Use of Computer Based Concept Mapping Tools

Jett, 2013

Indian Journal of Science and Technology, 2020

Aims: To explore the present status of concept mapping in teaching and learning process in India. Also, to find answers of certain questions pertaining to the usage, awareness and present status of concept maps in real life education. Further to provide some recommendation for the teaching learning process. Method: In this study, the researcher developed a questionnaire using google form containing 14 items. The items were revolving around the concept map and its practical usage in teaching and learning process. The questionnaire was sent to 200 teachers in the month of June, 2020; out of which 80 responses were received back. All the teachers are teaching in various school of the country. The types of schools included private, government, rural and urban. The region covered for data collection was mainly Delhi, however some respondents were from other parts of India also. The data was analyzed qualitatively and quantitatively. Ms. Excel was used for quantitative analysis. Findings:...

KPI Science News, 2020

Background. The hypermedia environment, which has received a powerful technical infrastructure thanks to the WWW, has led to the study and emergence of new forms and tools of information and educational content presentation. Various methods and means of visualization of educational information increase clarity and facilitate the process of new knowledge perception. Such tools include a wide range of concept maps that have become widespread in many areas related to information technology and education. The challenge here is to find comprehensive solutions that will reduce computing and labor costs for the multifunctional use of concept maps in information and learning systems. Objective. The work is focused on the review of concept maps, research of preconditions for their origin, analysis of their types and purposes of application in the educational process and learning systems. The main task is to analyze the requirements for interactive concept maps in ontology-oriented information systems to support lifelong learning. Methods. The use of concept maps in educational systems is based on knowledge modeling, graph theory, ontological modeling of educational content and methods of adaptive e-learning systems. The paper reviews and analyzes the application of concept maps and requirements for them within the information and learning systems. Results. Concept maps have significant foundation in cognitive and educational psychology, computational linguistics, knowledge engineering and have widespread application in computer supported learning. Concept maps are used as a means of meaningful learning when constructed by students, used to assess knowledge, as well as a means of navigating information resources. Concept maps in educational systems are used to present knowledge to users and serve as interfaces in the process of exploratory search and review of study areas. Information systems provide enrichment of concept maps by means of interactivity, which allows diversifying and expanding its use. Conclusions. The key requirements for interactive concept maps in information and learning systems are formed, including automation of interactive concept map construction, availability of wide navigation capabilities together with cognitive load control, implementation of interdisciplinary links, media annotation of map elements, complex application of graph interfaces for different parts of the system and adaptation to mobile devices.

Education, 2012

Information and communication technology (ICT) has been integrated as an educational tool in the late 1950’s and the beginnings of 1960’s. Many research and conceptual papers over the past decades have documented its importance on enhancing students’ education and learning across all subject areas and grade levels. Our twenty-first century modern life is dominated by ICT, yet education has not been able to use ICT as an enabler and tool to foster effective learning fully. Concept mapping and visual learning software is a graphical application used to show and represent the relationship and connections among concepts. This study reviews the literature on the application of Inspiration software, a concept mapping tool that has been used with more than 25 million users worldwide. The study investigates the opinions of undergraduate students at Kuwait University (KU), their perceptions and willingness, for using concept mapping software to aid in learning. The study examines and identifies the usefulness of the application on students’ learning and thinking. It also provides valuable contribution regarding the level of awareness, utilization, satisfaction, and difficulties faced by the uses of concept mapping software at KU. Furthermore, it explores beliefs of undergraduate students concerning the usefulness of this type of software on students’ learning and thinking process. Findings of this research provide a profile and reference for policy and decision makers as well as professionals, working in the field of education and at the Ministry of Education and Higher Learning, regarding the integration of concept mapping and visual learning application software into education.

2015

Applied Concept Mapping, 2011

2017

Nowadays all countries aim to reach efficient education system. In the current scenario, problems of education system can only be controlled by qualified people. So, for the fruitful learning, teaching approaches, procedures, practices and tools should transfer knowledge in a way that can be inspected from different dimensions enlightening a lot of points of view, situations, and depiction of idea creation. In this way, it can be stated that one of the most important teaching and learning tool that promote meaningful learning is concept maps. The Concept mapping as a tool has gained a lot of recognition and acknowledgement in science education, both in the practice and in the literature as well. But how concept mapping is seen in the teaching profession is the aim of this research and how much beneficial and effective concept maps are in teaching learning process. Interviews were conducted from teachers. Results of the study involving 10 teachers of international Islamic university ...

Journal for new generation sciences, 2005

Concept maps, when used to improve factual recall from written material or verbal communication, have the potential to enhance effective learning. The use of concept mapping allow higher education learners to create an understanding of information by making associations and by creating and exploring links, skills that establish the basic process of problem solving and creative thinking during problem based-and reflective-learning. The mind map as learning facilitation method offer educators several advantages, for example to stimulate interest, to enhance concentration and to increase understanding. It facilitates improved memory in learners since mind mapping serves as a method to help learners learn, record, and recall information. To explore mind mapping as an approach to optimise learning holds potential since it is an invitation to creative thought.

