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AGUIAR, C. Z. "Concept Maps Mining for Text Summarization." Universidade Federal do Espírito Santo, 2017. http://repositorio.ufes.br/handle/10/9846.
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Previous issue date: 2017-03-31<br>8
Resumo
Os mapas conceituais são ferramentas gráficas para a
representação e construção do
conhecimento. Conceitos e relações formam a base para o aprendizado e, portanto, os mapas
conceituais têm sido amplamente utilizados em diferentes situações e para diferentes
propósitos na educação, sendo uma delas a represent
ação do texto escrito. Mes
mo um
gramá
tico e complexo texto pode ser representado por um mapa conceitual contendo apenas
conceitos
e relações que represente
m o que foi expresso de uma forma mais complicada.
No entanto, a construção manual de um mapa conceit
ual exige bastante tempo e esforço
na identificação e estruturação do conhecimento, especialmente quando o mapa não deve
representar os conceitos da estrutura cognitiva do autor. Em vez disso, o mapa deve
representar os conceitos expressos em um texto. Ass
im, várias abordagens tecnológicas
foram propostas para facilitar o processo de construção de mapas conceituais a partir de
textos.
Portanto, esta dissertação propõe uma nova abordagem para a construção automática
de mapas conceituais como sumarização de t
extos científicos. A sumarização pretende
produzir um mapa conceitual como uma representação resumida do texto, mantendo suas
diversas e mais importantes características.
A sumarização pode facilitar a compreensão dos textos, uma vez que os alunos estão
te
ntando lidar com a sobrecarga cognitiva causada pela crescente quantidade de informação
textual disponível atualmente. Este
crescimento
também pode ser prejudicial à construção
do conhecimento. Assim, consideramos a hipótese de que a sumarização de um text
o
representado por um mapa conceitual pode atribuir características importantes para assimilar
o conhecimento do texto, bem como diminuir a sua complexidade e o tempo necessário para
processá
-
lo.
Neste contexto, realizamos uma revisão da literatura entre o
s anos de 1994 e 2016 sobre
as abordagens que visam a construção automática de mapas conceituais a partir de textos. A
partir disso, construímos uma categorização para melhor identificar e analisar os recursos e
as características dessas abordagens tecnoló
gicas. Além disso, buscamos identificar as
limitações e reunir as melhores características dos trabalhos relacionados para propor nossa
abordagem.
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Ademais, apresentamos um processo Concept Map Mining
elaborado seguindo quatro
dimensões
: Descrição da Fonte
de Dados, Definição do Domínio, Identificação de
Elementos e Visualização do Mapa.
Com o intuito de desenvolver uma arquitetura computacional para construir
automaticamente mapas conceituais como sumarização de textos acadêmicos, esta pesquisa
resultou na
ferramenta pública
CMBuilder
, uma ferramenta online para a construção
automática de mapas conceituais a partir de textos, bem como uma api java chamada
ExtroutNLP
, que contém bibliotecas para extração de informações e serviços públicos.
Para alcançar o objetivo proposto, direcionados
esforços
para áreas de processamento
de linguagem natural e recuperação de informação. Ressaltamos que a principal tarefa para
alcançar nosso objetivo é extrair do texto as proposições do tipo (
conceito, rela
ção, conceito
). Sob
essa premissa, a pesquisa introduz um pipeline que compreende: regras gramaticais e busca
em profundidade para a extração de conceitos e relações a partir do texto; mapeamento de
preposição, resolução de anáforas e exploração de entidad
es nomeadas para a rotulação de
conceitos;
ranking
de conceitos baseado na análise de frequência de elementos e na topologia
do mapa; e sumarização de proposição baseada na topologia do grafo. Além disso, a
abordagem também propõe o uso de técnicas de apre
ndizagem supervisionada de
clusterização e classificação associadas ao uso de um tesauro para a definição do domínio do
texto e construção de um vocabulário conceitual de domínios.
Finalmente, uma análise objetiva para validar a exatidão da biblioteca
Extr
outNLP
é
executada e apresenta
0.65
precision
sobre o
corpus
. Além disso,
uma análise subjetiva para
validar a qualidade do mapa conceitual construído pela ferramenta
CMBuilder
é realizada
,
apresentando
0.75/0.45 para
precision
/
recall
de conceitos e 0.57/
0.23
para precision/
recall
de
relações em idioma inglês e
apresenta
ndo
0.68/
0.38
para precision/
recall
de conceitos e
0.41/
0.19
para precision/
recall
de
relações em idioma português.
Ademais
, um experimento
para verificar se o mapa conceitual
sumarizado
pe
lo CMBuilder tem influência para a
compreensão do assunto abordado em um texto é realizado
, atingindo 60% de
acertos
para
mapas extraídos de pequenos textos com questões de múltipla
escolha e 77% de
acertos para
m
apas extraídos de textos extensos com quest
ões discursivas
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Kremer, Robert Carl. "Constraint Graphs, a concept map meta-language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24545.pdf.
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Armstrong, Beth Diane. "Hippocampus: seahorse; brain-structure; spatial map; concept." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002224.
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Through an exploration of both sculptural and thought processes undertaken in making my Masters exhibition, ‘Hippocampus’, I unpack some possibilities, instabilities, and limitations inherent in representation and visual perception. This thesis explores the Hippocampus as image (seahorse) and concept (brain-structure involved in cognitive mapping of space). Looking at Gilles Deleuze’s writings on representation, I will expand on the notion of the map as being that which does not define and fix a structure or meaning, but rather is open, extendable and experimental. I explore the becoming, rather than the being, of image and concept. The emphasis here is on process, non-representation, and fluidity of meaning. This is supportive of my personal affirmation of the practice and process of art-making as research. I will refer to the graphic prints of Maurits Cornelis Escher as a means to elucidate a visual contextualization of my practical work, particularly with regard to the play with two- and three-dimensional space perception. Through precisely calculated ‘experiments’ that show up the partiality of our visual perception of space, Escher alludes to things that either cannot actually exist as spatial objects or do exist, but resist representation. Similarly I will explore how my own sculptures, although existing in space resist a fixed representation and suggest ideas of other spaces, non-spaces; an in-between space that does not pin itself down and become fixed to any particular image, idea, objector representation.
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Ravishandran, Siddharth. "A Tool Supporting Concept Map - Evaluation and Scoring." Thesis, Umeå universitet, Institutionen för datavetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-38244.
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Concept maps are a form of graphical knowledge representation [1]. Concept maps are drawn as directed or undirected graphs. Concept maps may carry a large and complex structure where concepts are described as a form of relationships between the nodes and the edges. Concept maps are widely used in teaching and learning where educational research and assessment are necessary functions. The common problem when dealing with concept maps is evaluation. This usually involves comparing concept maps for similarity. When developing a concept map the developer uses different ways and terminologies to describe the same concepts and relationships. Furthermore there is no commonly accepted way of scoring a concept map since not all scoring rules are suitable for all types of concept maps. This thesis proposes a tool that reviews scoring techniques used for assessing the concept maps. A tool was developed to unify the terminology used in describing the concept and relationship in a concept map. The tool maps these terminologies into a common language and further scores it against a map master map. The tool also assesses concept maps based on different approaches of relational and structural scoring techniques as structure based scoring has shown better comprehension than scores based on concepts alone [9]. The tool produces the final score by summing up the scores of all these approaches. The tool is also user supported and is automated by the input prepositions given from the user. The results suggest that the evaluation techniques used by the tool helps in assessing the concept map but the tool does not support all forms of concept maps. The tool shows that it can accommodate various aspects of scoring and has shown capacity to integrate with other tools like the word net and implement algorithms such as path finder. However the tool needs to be further extended to support assessment of hand written concept maps and other scoring schemes.
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Petermann, Felix-Marcel, and Jennifer Greczylo. "Inclusive Design : A Concept for an Accessible City Map." Thesis, Umeå universitet, Institutionen för informatik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-161088.
