination of the relevant concepts, propositions, hierarchy, and the cross-links, so that higher-order thinking skills can be developed by assigning students create a concept map. Based on the assessment of student performance during the process of mapping concept is known that most students already have a self-management skills, teamwork, time management, respect for opinions, solving problems, and expressed the opinion that good. However, students 'skills in analyzing  questions and a positive attitude toward the task is still not good.   Key words: higher order thinking, concept maps, electrolyte and nonelectrolyte solutions

scholarly journals Facilitating learners’ web-based information problem-solving by query expansion-based concept mapping

2014 ◽  
Vol 30 (5) ◽  
Author(s):  
Yueh-Min Huang ◽  
Ming-Chi Liu ◽  
Nian-Shing Chen ◽  
Kinshuk . ◽  
Dunwei Wen
Keyword(s):  
Problem Solving ◽  
Concept Mapping ◽  
Query Expansion ◽  
Concept Maps ◽  
Real Life ◽  
Higher Order ◽  
System Thinking ◽  
Web Based ◽  
Information Problem Solving ◽  
Information Problem

<p>Web-based information problem-solving has been recognised as a critical ability for learners. However, the development of students’ abilities in this area often faces several challenges, such as difficulty in building well-organised knowledge structures to support complex problems that require higher-order skills (e.g., system thinking). To resolve these issues, this study employs a semi-automatic tool that supports query expansion-based concept mapping (QECM) for assisting learners’ web-based information problem-solving. The query expansion technique aims to recommend relevant concepts and linking words for building the map. The linking of concepts also uses non-taxonomic relationships for visualising a systemic model to develop complex problem-solving. An experiment was conducted by randomly dividing 50 participants into two groups, QECM (experimental) and conventional keyword-based search system, (control), to compare their performance during web-based information problem-solving tasks. The results show that the QECM system facilitated participants in extending their queries so as to enhance the comprehensiveness of their constructed concept maps. The QECM also improved the participants’ information problem-solving performance by bridging concepts of an assigned task. The findings imply that learners using the QECM system can focus on the higher-order tasks of problem-solving and be better engaged in exploring real-life problems with the web.</p>

Concept Maps as a Technique for Organizing, Analyzing, and Transforming Knowledge

2021 ◽  
pp. 762-777
Author(s):  
Michael Tang ◽  
Janelle M. Johnson
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Concept Map ◽  
Cognitive Styles ◽  
Thinking Maps ◽  
Academic Fields ◽  
Definition Of ◽  
Mind Maps ◽  
Teaching Learning ◽  
Mapping Theory

The chapter begins with the origins of concept maps as a tool to promote constructivist learning, an educational philosophy and practice, and is followed by a concept map taxonomy. A definition of concept maps is provided and the main differences between Mind Maps©, Thinking Maps®, and Concept Maps are discussed with Thinking Maps classified as a type of concept map that is separate and different from both other maps. The chapter then offers a second definition of the term “concept maps,” with a detailed discussion of Thinking Maps resulting in a new taxonomy of knowledge or concept maps. The authors then investigate integrating concept maps with cognitive styles theory to determine if concept mapping might have a neuro-psychological basis and if mapping theory can be related to different academic fields and professions. The chapter concludes that the use of concept mapping can promote more holistic and effective teaching, learning, and practice in STEM education.

A Peer Tutoring-Based Concept Mapping Approach to Improving Students' Learning Achievements and Attitudes for a Social Studies Course

2018 ◽  
Vol 8 (1) ◽  
pp. 1-12
Author(s):  
Chien-Wen Chuang ◽  
Gwo-Jen Hwang ◽  
Wen-Jen Tsai
Keyword(s):  
Social Studies ◽  
Technology Acceptance ◽  
Concept Mapping ◽  
Peer Tutoring ◽  
Concept Maps ◽  
Concept Map ◽  
Learning Performance ◽  
Control Group ◽  
Mapping Approach ◽  
Acceptance Levels

