scholarly journals Using OpenCyc and Domain Ontologies for Ontology Learning from Concept Maps

2013 ◽  
Author(s):  
Amhed Suarez-Rodriguez ◽  
Alfredo Simon-Cuevas ◽  
Jose A. Olivas
Keyword(s):  
Concept Maps ◽  
Ontology Learning ◽  
Domain Ontologies

Ontology Learning from Thesauri

2010 ◽  
pp. 247-260
Author(s):  
Javier Nogueras-Iso ◽  
Javier Lacasta ◽  
Jacques Teller ◽  
Gilles Falquet ◽  
Jacques Guyot
Keyword(s):  
State Of The Art ◽  
A Priori ◽  
Automatic Processing ◽  
The State ◽  
Ontology Learning ◽  
Ontology Construction ◽  
Knowledge Resources ◽  
Learning Techniques ◽  
Methods And Techniques ◽  
Domain Ontologies

Ontology learning is the term used to encompass methods and techniques employed for the (semi-)automatic processing of knowledge resources that facilitate the acquisition of knowledge during ontology construction. This chapter focuses on ontology learning techniques using thesauri as input sources. Thesauri are one of the most promising sources for the creation of domain ontologies thanks to the richness of term definitions, the existence of a priori relationships between terms, and the consensus provided by their extensive use in the library context. Apart from reviewing the state of the art, this chapter shows how ontology learning techniques can be applied in the urban domain for the development of domain ontologies.

Evidence Sources, Methods and Use Cases for Learning Lightweight Domain Ontologies

2011 ◽  
pp. 1-15 ◽  
Author(s):  
Albert Weichselbraun ◽  
Gerhard Wohlgenannt ◽  
Arno Scharl
Keyword(s):  
Semantic Web ◽  
Real World ◽  
Use Cases ◽  
Ontology Learning ◽  
Shared Meaning ◽  
Domain Ontologies ◽  
Real World Problems

By providing interoperability and shared meaning across actors and domains, lightweight domain ontologies are a cornerstone technology of the Semantic Web. This chapter investigates evidence sources for ontology learning and describes a generic and extensible approach to ontology learning that combines such evidence sources to extract domain concepts, identify relations between the ontology’s concepts, and detect relation labels automatically. An implementation illustrates the presented ontology learning and relation labeling framework and serves as the basis for discussing possible pitfalls in ontology learning. Afterwards, three use cases demonstrate the usefulness of the presented framework and its application to real-world problems.

scholarly journals A mathematical evaluation for measuring correctness of domain ontologies using concept maps

Measurement ◽  
2018 ◽  
Vol 118 ◽  
pp. 73-82 ◽  
Author(s):  
Rizwan Iqbal ◽  
Masrah Azrifah Azmi Murad ◽  
Layth Sliman ◽  
Clay Palmeira da Silva
Keyword(s):  
Concept Maps ◽  
Domain Ontologies ◽  
Mathematical Evaluation

scholarly journals Validating domain ontologies: A methodology exemplified for concept maps

2017 ◽  
Vol 4 (1) ◽  
pp. 1263006 ◽  
Author(s):  
Christina M. Steiner ◽  
Dietrich Albert ◽  
Shuyan Wang
Keyword(s):  
Concept Maps ◽  
Domain Ontologies

Generating concept maps improves metacomprehension accuracy

2006 ◽  
Author(s):  
Keith W. Thiede ◽  
Mary Anderson ◽  
Thomas D. Griffin ◽  
Jennifer Wiley
Keyword(s):  
Concept Maps ◽  
Metacomprehension Accuracy

Using concept maps to describe the evolution in obese patients' knowledge and expectations following bariatric surgery

2009 ◽  
Vol 1 (1) ◽  
pp. 49-55 ◽  
Author(s):  
Claire Marchand ◽  
Christine Poitou ◽  
Claudie Pinosa ◽  
Isabelle Harry ◽  
Arnaud Basdevant ◽  
...  
Keyword(s):  
Bariatric Surgery ◽  
Concept Maps ◽  
Obese Patients

PENGEMBANGAN BAHAN AJAR IPA SMP PADA TEMA ENERGI DALAM TUBUH MENGGUNAKAN METODE 4STMD

EDUSAINS ◽  
2019 ◽  
Vol 8 (2) ◽  
pp. 166-175
Author(s):  
Gia Juniar Nur Wahidah ◽  
Sjaeful Anwar
Keyword(s):  
Concept Maps ◽  
The Body ◽  
Instructional Materials ◽  
Teaching Material ◽  
Test Results ◽  
Teaching Materials ◽  
Eligibility Criteria ◽  
Material Development ◽  
Selection Step ◽  
Selection Of

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  

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.

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