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This thesis proposes a concept for exploring cities with an inclusive map. Most of current studies and projects only include one kind of user groups if creating systems for navigation and exploring new areas. Often, if creating a system for a very exclusive user group, e. g. visually impaired, other user groups are not considered. Though in order to create an accessible system, studies should include the user in the range of the most inclusive and most exclusive user groups. This is why we tried to create the concept of a design for an accessible city map under the approach of inclusive design. Since around 15 per cent of the world population suffer from some kind of disability, we decided to start with the most exclusive users of a city map – visually impaired. Therefore, theoretical and practical human-centred design methods are used to create a prototype hand in hand with the future user groups. The details used in the design process incorporates data from 10 survey answers from visually impaired people as well as data from 10 interviews with sighted people and a workshop with six people from different professions out of sociology, tourism marketing, HCI and language sciences. Additionally, at the end of the process, an evaluation with three visually impaired and two sighted people was used to prove the concept of the created prototype. The prototype was created with different digital fabrication and IoT tools and technologies. It should help to make public spaces more accessible and explorable. We hope to deliver a base idea of an accessible city map, which shows how to include inclusive design in the regular design process, in order to design without exceptions. The evaluation showed that our idea worked and that even though the users' groups are very different, they have a lot in common.
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Jimenez, Laura. "Estimating the Reliability of Concept Map Ratings Using a Scoring Rubric Based on Three Attributes." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2284.
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Concept maps provide a way to assess how well students have developed an organized understanding of how the concepts taught in a unit are interrelated and fit together. However, concept maps are challenging to score because of the idiosyncratic ways in which students organize their knowledge (McClure, Sonak, & Suen, 1999). The construct a map or C-mapping" task has been shown to capture students' organized understanding. This "C-mapping" task involves giving students a list of concepts and asking them to produce a map showing how these concepts are interrelated. The purpose of this study was twofold: (a) to determine to what extent the use of the restricted C-mapping technique coupled with the threefold scoring rubric produced reliable ratings of students conceptual understanding from two examinations, and (b) to project how the reliability of the mean ratings for individual students would likely vary as a function of the average number of raters and rating occasions from two examinations. Nearly three-fourths (73%) of the variability in the ratings for one exam and (43 %) of the variability for the other exam were due to dependable differences in the students' understanding detected by the raters. The rater inconsistencies were higher for one exam and somewhat lower for the other exam. The person-to-rater interaction was relatively small for one exam and somewhat higher for the other exam. The rater-by-occasion variance components were zero for both exams. The unexplained variance accounted for 19% on one exam and 14% on the other. The size of the reliability coefficient of student concept map scores varied across the two examinations. A reliability of .95 and .93 for relative and absolute decision was obtained for one exam. A reliability of .88 and .78. for absolute and relative decision was obtained for the other exam. Increasing the number of raters from one to two on one rating occasion would yield a greater increase in the reliability of the ratings at a lower cost than increasing the number of rating occasions. The same pattern holds for both exams.
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Hu, Deyu. "The Effects of Scaffolding on the Performance of Students in Computer-based Concept Linking and Retention of Comprehension." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28950.
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The purpose of this study was to examine two scaffolding methods on the performance of students in computer-based concept linking and retention of comprehension. After training and practice in concept mapping and CmapTools--a computer-based concept mapping program, 116 undergraduate students were randomly assigned to one of four treatment groups to work on a computer-based concept mapping task. Students in the no scaffolding (NS) group did not receive any scaffolding. Students in the linking phrase scaffolding (PS) group received linking words or phrases as scaffolding. Students in the articulation hint scaffolding (AS) group received a hint question as scaffolding, which asked them to elaborate on relationships between concepts in full sentences. Students in the linking phrase and articulation hint scaffolding (PAS) group received both scaffolding while working on the computer-based concept mapping task. One week after the treatment, students took a concept linking posttest, in which they constructed a concept map in CmapTools based on a web-based instruction on the human heart. After another week, they took another posttest on retention of comprehension about the heart. Two 2 X 2 factorial Analysis of Variance (ANOVA) were conducted to examine the main effects of linking phrase scaffolding and articulation hint scaffolding and any interaction effect between them on the performance of students in computer-based concept linking and retention of comprehension. The results showed no significant difference in the performance of students in both tests. However, the Pearson's correlation analysis showed that there was a positive correlation between students' performance in computer-based concept linking and retention of comprehension (γ = 0.447, p < 0.01).<br>Ph. D.
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Reichherzer, Thomas Ralf. "A concept map-based approach to document indexing and navigation." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3358941.
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Thesis (Ph.D.)--Indiana University, Dept. of Computer Science, 2009.<br>Title from PDF t.p. (viewed on Feb. 10, 2010). Source: Dissertation Abstracts International, Volume: 70-05, Section: B, page: 3009. Adviser: David B. Leake.
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Moore, Jacob Preston. "Promoting Conceptual Understanding via Adaptive Concept Maps." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23678.
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The purpose of this study is to explore the feasibility and effectiveness of a scalable concept map based navigation system for a digital textbook. A literature review has been conducted to identify possible methods to promote conceptual understanding in the context of a digital textbook, and these hypothesized solutions will be evaluated through a prototype tool. The primary method that has been selected for this study to promote conceptual understanding in textbooks is the concept map. When concept maps are used as advance organizers or navigation aids for hypermedia documents, they have been shown to promote conceptual understanding. Issues with scalability exist, however. When maps become too large or complicated, a phenomenon labeled "map-shock" occurs. Map-shock is a result of cognitive overload that nullifies the positive effects the concept map has on learning. In order to eliminate map-shock, one needs to manage the cognitive load imposed on the learner. This project proposes using information visualization techniques leveraged from the computer science domain to develop an interactive concept map based navigation system that will retain the positive effects of concept maps, and also present the visuals in a way that does not cognitively overload the user. <br /><br />This study seeks to answer the research question: "How can a large-scale concept map visualization tools be realized in a way that promotes conceptual understanding and manages cognitive load?" To answer the research question, a prototype tool, labeled the "Adaptive Map tool", was developed and populated with engineering statics content. This prototype contains content that is similar to the material in a traditional statics textbook, but the information is accessed through the proposed adaptive concept map visualization. The tool was then given to students in engineering statics class to be used as a supplemental textbook. The effects of the Adaptive Map tool were evaluated through a multiple case study approach that allowed researchers to understand how this tool fit into the larger learning context of a class. Results indicated that some students did integrate the Adaptive Map tool into the learning process, and furthermore that the tool did promote meaningful learning behaviors that lead to better conceptual understanding of the material.<br>Ph. D.
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Plummer, Kenneth James. "Analysis of the Psychometric Properties of Two Different Concept-Map Assessment Tasks." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2281.pdf.
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Torres, Miguel Angel. "Modeling, path-planning and control of space manipulators : the coupling map concept." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/12427.
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Schwarz, Sebastian. "Depth Map Upscaling for Three-Dimensional Television : The Edge-Weighted Optimization Concept." Licentiate thesis, Mittuniversitetet, Institutionen för informationsteknologi och medier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-17048.