Concept maps are well recognized as being an effective tool for helping students organize and construct their knowledge. However, previous studies have also indicated the difficulty encountered by young students in concept mapping. Therefore, how to provide an efficient strategy for enhancing students' learning achievement using concept mapping is worth studying. The purpose of this study is to explore the effects of the peer tutoring-based concept mapping approach on students' learning performance. A 5-week experiment was conducted in an elementary school social studies course in southern Taiwan. The participants were two classes of fifth graders. One class was the experimental group consisting of 33 students provided with a computerized concept map learning model based on peer tutoring, whereas the other class was the control group consisting of 32 students learning with a conventional computerized concept mapping approach. It was found that the learning achievements and the concept map scores of the students who learned with the peer-tutoring strategy were significantly higher than those students who learned with the conventional computerized concept mapping approach. Meanwhile, the result also indicated that the innovative approach is significantly helpful for improving the students' learning attitudes and technology acceptance levels.

scholarly journals A concept map to support the planning and evaluation of artifacts in the initial phases of PSS design

2021 ◽  
Vol 32 (2) ◽  
pp. 189-223
Author(s):  
Maiara Rosa ◽  
Wei Min Wang ◽  
Rainer Stark ◽  
Henrique Rozenfeld
Keyword(s):  
Systems Engineering ◽  
Concept Maps ◽  
Concept Map ◽  
Project Managers ◽  
Future Research ◽  
Detailed Design ◽  
Model Based ◽  
Design Projects ◽  
The Creation ◽  
Early Phases

AbstractDesigning Product-Service Systems (PSS) is associated with multiple problems and challenges, usually derived from its multidisciplinarity and partially intangible nature. One particular issue is the high likelihood of ignoring the creation of relevant information regarding one or more PSS elements during the early design phases. Proceeding to later stages (e.g., detailed design) without generating the required information regarding all PSS elements and their relationships may lead to rework and lack of integration. Dealing with this problem requires adequate planning and evaluation of the artifacts (such as documents and models) created in the initial design phases. As a fundamental theoretical basis to support the creation of solutions that may help project managers dealing with this challenge, this paper presents a concept map to structure the concepts that compose artifacts resulting from the initial stages of PSS design and how those concepts interrelate. This concept map aims to structure which classes of information should be defined in the early phases of the design process before proceeding to a detailed design. The concept map was created by extracting concepts and relationships proposed in classifications, taxonomies, ontologies, meta-models, and concept maps in the PSS and servitization fields. Those documents were identified through a comprehensive systematic literature review. The resulting concept map was verified for completeness against formal documentation of two retrospective PSS design projects. The final proposed concept map is composed of 143 concepts interconnected through 278 relationships. In its current format, the concept map may be used as a checklist to support project managers in planning and evaluating early phases of PSS design based on information completeness. Researchers may also employ it to deploy ontologies, approach further knowledge and information-related challenges in PSS design, or structure PSS-related model-based systems engineering approaches. In future research, this concept map shall be deployed in a meta-model based on artifacts commonly used in PSS design, structuring a computational tool to allow and support practical application on planning and evaluating PSS design projects.

Integrating concept maps into a medical student oncology curriculum.

2019 ◽  
Vol 37 (15_suppl) ◽  
pp. 10506-10506
Author(s):  
Sam Brondfield ◽  
Allen Seol ◽  
Katherine Hyland ◽  
Arianne Teherani ◽  
Gerald Hsu
Keyword(s):  
Medical Student ◽  
Concept Mapping ◽  
San Francisco ◽  
Concept Maps ◽  
Assessment Tool ◽  
Clinical Performance ◽  
Pearson Correlation ◽  
Concept Map ◽  
Knowledge Retention ◽  
Cancer Type

10506 Background: Proliferating knowledge domains have prompted medical schools to reconsider how best to facilitate multidisciplinary learning. Concept maps promote knowledge retention and integration; however, the feasibility and utility of integrating concept maps into a medical student oncology curriculum as a learning and assessment tool have not previously been described. Methods: In 2015-2016, all 152 second-year University of California, San Francisco (UCSF) medical students in a hematology/oncology course produced a concept map about a single cancer type over four weeks. Two of three graders independently scored each map using a standard rubric. We used linear regression to calculate the Pearson correlation coefficient between graders and between concept map scores and preclinical examination scores, USMLE Step 1 scores, and clerkship grades. We sent course evaluations to 50 randomly selected students (as is typical in the UCSF curriculum) and performed an inductive content analysis of open-ended comments about concept mapping. Results: We graded all 152 concept maps. Inter-rater reliability was excellent ( r = 0.95 or greater between the graders). Concept map scores did not correlate with preclinical or clinical performance. 43 of 50 students (86%) rated the helpfulness of concept mapping on a 5-point agreement scale (1=strongly disagree; 5=strongly agree). The median rating was 3, and the mean (SD) rating was 2.81 (1.44). 22 of 50 (44%) students submitted comments about concept mapping. Some (9 of 22) found concept mapping useful, expressing themes such as “learning the material better” and delving into the “details.” Others (7 of 22) did not, expressing themes such as preferring “other study methods” and feeling that concept mapping was “busy work” or “stressful.” Conclusions: Integrating concept maps into a medical student oncology curriculum was feasible, and we demonstrated reliability evidence as an assessment tool. Future studies should explore whether integrating concept maps earlier in medical school, producing multiple concept maps over time with training and feedback, or developing concept maps collaboratively may increase utility as a learning and assessment tool.