2011

This paper discusses a knowledge-based model for the design and development of units of learning and teaching aids. The idea behind this model originates from both the analysis of the open issues in instructional authoring systems, and the lack of a well-defined process able to merge pedagogical strategies with systems for the knowledge organization of the domain. In particular, it is presented the Educational Concept Map (ECM): a, pedagogically founded (derived from instructional design theories), abstract annotation system that was developed with the aim of guaranteeing the reusability of both teaching materials and knowledge structures. By means of ECMs, it is possible to design lessons and/or learning paths from an ontological structure characterized by the integration of hierarchical and associative relationships among the educational objectives. The paper also discusses how the ECMs can be implemented by means of the ISO/IEC 13250 Topic Maps standard. Based on the same model, it is also considered the possibility of visualizing, through a graphical model, and navigate, through an ontological browser, the knowledge structure and the relevant resources associated to them.

Concept maps are graphical tools for organizing and representing knowledge. This paper aims to present seven models in order to assess concept maps of students in classroom. These assessment models provide teachers (or professors) with a tool to evaluating concept maps and reinforcing the learning method instead of traditional teaching methods present in some higher educational institutions, such as in Brazil. To build this paper, this author made a deep research in national and international journals in order do find assessment models of concept maps. This paper does not propose to debate or discuss which model is considered the most suitable for the assessment. However it is possible to observe that the models have some " common " dimensions of evaluation, even though three of them have a larger number of dimensions or assessment. Thus, it is up to educators to choose the most suitable model for their needs and also considering the scope of each course. Future studies should put in practice some of these models with purpose to foment this knowledge area.

MedEdPublish, 2020

This article was migrated. The article was marked as recommended. Concept maps are evidence based pedagogical tools to fathom how meaningfully students have accomplished their learning objectives. They also give intuitive insights to improvise instruction to enable better and deeper understanding the foundations of learning. In this paper we provide an overview of concept maps and share our experiences of using concept maps for the 4 t's of education - teaching, training, testing and thinking.

2004

Concept maps were used in two different psychology courses taught at different levels. In one class, concept maps were used as advance organizers for lectures, and the learners constructed and modified some group maps for short text sections, as well as a midterm map. In the second class, students constructed concept maps of each text chapter as part of their course assignments. Concept maps were also used by a Social Work professor as a basis for class discussion.

Communications of The Ais, 2003

Concept maps, a specific kind of mental model, are one method of representing and measuring an individual's knowledge. They are an alternative tool for teaching through building relevant associations, and a method for measuring knowledge and recall over time. Concept maps provide a visual representation of conceptual and relationship knowledge within a particular domain. Concept maps look like a spider web, consisting of many nodes (i.e., key concepts) connected to one another by lines that indicate relationships. In the learning process, students can develop concept maps as an alternative to traditional note-taking by building associations of non-linear key concepts and organizing them to fit with their individual learning styles and frames of reference. The presence of concepts and relationships on a map can provide an instructor with a snapshot of student knowledge and understanding. The proximity and connection of key concepts provide insight for instructors attempting to evaluate how ideas from class were absorbed by students. Conversely, the absence of concepts or relationships, or inappropriate connections between unrelated concepts, provide clues about what information students failed to internalize or incorporate. Concept maps may aid the instructor in assessing what students understand and how they relate the material to the overall course goals. They are easily taught and can be incorporated in introductory units, mid-term reviews and assessments, or end-ofcourse reviews and assessments.

Behaviour & Information Technology, 2013

The aim of this study is to test collaborative concept mapping activities using computers in a classroom scenario and to evaluate the possibilities that Elkar-CM offers for collaboratively learning non-technical topics. Elkar-CM is a multilingual and multimedia software program designed for drawing concept maps collaboratively. Concept mapping is a widely accepted technique that promotes meaningful learning. Graphically representing concepts of the learning domain and relationships between them helps students integrate new knowledge into their current cognitive structure. This study was carried out with Social Education degree students at the University of the Basque Country (UPV/EHU). The experiment included two learning activities. First, all students collaboratively constructed in the classroom a CM on the subject of Moral Development. Second, students were organised into groups to complete the CM generated in the first part.

More than forming technically competent professionals, universities face a new challenge: doing so under specific principles that can only be achieved by developing competencies and abilities that are extremely valuable for today's work market, such as being able to work in groups, being aware of the many possibilities of facing and solving problems, being open to constant negotiations and readily-adaptable to new work scenarios. The best way to develop such abilities and competencies is in the contexts in which they will be demanded. The incorporation of building concept maps to a teaching-learning methodology developed for a virtual learning environment of a respected Brazilian University was a successful experiment, one whose positive results in encouraging and developing such competencies and abilities deserves to be presented and discussed, which is what we intend to do in this chapter.