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With the recent comeback of three-dimensional (3D) movies to the cinemas, there have been increasing efforts to spread the commercial success of 3D to new markets. The possibility of a 3D experience at home, such as three-dimensional television (3DTV), has generated a great deal of interest within the research and standardization community. A central issue for 3DTV is the creation and representation of 3D content. Scene depth information plays a crucial role in all parts of the distribution chain from content capture via transmission to the actual 3D display. This depth information is transmitted in the form of depth maps and is accompanied by corresponding video frames, i.e. for Depth Image Based Rendering (DIBR) view synthesis. Nonetheless, scenarios do exist for which the original spatial resolutions of depth maps and video frames do not match, e.g. sensor driven depth capture or asymmetric 3D video coding. This resolution discrepancy is a problem, since DIBR requires accordance between the video frame and depth map. A considerable amount of research has been conducted into ways to match low-resolution depth maps to high resolution video frames. Many proposed solutions utilize corresponding texture information in the upscaling process, however they mostly fail to review this information for validity. In the strive for better 3DTV quality, this thesis presents the Edge-Weighted Optimization Concept (EWOC), a novel texture-guided depth upscaling application that addresses the lack of information validation. EWOC uses edge information from video frames as guidance in the depth upscaling process and, additionally, confirms this information based on the original low resolution depth. Over the course of four publications, EWOC is applied in 3D content creation and distribution. Various guidance sources, such as different color spaces or texture pre-processing, are investigated. An alternative depth compression scheme, based on depth map upscaling, is proposed and extensions for increased visual quality and computational performance are presented in this thesis. EWOC was evaluated and compared with competing approaches, with the main focus was consistently on the visual quality of rendered 3D views. The results show an increase in both objective and subjective visual quality to state-of-the-art depth map upscaling methods. This quality gain motivates the choice of EWOC in applications affected by low resolution depth. In the end, EWOC can improve 3D content generation and distribution, enhancing the 3D experience to boost the commercial success of 3DTV.
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au, skhor@iinet net, and Sebastian Wankun Khor. "A Fuzzy Knowledge Map Framework for Knowledge Representation." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070822.32701.
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Cognitive Maps (CMs) have shown promise as tools for modelling and simulation of knowledge in computers as representation of real objects, concepts, perceptions or events and their relations. This thesis examines the application of fuzzy theory to the expression of these relations, and investigates the development of a framework to better manage the operations of these relations.
The Fuzzy Cognitive Map (FCM) was introduced in 1986 but little progress has been made since. This is because of the difficulty of modifying or extending its reasoning mechanism from causality to relations other than causality, such as associative and deductive reasoning. The ability to express the complex relations between objects and concepts determines the usefulness of the maps. Structuring these concepts and relations in a model so that they can be consistently represented and quickly accessed and anipulated by a computer is the goal of knowledge representation. This forms the main motivation of this research.
In this thesis, a novel framework is proposed whereby single-antecedent fuzzy rules can be applied to a directed graph, and reasoning ability is extended to include noncausality. The framework provides a hierarchical structure where a graph in a higher layer represents knowledge at a high level of abstraction, and graphs in a lower layer represent the knowledge in more detail. The framework allows a modular design of knowledge representation and facilitates the creation of a more complex structure for modelling and reasoning.
The experiments conducted in this thesis show that the proposed framework is effective and useful for deriving inferences from input data, solving certain classification problems, and for prediction and decision-making.
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Liu, Jianhua. "The Assessment Agent System: Assessing Comprehensive Understanding Based on Concept Maps." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/29231.
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This dissertation explores the feasibility of employing software agent technology to support large-scale assessment. The research included the design, development, and evaluation of the Assessment Agent System for assessing comprehensive understanding based on concept maps.
The system was designed by following an agent-oriented software design method. The Assessment Agent System is composed of five types of software agents: instructor agent, student agent, management agent, assessment agent, and reporting agent. Each of these agents was designed to possess different capabilities. Software agents in the system, through communication and cooperation, collectively provide the functionalities of user-system interaction, user management, task authoring and management, assessment delivery, task presentation, response collection, automatic assessing with feedback, and reporting. Through the process of design, development, and evaluation of the Assessment Agent System, this study demonstrates an approach that employs an agent-oriented software design method to produce sophisticated educational software applications.
Furthermore, this study explored the concept map assessing method for the Assessment Agent System. When node terms and linking phrases are provided, assessing student concept maps can be automated by comparing student concept maps with assessment criteria, proposition by proposition. However, the usefulness of the proposition-comparing method depends heavily on the accuracy and thoroughness of the criterion propositions. Therefore, assessment criteria need to be continually refined and improved through examining student-created propositions.<br>Ph. D.
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Pavlis, Natalie A. "An early Sufi concept of qalb : Hakim al-Tirmidhi's map of the heart." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32936.
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The Spiritual Journey is of pivotal importance to Sufis. Various mystics have conceived of this journey in different ways. For one early Sufi, al-H&dotbelow;akim al-Tirmidhi, this journey is conceived as an inward one through the concentric circles of the Heart. The focus of this thesis is on Tirmidhi's maqamat al-qalb, the "Stations of the Heart" as described in his work the Bayan al-Farq Bayn al-S&dotbelow;adr wa al-Qalb wa al-Fu'ad wa al-Lubb (The Elucidation of the Differences Between the Chest, the Heart, the Inner Heart, and the Intellect). To appraise Tirmidhi's elucidation, the discussion begins with a mentioning of the concept of the Heart in the Near East before Islam (in the Ancient Egyptian, Hindu, and Jewish traditions) and Tirmidhi's Muslim precursors and contemporaries who also dealt with this topic.<br>Explication of the Bayan al-Farq itself is centered on the text itself, which follows an initial discussion of the usage of the terms s&dotbelow;adr, qalb, fu'ad, and lubb in the Arabic language as well as a discussion of how the terms are used in the Qur'an.<br>Central to the subject matter of the Bayan al-Farq is not only Tirmidhi's elucidation of the differences between these layers of the Heart, but also his concepts of light and knowledge ( nur and ma'rifat).
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Ziganshina, Madina. "Art-Map: concept of moving curatorial project and its practical realization in Aveiro." Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/15905.
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Mestrado em Criação Artística Contemporânea<br>In this dissertation, I present the results of a project which aim was to find out
and try an effective model of independent curatorial project executable in small
and medium cities in Portugal. The concept of Moving Curatorial Project ARTMAP
is a result of theoretical research and reflection about municipal exhibition
spaces and possibility of presentation of the contemporary art in these spaces.
To test if this curatorial project is realizable and if there are conditions to
continue it, a first trial was implemented in Aveiro. A curated international
exhibition, entitled “A Poética do Visual" occupied two municipal and two
private gallery spaces and brought together 111 artists from 25 different
countries. The art event was carried out in collaboration with the Municipality of
Aveiro and the University of Aveiro, and involved several private cultural
spaces in the city. This first experience showed that there are all conditions for
the presentation of contemporary art in small and medium size locations in
Portugal, and for this project to be replicated in other regions of the country.<br>Nesta dissertação, apresento os resultados de um projecto cujo objectivo era
desenvolver e experimentar um modelo eficaz e executável de projecto de
curadoria em cidades de pequena e média dimensão em Portugal. O conceito
de ART-MAP (Moving Curatorial Project) é resultado de pesquisa teórica e
reflexão sobre os espaços municipais de exposição e sobre a possibilidade da
apresentação de arte contemporânea nesses lugares. Para testar se esse
projecto de curadoria é realizável e se existem condições para continuá-lo, a
primeira experiência foi desenvolvida em Aveiro. A exposição internacional,
intitulada "A Poética do Visual” ocupou dois espaços municipais e dois
espaços culturais privados na cidade, e reuniu 111 artistas de 25 países
diferentes. O evento de arte foi realizado em colaboração com a Câmara
Municipal de Aveiro e a Universidade de Aveiro. Esta primeira experiência
mostrou que existem todas as condições para a apresentação de arte
contemporânea nas cidades de Portugal, e que este projecto pode ser
replicado em outras regiões do país.
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Chen, Hsinchun, Andrea L. Houston, Robin R. Sewell, and Bruce R. Schatz. "Internet Browsing and Searching: User Evaluation of Category Map and Concept Space Techniques." Wiley Periodicals, Inc, 1998. http://hdl.handle.net/10150/105118.
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Artificial Intelligence Lab, Department of MIS, University of Arizona<br>Research was focused on discovering whether two of the algorithms the research group has developed can help improve browsing and/or searching the Internet. Results indicate that a Kohonen self-organizing map (SOM)-based algorithm can successfully categorize a large and eclectic Internet information space into managable sub-spaces that users can successfully navigate to locate a homepage of interest to them.