scholarly journals Collaborative and Multilingual Approach to Learn Database Topics Using Concept Maps

2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
Ana Arruarte ◽  
Iñaki Calvo ◽  
Jon A. Elorriaga ◽  
Mikel Larrañaga ◽  
Angel Conde
Keyword(s):  
Engineering Education ◽  
Concept Mapping ◽  
Concept Maps ◽  
Basque Country ◽  
Concept Map ◽  
Mapping Technique ◽  
Cognitive Tools ◽  
Computer Engineering ◽  
The University ◽  
Multilingual Approach

Authors report on a study using the concept mapping technique in computer engineering education for learning theoretical introductory database topics. In addition, the learning of multilingual technical terminology by means of the collaborative drawing of a concept map is also pursued in this experiment. The main characteristics of a study carried out in the database subject at the University of the Basque Country during the 2011/2012 course are described. This study contributes to the field of concept mapping as these kinds of cognitive tools have proved to be valid to support learning in computer engineering education. It contributes to the field of computer engineering education, providing a technique that can be incorporated with several educational purposes within the discipline. Results reveal the potential that a collaborative concept map editor offers to fulfil the above mentioned objectives.

scholarly journals Effectiveness of Concept Mapping Strategy on Understanding and Retention among Secondary School Students

2015 ◽  
Vol 14 (1) ◽  
pp. 15
Author(s):  
Ramyasmruthi S Talanki
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Concept Mapping ◽  
Secondary School Students ◽  
Concept Maps ◽  
Concept Map ◽  
Secondary Student ◽  
School Students ◽  
Mapping Strategy ◽  
Spss Software

Concept mapping is a tool used for representing knowledge in an organized format. It consists of concepts that are encircled and a connecting line with linking words or phrases represents the relationships between the different sub-concepts. Joseph D. Novak developed the concept maps in the 1970s. Mendia et al., 2008 have used this tool that promotes meaningful learning in math with secondary school students. Sharma, 2014 has used this tool for student’s achievement and concept retention for higher secondary student. This paper is regarding effectiveness of concept maps in concept retention among secondary school students. It is an action research conducted with ten students. The concept map was prepared using software called as Cmap. The institute that has developed this software is Institute for Human and Machine Cognition. The concept of structure of DNA was taken to teach the students using concept map. A pretest, posttest, and delayed test were conducted to observe the students understanding and retention of the concept. The results were analyzed using SPSS software. It was observed that the understanding and retention of the concept among the students was visible after using the concept mapping strategy

Collaborative Learning

2010 ◽  
pp. 152-170 ◽  
Author(s):  
Chaka Chaka
Keyword(s):  
Collaborative Learning ◽  
Concept Mapping ◽  
Cognitive Flexibility ◽  
Concept Maps ◽  
Higher Order Thinking ◽  
Assessment Tools ◽  
Focal Points ◽  
Dual Purpose ◽  
The One ◽  
Major Argument

This chapter explores the interface between collaborative learning (CL), concept mapping (CMing) and cognitive flexibility theory (CFT). The major argument of the chapter is that concept maps (CMs) are versatile and multi-purpose tools with cross-disciplinary applications. In view of this, the chapter reports on 15 research studies to serve a dual purpose: to support its argument and to demonstrate the link between CL and CMing on the one hand, and between CMing/CL and CFT on the other hand. The focal points of the chapter are: CMs as tools for supporting and facilitating CL; CMs as assessment tools in CL environments; CMs as drivers for collaborative curricular initiatives; CMs as higher-order thinking and problem solving tools; and CL/CMs and CFT.

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