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Alkahtani, Keetam. "Creativity training effects upon concept map complexity of children with ADHD : an experimental study." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/601/.
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The rationale for this study was to extend the knowledge about creative thinking among children with attention deficit hyperactivity disorder (ADHD) by investigating the effects of creativity training upon concept mapping complexity. To verify whether the CoRT Thinking Lessons can enhance creative ability and improve concept map complexity, a Pretest-Posttest Control Group Design was used in this study. Sixty four students who are fourth and fifth graders (age 9-10 years) and classified as having ADHD participated in the investigation. In order to ensure that concept mapping is a familiar technique to all participants, they all were given a training session in concept mapping. Next to that, they were asked to complete a concept map and Torrance tests of creative thinking (TTCT) as a pre-test measure. After that, they were assigned to either experimental or control group, each group consisted of thirty two students. The experimental group was given creativity training (20 hours of CoRT thinking lessons during ten weeks) and the control group received no creativity training. Finally, all sixty four participants completed a second concept map and the TTCT as a post-test measure. Data collected from participants were analyzed via the Pearson product-moment correlation coefficient, the t test for two independent samples, and the paired-sample t test. Results of the analysis indicated that participants who received creativity training developed significantly more complex concept maps than those participants who received no such creativity training. Thus, creativity training enhances both concept mapping complexity and creative ability of students with ADHD as measured by the TTCT. Implications for practice include recommendation for teachers to design and establish educational activities and environments in which creative abilities of children with ADHD can be develop.
19
Chen, Jian-Ren, and 陳建任. "Key-Concept Extraction for Concept Map Construction." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/66708348243389997430.
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碩士<br>國立雲林科技大學<br>資訊管理系<br>102<br>The goal of automatic construction of concept maps is to solve “English reading” problems by extracting important concepts of an article. In order to solve the problems in reading comprehension, keywords and keyphrases can help learners understand main ideas of the article. The method in this study essentially searches for the key concepts of an article by using statistical data, semantics information, syntax structure and constructing concept map to assist learners for improving reading in English. The concept map is divided into three layers. The first layer presents the central idea of the article. The second layer shows the main idea of each paragraph. The third layer consists of the supporting ideas of each paragraph. The statistical data are used such as term frequency, article title, semantic role labeling, lexical chains and hybrid methods to extract keywords. Then the keywords are further used to extract the keyphrases by regular expression and named entity recognition. In the experiments, we compare extracted keyphrases from benchmark datasets with the keyphrases assigned by human.
Keywords：Concept map, Keyphrase extraction, Named entity recognition, Automatic semantic labeling, Lexical chain
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Mottian, Sundira Devi. "The concept 'nursing': a visual concept map for teaching." Thesis, 2020. http://hdl.handle.net/10500/27313.
Full textAbstract:
Purpose: The purpose of this study was to develop a visual concept map that
could assist nurse educators in explaining the concept ‘nursing’ so that students
have a similar understanding, meaning and interpretation thereof.
Methodology: An exploratory and descriptive qualitative study was conducted to
develop a visual conceptual map that can help in the common understanding and
interpretation of the concept ‘nursing’.
Research approach: A qualitative research approach was used. The research
approach consisted of four phases: Phase 1: A self-designed online questionnaire
was used to obtain information from the nurses, registered with South African
Nursing Council (SANC) and members of Democratic Nursing Organisation of South
Africa (DENOSA), about their interpretation of the meaning of ‘nursing’. Phase 2
included the integrative review that was used to obtain in-depth meaning of the
concept ‘nursing’ from relevant literature and documentation. Phase 3: The two sets
of analysed data from Phase 1 and Phase 2 were combined and used to develop the
visual conceptual map. Phase 4: The developed visual concept map was validated
by the nurse educators inaugurated in Sigma Theta Tau International, the Africa
Region Chapters, in order to provide a validated visual concept map based on their
expertise in Africa.
The outcome of the study: A validated visual concept map, agreed upon by nurse educators inaugurated in Sigma Theta Tau International, the Africa Region Chapters,
based on their expertise in Africa, is available and may be of great benefit for nurse educators in teaching the meaning of the concept of nursing to student nurses in
their institutions. As a teaching tool, this concept map might assist educators in
explaining the meaning and interpretation of the concept ‘nursing’.<br>Health Studies<br>Ph. D. (Nursing)
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Kuo, Kuan-hui, and 郭冠輝. "Application of Using Self-Organizing Feature Map in Concept Map." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/68288164747667026745.
Full textAbstract:
碩士<br>國立臺南大學<br>資訊教育研究所教學碩士班<br>92<br>To achieve the learning objectives, tests are often used to measure the achievements of the learners in traditional way of teaching and learning. The result of testing not only provides the information about what learners have achieved but also identify learners’ weaknesses. A good test puts emphasis on exploring learners’ learning process in order to go into the cognitive behavior of the learners and to evaluate what learners have achieved.
The Self-Organizing Feature Map of neural network is applied to integrating professionals’ and teachers’ different points of view on the concept relation. Different professionals and teachers have dissenting views on concept relation. Reasonable and objective concept relation is to be found by means of concept clustering of Self-Organizing Feature Map of neural network to put an end to the interfering factor. The program develops the best remedy instructions rout suggestion by using topology map of Self–Organizing Feature Map. The effective learning path is provided to learners as suggestions.
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Tsai, Chia-Fang, and 蔡佳芳. "The Study of Progressive Concept map on Concept Mapping Assessment." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/t75x4y.
Full textAbstract:
碩士<br>國立彰化師範大學<br>資訊管理研究所<br>92<br>Concept map proposed by Novak is a graphic representative tool and in two dimensions. It can be used in teacher instruction and course design, students’ learning strategies, and performance assessment. In recent years, e-learning is very popular so it results in increasing the importance of web courseware building. However, in order to solve traditional material deficiency and simplify the complexity of screen representation, the progressive concept map was proposed. It improves the Novak’s concept map into a progressive concept map model that has the advantages of Novak’s concept map and can help learners in deep, wide, or remedial learning. It also makes the learning with adaption and personalization so that it can help learners achieve education object that is based on learners’ learning differences.
This study applies quasi-experimental method in accordance with the money and finance chapters of economics course and the experiment is implemented in two classes’ students in a commercial school. This study includes three subjects to analyze the different concept map tactics and the results are as followings: From the outcome of first and third subject, the result reveals that the learning effect of using progressive concept maps on concept mapping assessment is superior than that of Novak concept maps. Although the outcome of second subject is not outstanding, the average assessment of groups using progressive concept maps is better. As a whole, this study holds sufficient proofs that progressive concept mapping can bring better learning effect. Furthermore, this study has proved that collaborative concept mapping is indeed better than single concept mapping.
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Vaňková, Petra. "Pojmové mapy jako nástroj hodnocení ve vzdělávání." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-300131.
Full textAbstract:
TITLE: Concept maps as an assessment tool in education SUMMARY: This thesis thesis is concerned with the types of assessment of concept maps, creation on the bases of studying professional literature. It points out different views and perceptions of assessment methods and offers its own assessment methods. By way of research evaluates its own methods for assessing concept maps, and then explores the possibilities of evaluation of concept maps (in contrast with the written exam, objectivity of assessing methods) for students of upper primary school in the three selected subjects: geography, citizenship education,science. KEYWORDS: Concept map, assessment
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Oda, Katsuhiko. "College Students‘ GIS Spatial Concept Knowledge Assessed by Concept Maps." Thesis, 2011. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9213.
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The development of spatial thinking proficiency has been increasingly demanded in Geographic Information System (GIS) education. Despite this educational trend, there is little empirical research on college students' spatial concept knowledge, which critically affects the quality of spatial thinking. This study addressed the following three research questions: 1) What differences exist between students' understandings of spatial concepts at the beginning, middle, and end of an introductory-level GIS course?, 2) What spatial misconceptions students may possess while taking an introductory-level GIS course?, and 3) Which spatial concepts are easy or hard for undergraduate students to understand? The researcher asked twelve participants who were taking an introductory-level GIS course to create concept maps about space and revised their concept maps in three experiment sessions. For the first question, the researcher scored the sixty obtained concept maps and statistically analyzed those scores to examine if there is any significant difference among the scores of the three experiment sessions. For the second question, the researcher examined participants' misconceptions by analyzing the incorrect statements of distortion, map projection, and scale. For the third question, the researcher statistically analyzed concept-based scores to examine if there is any significant difference among the scores of three different complexity levels.
A main finding for the first question was that there was a significant difference among the scores of the concept maps created in the first session and the scores of the concept maps revised in the second and third sessions. This implied that participants could successfully revise their own original concept maps in the middle of a semester. The result of the study of the second question indicated that a half of participants misunderstood the concepts of map projections and scale. This result suggested that some undergraduate students may have difficulty shifting from scientifically inappropriate spatial concept knowledge to appropriate knowledge. Analysis of the third question resulted that the concept-based scores of simple spatial concepts are significantly higher than the scores of complicated spatial concepts. This result inferred that participants' scores decreased as the complexity of the concepts increased.
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Sue, Pei-Chi, and 蘇培綺. "A New Approach for Constructing the Concept Map." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/64384973950327790624.
Full textAbstract:
碩士<br>國立交通大學<br>資訊科學系所<br>92<br>In recent years, e-learning system has become more popular and many adaptive learning environments have been proposed to offer learners customized courses in accordance with their aptitudes and learning results. For achieving the adaptive learning, a predefined concept map of a course is often used to provide adaptive learning guidance for learners. However, it is difficult and time consuming to create the concept map of a course. Thus, how to automatically create a concept map of a course becomes an interesting issue. In this thesis, we propose a Two-Phase Concept Map Construction (TP-CMC) approach to automatically construct the concept map by learners’ historical testing records. Phase 1 is used to preprocess the testing records; i.e., transform the numeric grade data, refine the testing records, and mine the association rules from input data. Phase 2 is used to transform the mined association rules into prerequisite relationships among learning concepts for creating the concept map. Therefore, in Phase 1, we apply Fuzzy Set Theory to transform the numeric testing records of learners into symbolic form, apply Education Theory to further refine it, and apply Data Mining approach to find its grade fuzzy association rules. Then, in Phase 2, based upon our observation in real learning situation, we use multiple rule types to further analyze the mined rules and then propose a heuristic algorithm to automatically construct the concept map. Finally, the Redundancy and Circularity of the concept map constructed are also discussed. Moreover, we also develop a prototype system of TP-CMC and then use the real testing records of students in junior high school to evaluate the results. The experimental results show that our proposed approach is feasible.
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Tseng, Wei-Ting, and 曾偉庭. "Effects of Concept Map on English Reading Ability." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/38170111159186811624.
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碩士<br>中原大學<br>資訊工程研究所<br>103<br>This study explored students'' English reading ability with concept map assisted. This study develops an online reading test system allows students to practice and test through assistance of concept map, and to explore students’ learning achievement, learning motivation, English anxiety, cognitive load and a concept map satisfaction questionnaire to understand the students’ feeling and status to the concept map after the experiment.
The results for the different stages of learning (English reading practice or/and test), to give the assistance of concept map can help students in learning achievement. Both students in learning achievement, learning motivation and English anxiety are no significant differences. The results also found that concept map are more benefit for the low level knowledge and medium level students, the burden of these students did not become larger. The Concept map satisfaction of these two group students is higher than the high level knowledge students; the high level knowledge students have their own learning strategies, it is more reluctant to use concept map, but the experiment results also indicate students who are willing to try to use concept map, then there is a positive influence for learning achievement.
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Tsai, Chun-Ming, and 蔡浚明. "Using Linkage Analysis to Diagnose Personal Concept Map." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/73694826571294840149.
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丁偉宬. "The Study of Progressive Concept Map on Concept Mapping Assessment-with Accounting Inventory Chapters." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/65874485415652057813.
Full textAbstract:
碩士<br>國立彰化師範大學<br>會計學系<br>92<br>ABSTRACT
As the development of the Internet becomes profound, concept maps once shown in books now are highly valued in the application of e-learning. Owing to the learning transition from continuous pages to a single page on the computer, human short term memory would be limited if it appears rather complicated. Moreover, progressive concept maps can be drawn out to the third dimension on the basis of individual ability and level, which will lead to better learning process. Progressive concept maps can reduce disorientation and cognitive overhead deriving from e-learning. This study will apply experimental research in accordance with the inventory chapters of accounting course to prove the learning effect of adopting progressive concept maps and Novak concept maps with the method of concept mapping and examine if collaborative concept mapping are exceeding individual concept mapping. This study includes three steps to analyze the different concept map tactics and the results are as follows:
The outcome of step 1 and step 3, the experimental groups and control groups of concept mapping result is outstanding through two independent samples T test, which indicates learning the inventory chapters of accounting course with progressive concept maps superior to learning that with Novak concept maps. Though the outcome from step 2 is not outstanding, the average assessment of experimental groups is better than control groups. As a whole, this study holds sufficient proofs to the theory that progressive concept maps can bring better learning effect. Furthermore, this study prove collaborative concept mapping can promote learning achievements again. Students can hold efficient conversations through concept maps and express true or false concept clearly and provide opportunities to obtain correct concept from others. The outcome is in accordance with a number of related researches.
Key words: concept mapping, cooperative learning, accounting education
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Shih, Yi-Chun, and 施逸群. "A Study Of Concept Map-Based Personal Learning Model." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/17199436263809330163.
Full textAbstract:
碩士<br>華梵大學<br>資訊管理學系碩士班<br>94<br>Comparing to the traditional teaching methods, e-learning not only provides the proper learning paths and materials according to the personal learning demand of individual learner, but also allows learners not to be drowned in the endless website links,it's worth while exploring this subject.
Learners' learning progress has been frequently used for analyzing data in relevant researches. Nevertheless, it requires tracking and collecting numerous recordings of learners' learning progress, and the result that tends to reveal general learners' learning paths is still dissatisfied. Accordingly, this research focuses on utilizing the concept map to devise the connection of diverse course concepts; creating the appropriate learning path for individual learner through sustained processes of testing and learning, and then further creating an personal learning system.Exactly,learners will be able to get suitable courses for their ability operating paths.Utilizing this research can apply much better indivitual learning environment while adding this concept of individual learning paths to project learning method.
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Wang, Hai-Sia, and 王海霞. "The Study of Applying Concept Map on FAQ Retrieval." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/55170221509135470776.
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碩士<br>輔仁大學<br>資訊管理學系<br>97<br>It is a conventional way using keywords on information retrieval. The disadvantages are information overloading, ambiguous query terms and imprecise queries. So far, domestic FAQ websites and the related literatures on FAQ retrieval mostly have used keywords and natural language for information retrieval. Because of the different expressions of users, it could have cognitive differences between users and systems so that users could not find any information. Therefore, using concept maps to represent FAQ questions with visualization for searching relevant questions will improve the disadvantages of using keywords and natural language.
The purpose of this study is to apply the method of concept map for FAQ question retrieval. First, extracting the keywords to represent the questions by using k-means clustering algorithm for question clustering. Second, using association rules to produce concept rules in each question cluster. Finally, connecting concept rules to form a concept map. The measures of precision, recall and F-measure are used to evaluate the results of question clustering. The representativeness of concept maps is evaluated by computing the values of precision, recall and F-measure and also compared with the results of using keywords.
The experiments of this study show that the results of using concept maps on information retrieval are not very significant, however, the performance on precision and recall is relatively higher than using keyword retrieval. Moreover, there is one problem with questions belonging to two clusters in this study in the collection of Taipei City Mayor Mail data and Chunghwa Telecom FAQ data. This problem is because artificially classified questions are not appropriate. This study proposes a new suggestion on classification. We explore the characteristics of two different data and the methods to be used in order to have better searching results.
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Chen, Hung-Che, and 陳弘哲. "Automatic Constructing of Concept Map in e-Learning Domain." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/72625419254760913046.
Full textAbstract:
碩士<br>國立中山大學<br>資訊管理學系研究所<br>93<br>e-Learning is becoming more and more important for many educational institutions, and many educators believe that there is a good potential for providing adaptive learning in e-learning environment. In order to support the design of adaptive learning materials, teachers need to refer to the ontology of the subject domain to be taught. Moreover, ontology can show the whole picture and the core knowledge of a subject domain. Literature reviews also pointed out that graphical representation of ontology can reduce the problems of information overloading and learning disorientation for learners. However, ontology constructions all rely on domain experts in the past; it is a time consuming and high cost task. It would be more challenge for those emerging new domains like e-Learning.
e-Learning is a new and fast developing domain, how to automatic constructing its ontology is a very important topic. In this research, we use some relevant e-Learning journals and conferences papers as input data sources, and apply data mining techniques to automatically construct the concept maps for e-learning. We also analyzed the evolution in e-Learning domain according to the concept maps constructed at different time periods.
The contribution of this research is automatic constructing the concept maps of e-Learning domain using text-mining techniques. It can provide a comprehensive and useful reference for researchers to do research, for teachers to do adaptive course design and for learners to understand the related knowledge in e-Learning.
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Chiou, Sheng-Kuang, and 丘聖光. "Curriculum Presentation with the Hierarchical Hyper Concept-Map System." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/44406820593937886706.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>資訊教育研究所<br>88<br>The purpose of this study was to develop a web-based hierarchical hyper concept-map (HHCM) system and provide the curriculum developer a computer-networked environment for instructional material and distant learning. The learning effect of the HHCM instructional material were compared with the linear text material and the hypermedia material with global navigation map. The major findings are as following:
Concept map is suitable for presenting and designing the structure of hypermedia material. The HHCM instructional material have the following characteristics: (a) offering the linkage between curriculum structure and curriculum content; (b) facilitating the combination of curriculum design and curriculum content presentation; (c) presenting the content with two kinds of navigational structure; (d) being able to present the majority of currently applied document formats; and(e) can be easily used by teachers without professional computer skills.
The HHCM material combine hypermedia with the global navigation and concept-map navigation within each node. The experiments about the learning effect of computer hardware concepts for junior high school students revealed that the HHCM material resulted in better learning effect than the linear text material, and had the same effect with the global navigation-map material. The reason that the HHCM material had better learning effect than the linear text material may be due to the design of global navigation device.
The hypermedia material with both the global navigation and the concept map navigation produced better reading performance than the global navigation hypermedia material and the linear text material.
Most of the subjects in this study expressed positive attitude after learning with the HHCM or the global navigation material.
The learning effect of subjects with different cognitive style(field-independent or field-dependent) are not affected by different kinds of course presentation. Subjects with different cognitive styles show no significant difference on their attitudes toward the usability and acceptance of the HHCM system.
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Lin, Chieh Chen, and 林建成. "The study of using automatic concept map assessment system." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/44993090191410137885.
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碩士<br>東吳大學<br>資訊管理學系<br>101<br>In the recent years, concept map has been proved to help students effectively understand the lessons by many researchers, but teachers can’t confirm student’s concepts immediately when they’re drawing .The students are probably misled by drawing illogical or wrong concept map. So we decided to build a system which scored student’s concept map automatically and immediately. Based on the past concept maps scored rules, the logical of two concepts relation and the fairness of concept map scored rules are increased in this study . By using the new rule-making of automatic concept map assessment system, students can get real-time feedback score of concept map, to scored and modify their concept map for many times, and then it will improve the accuracy of drawing concept map. After the system development is completed, the experiment shows that automatic concept map assessment system can actually help students when they are drawing concept maps, enhance student’s learning effect.
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Chang, Keng-Wei, and 張耿偉. "Automatic Concept Map Construction Based On Domain-Specific Corpus." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/34571123894387271711.
Full textAbstract:
碩士<br>國立高雄應用科技大學<br>資訊工程系<br>98<br>Concept map had been applied in different fields. In scientific education, teachers evaluated and examined how students understood certain knowledge by concept map comparisons. Therefore concept maps were graphic tools for organizing and representing complicate concepts or knowledge. The relationships between different concepts were shown by connection link and words above it. In tradition, concept map construction relied on experts, which made it unable to be applied effectively in practical work, so automatic concept map construction became an important issue.
Natural language processing technology would be used to design automatic concept map construction methods in this study. First, corpus generated unknown word dictionary via unknown word extraction procedure. Next, it segment sentences into words and then tag the POS of the words using both of standard dictionary and unknown word dictionary. Then, it was able to analyze the relationships between words by co-occurrence of domain-specific corpus and select the meaningful concepts according to the relationships.. This study used grammar pattern algorithm to find the terms of links. Finally, it constructed the original concept map by unsymmetrical semantic matrix. Preliminary experimental results shown that our methods could construct concept maps automatically and effectively from non-structural documents.
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YU-JUN, LEE, and 李育駿. "A new method for designing web-based instruction material: Combining the concept map and navigation map." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/13479882873372192082.
Full textAbstract:
碩士<br>國立暨南國際大學<br>資訊管理學系<br>95<br>Web-based instruction has been one of the tools of knowledge management applied widely by schools and businesses. Its main purpose is to construct the explicit and tacit knowledge into the web-based materials and transfer them to learners successfully. How to construct the web-based materials, the method of displaying knowledge and passing it onto learners efficiently is the critical element of the success of web-based instruction system.
Concept map, different from the traditional linear way, is viewed as the tool of the fitted knowledge features. It shows the whole concept with the visionalized way through the conceptualized, hierarchical reticular drafting. When the web-based materials appear by the concept map, it will be more suitable to the characteristics of hypermedia environment than traditional linear materials. Besides, the navigation map usually used on the web provides learners the function of knowledge index by the way of tree diagram. This study uses five constructing ways of web-based materials, that are the traditional linear materials, the hypermedia materials with the function of navigation, the concept map materials with navigation referred to Novak, and the improved concept map materials with the reinforced and extensive function and adds the concept map materials which advance gradually with the adaptive account to design a set of the materials of database model. The sample selection focuses on about 100 students of College of Management and College of Science and Technology in Chi-Nan University who have taken relative courses. It compares these five web-based materials by the way of experimental design on the impact of learners’ learning results, the degree of satisfaction, perceived usefulness and the perceived ease of use to find out the advantages and disadvantages for learners through these materials.
The independent variables are the above materials, the dependent variables are the learning results and the learners’ attitude, and covariance is the degree of computer self-efficacy and computer anxiety. I collect the students who have relative background with laboratory experimentation to perform instruction. After instruction, I get the related experimental data from tests and questionnaires. Then, I analyze and talk about the data. Finally, I acquire the conclusion that the function of navigation has good impacts on students’ learning results and attitudes. On the perceived ease of use, the learning percept with concept map is better than with traditional linear while on the perceived usefulness and the degree of satisfaction, learners think that it is the most helpful for learning with the materials of adaptive design.
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Atapattu, Mudiyanselage Thushari Dilhani Atapattu. "A computational model for task-adapted knowledge organisation: improving learning through concept maps extracted from lecture slides." Thesis, 2015. http://hdl.handle.net/2440/95127.
Full textAbstract:
This thesis presents a framework for automatically generating concept maps from lecture slides. A concept map is recognised as a valuable educational visualisation tool, which assists students in organising, sharing and representing knowledge. Expert maps (also known as expert concept maps) are prepared by domain experts with the intention to serve as scaffolding to facilitate learning. Automated concept map generation provides an alternative solution to the labour-intensive and time-consuming process of manually constructing expert maps. Therefore, the main objective of this thesis is to develop techniques to extract maps from lecture slides, ensuring that auto-generated concept maps may be utilised as a positive alternative to expert maps. This process is known as concept map mining (CMM). The particular interest of this thesis is on CMM from lecture slides, due to their wide usage within the teaching context and the poor support of sequentially-structured lecture slides in aiding learners in identifying relationships between information. In general, semantically and syntactically missing and ambiguous text in lecture slides make it undesirable for adopting previously developed algorithms for CMM. Within this thesis, a set of Natural Language Processing (NLP) algorithms are developed to support concept-relation-concept triple extraction to form concept maps. To support knowledge extraction and to overcome the noise associated with text, this work utilises contextual features specific to lecture slides. The natural layout of the lecture slides is incorporated to organise the extracted triples in a hierarchy. Structural (e.g. co-occurrence, term frequency) and graph-based features (e.g. degree of centrality) are utilised to rank the triples according to their importance within the domain. A series of evaluation studies in this thesis identify promising results, with several case studies demonstrating a strong positive correlation between auto-generated concept maps and human generated maps. These results indicate that this research provides an effective and efficient alternative to expert maps. Auto-generated concept maps can be utilised to provide scaffolding in the problem solving context, in particular supporting students who are lacking the required skills. Even though this application has been studied previously, these studies do not specifically focus on the relevance of information to learning. To fill this gap, this thesis investigates an approach to provide more relevant concept maps to a given problem. In pursuit of this goal, a framework capable of automatically extracting concept maps according to the given problems (named task-adapted concept maps) is developed, utilising auto-generated concept maps from lecture slides as domain knowledge. In order to investigate the effect of task-adapted concept maps as scaffolding for learning, an evaluation study was undertaken, with students in the task-adapted concept map scaffolding group demonstrated statistically significant learning gain compared to the students who received lecture slides or full concept maps as scaffolding.<br>Thesis (Ph.D.) -- University of Adelaide, School of Computer Science, 2015
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Kao, Chiao-Wen, and 高巧汶. "Design and Implementation of a Concept Map Learning Assessment System." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/m9785y.
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碩士<br>銘傳大學<br>資訊傳播工程學系碩士班<br>96<br>The advance of information technology urges the evolution on education methodology. Concept Map has prevailed among educations in various areas for many years, but it has not been adopted broadly in the domestic education. The mapping process can help learners to comprehend the knowledge contents, while the concept map can provide valuable information concerning students’ knowledge structure.
This thesis attempts to study a learning and assessment system that can provide the functionality for assist teacher with teaching activities. Many studies were proposed assessment schemes for Concept Map, such as the Goldsmith’s Closeness index and the N-G method. However both of them focus on analysis the concept nodes. Therefore, the purpose of this research was proposed a new algorithm called E-Closeness (Enhanced-Closeness). This new assessment scheme not only used Goldsmith’s Closeness Index but also considered about the Links’ relationship degree, that can solve the anomaly problems cause by traditional Closeness evaluation. Furthermore, several properties and theorems were also proposed to discuss and distinct the features about these algorithms.
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Sung, Kuan-Yu, and 宋冠郁. "The effectiveness of concept map-based web presentation on learning." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/fqpb67.
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碩士<br>銘傳大學<br>資訊傳播工程學系碩士班<br>93<br>This research tried to exam the effectiveness of concept map-based learning on children through internet. In particular, this research tried to investigate the effects of two interface designs (concept map-based interface and menu-based interface) on instant test and retention test, as well as on the students’ achievement of different ability levels. This study not only conducted experiment to evaluate the posttests, but also performed in-depth interviews to understand the viewpoints which children obtained after the treatment.
As a result, this study found that there was a significant difference on the instant test indicating that children who used concept map-based interface had better performance on learning. However, there were no significant differences on the retention test and on different ability levels.
The in-depth interviews shown that up to 90% of children thought the concept map-based learning material were more useful, and they really loved it.
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Wilkinson, Belinda. "Clinical Faculty's Activities and Outputs: An Intellectual Capital Concept Map." Thesis, 2009. http://hdl.handle.net/1807/18996.
Full textAbstract:
The purpose of this study was to explore the composition of intellectual capital (IC) by addressing the research question: What are the knowledge-based activities and outputs which comprise the IC of a university medical department? A conceptual framework was developed to highlight the importance of activities. The conceptualization of IC was further developed using concept mapping. Education administrators’ perceptions were solicited to derive IC used in a research faculty of a Canadian university. The results indicate that IC can be understood in terms of activities and outputs. Clinical faculty can be expected to engage in research and its supervision, education, obtaining qualifications, clinical and professional practice, and service. Within these categories, individual activities and outputs were not considered to be of equal importance or impact. Among seventy activities and outputs, articles in internationally refereed journals was ranked as most important, whereas teaching awards was ranked as having the most impact.
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Tsai, Ping-Heng, and 蔡秉恆. "Using the Sentences Pattern Relationship to Build a Concept Map." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/d82646.
Full textAbstract:
碩士<br>真理大學<br>管理科學研究所<br>95<br>Novak proposed technique of Concept Mapping at Cornell University in the 1970s, as a way to increase meaningful learning in the sciences. Concept Map is a hierarchical structure [Novak, 2006]; it also has the level, which represents cognitive knowledge in user mind, the vector, which explains the sequence with scenario and the verbs, which describes the relationship between two concepts.
As past research, Concept Maps always painted by students using the hands with pencils and papers after the course and beginning the course teachers teaching students, how to paint it? However, students, who do not have perspective enough on the field, usually got the misconception [Rebich, 2005]. Many researchers using structural data to analyze the problem may help students building concepts on Website [Qiu,2003; Lee, 2004]. Because the teachers who given some concept nodes and links supported in system that helped students building concept network in a field. Some researchers use Text Mining [SanJuan, 2006; Feldman, 1998; Weiss, Weigend, 1999; Silverstein, 1998] to analysis semi-structure or non-structure documents, such as news [Montes, Gelbukh and López, 2001], chemical data [Liu, Navathe, Civera, Dasigi, Ram, Ciliax and Dingledine, 2005], patent data [Yoon and Park, 2004], and clinical medical records [Zhou, Han, Chankai, Prestrud, Brooks, 2006]. Text Mining also likes data mining talking about association rules [Wong, Whitney and Thomas, 1999; Berardi and Lapi, 2005], looking for strength relation between two terms ignoring some rare but important information.
In this paper purposed a prototype of Concept Map, we define some template coming from students’ article by using Chinese writing. Through each extracting steps introducing the Text Mining and Concept Map letting us understanding the concept nodes and the relationship between them, Natural Language Processing, searching in semantic network helping us looking for Chinese grammar pattern. After these processes, Chance discovery and Small World method can help us doing group discussion, let data between human and machine. Finally, through this method attain to help experts to make some decisions and hand a group discussion to get more creative or idea.
In experiment has gotten some results, first experiment introduce the parsing process and find the few rules including the proper noun, phrase rules, Chinese grammar rules, Conjunction rules and so on. Second experiment compares with text mining and gets some difference results that have been listed in the compare table.
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Chan, Jun-Hong, and 陳俊宏. "Application of the GM method to the hierarchical concept map." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/76064397656783831211.
Full textAbstract:
碩士<br>國立臺中教育大學<br>教育測驗統計研究所<br>94<br>Abstract
It is beneficial to students for learning which we made the concept of the hierarchical concept map. It could help students to trace or read ideals point by point. Sometimes, it is not easy to trace ideals if the hierarchical concept map is complex. So, we remade the hierarchical concept map again, or reduced the crossing edges by using BC method to permute the position of concepts. It is more easily to trace with above process.
We applied the IM method which was issued by Takeya for reducing the crossing edges on the hierarchical concept map. The method is not only to reduce crossing edges but also to group those concepts with the same prior main concept. Moreover, we improved the IM method by using greedy switching method after running IM method, and named this procedure as GM method. We wished that the GM method can reduce more crossing edges, and kept the properties of the IM method. And, we show the effectiveness of the GM method by analyzing the real example which was the hierarchical concept map about the 60 units concerned number concept from the teaching materials of the element school.
The results of our research are followings;
(1) it is more easy to trace concepts on the hierarchical concept map which was finished by those way of the reducing crossing edges.
(2) the IM method can reduce crossing edges more than the BC method in the example of our research.
(3) the GM method under reducing the crossing edges is the best method among the IM method and the BC method in the example of our research.
(4) the GM method under tracing concepts is the better method than the IM method and groups concepts into five classes which was the structure of the decimal fraction, the structure of the fractional number, the structure of multiplication and division, the structure of addition and subtraction, and the characterization of the integer.
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Hsieh, Chih-chiang, and 謝志強. "Design and Implementation of Concept Map Construction integrating document classification." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/68974529934829840493.
Full textAbstract:
碩士<br>國立中正大學<br>通訊工程研究所<br>96<br>If people wanted to acquire information or knowledge in past time, they always depended on books or taught by other people, the benefits of reading a book is that the contents of a book is really clear, and the article is written by experts or scholars, so it is highly convincible or readable; but with information and internet increasing explosively nowadays, it may be slow if we only learnt from books, so learnt from internet maybe faster and more convenient; although the article in the internet is changing rapidly, but it lacks of clear display, it will be a cause that users don’t know how to manage this article, especially to some users that he maybe an expert in some domain, but have no sense of other domains, if he wants to learn the knowledge of other domains, he will be frustrated at the beginning.
So this thesis can help us with constructing concept maps in many domains integrating text categorization, and leads other users that don’t clearly know about some domains will familiar with related works quickly, and increasing efficiency of learning. Compared with learning from traditional books, we can use this method to get newer knowledge, and get more efficiency than learn from not managed articles in the internet.
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Ching-Yi, Liao, and 廖經益. "Approach for Constructing the Concept Effect Relation Map of Mathematics." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/90354205025003604617.
Full textAbstract:
碩士<br>國立交通大學<br>理學院網路學習碩士在職專班<br>93<br>Test theory is an explanation of empirical relationships among examination data. The modern test theory is based on the Item Response Theory (IRT), which considers the parameters of test item and the response of test-receiver (including difficulty, discrimination, ability and so on),and the estimation of its test-receiver’s ability becomes more precise.
Concept Effect Relation Map (CERM) constructed by data mining with naïve data preprocessing causes: (1) monotonous concept fuzzification result, (2) the association rules may not reflect the real concept relation and (3) the circulating association rules exit. In this thesis, we apply the IRT as the assessment of students’ concept learning response. With the consideration of the difficulty and the discrimination of test item, we propose an IRT-Based Data Preprocessing Concept Effect Relation Map Construction System.
IRT-Based Data Preprocessing Concept Effect Relation Map Construction System includes two modules: the Data Preprocessing Module and the Data Mining Module. The former has four procedures: Test Item Analysis, Learning Response Index (LRI) Generator, Concept Decomposition/Aggregation and Fuzzy ACLR Generator, and the latter has two procedures: Association rule mining and concept map constructor.
The experiment results of the proposed Approach show that the CERM construction can be improved and the number of circulated association rules generated can be reduced.
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Chen, Hui-Chieh, and 陳卉婕. "Explore the Higher Education Brand Image through Brand Concept Map." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/91717224320924251871.
Full textAbstract:
碩士<br>育達科技大學<br>企業管理所<br>103<br>Branding is an important strategic concept both for recruiting and retaining students, especially in the Higher Education industry. This research integrates the theoretical foundation of brand association and associative network memory mode of cognition psychology and for the first time applies it to the study of the school brand image. The research method of this study adopted the Brand Concept Model (BCM) developed by John et al. (2006), resulting two public brand concept diagrams for further examining the branding of Yu Da University of Science and Technology. Specifically, forty questionnaires were collected from the general public outside the school, producing thirty-eight valid questionnaires for the first diagram. In addition, forty questionnaires were collected from the students, producing thirty-seven valid questionnaires for the second diagram. Discussions of the findings and managerial implications were provided.
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Lai, Miao-Chuan, and 賴妙娟. "The Effects of Concept Map on Nurses Sepsis Care Learning." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/47186905228053629848.
Full textAbstract:
碩士<br>國立臺北護理健康大學<br>醫護教育研究所<br>104<br>Background: As the mortality rate of sepsis is extremely high, early assessment and the provision of proper care are extremely important for the survival prognoses of patients. How to make use of teaching strategies that enable clinical nurses to acquire effective learning amidst their busy work schedules has become a pressing issue.
Purpose: To investigate the effects of using a concept map for nurses’ learning of sepsis care.
Methods: The subjects of this study were nurses from the intensive care units of regional teaching hospital in Taiwan, selected by means of random assignment based on cluster sampling.This study was conducted from October 21, 2015 to March 31, 2016. A structured questionnaire was developed to evaluate the results, adopting expert-reviewed content validity (CVI 0.93) pretests (N=10) to test the reliability of the questionnaire (the reliability of the cognitive test on sepsis care, the attitudinal scale, and the behavioral self-efficacy scale was .87, .72, and .91, respectively), and an analysis of the difficulty level and discrimination of question items. Sepsis care course content was based on the Surviving Sepsis Campaign (SSC) Third Edition. The subjects were informed of and consented to the study. Concept map teaching was used for the experimental group, with such teaching strategies as the HELP ME ( Harmful bacteria、Empirical Tx.、Lactate、Pressure、Moniter、Early weaning) mnemonic and demonstration of clinical cases while the control group participated in the traditional self-learning courses through PPT. This study adopted the SPSS 19.0 statistical analysis.
Results: Finally, the experimental group and control group were 26, 25 people.After the introduction of concept map teaching, scores of the experimental group, gauged in terms of sepsis care knowledge, attitude, and behavioral self-efficacy, were significantly higher than pretest scores (t = 5.67, p < .001; t = 2.15, p < .05; t = 2.87, p < .01) while there was no significant difference in the control group. Covariance analysis was performed on the pretest results of both groups, which showed that the experimental group had higher scores than the control group, overall (F = 6.14, p < 0.05; F = 14.18, P < 0.001; F = 14.07, P <0.01).
Conclusions: The results indicate that the introduction of concept map teaching has a significant effect on nurses’ sepsis care knowledge, attitude and behavioral self-efficacy, which can be used as a reference for health organizations in their related education and training in order to achieve the best model of clinical judgment. It is also recommended that teaching contents be immediately revised according to the empirical evidence.
Keywords: nurses, concept map, sepsis care, HELP ME, learning effect
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Lin, Ko-Wei, and 林克威. "Research on building semantic wiki system by Concept Map Theory." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/89004789379445795275.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>資訊教育學系在職進修碩士班<br>97<br>Right after the dot-com bubble burst in 2000, owing to the progress of information technology, the internet has gaining more users and applications. Nowadays, internet users are no longer merely web page readers. They can use a simple tool to play the role of information providers in the internet. The content and style of information are also becoming definable by users. All these indications point to the birth of the Web2.0 era. As we all know, among the Web 2.0 applications, Wikipedia is one of the representatives. The characteristic of Wikipedia is "open and collaborative". It makes Wikipedia an application platform on which most internet users can create knowledge collaboratively.
Wikipedia can only save knowledge entries into a page format and provide simple search function at present. It is not functioned as a completed knowledge structure. In order to resolve the above-mentioned problems, this research is trying to present by how the financial industry makes use of wiki system as a knowledge management platform, builds knowledge classification by ontology technology and features wiki entries semantic functions. Through this mechanism, knowledge can be stored in accordance with the classification structure of ontology database and users can create an organized financial knowledge in wiki system. In addition, this research develops semantic search programs by Java programming language. It helps users do the semantic search of the knowledge entries and the frequently asked questions. Due to the lack of knowledge navigation in wiki system, we suggest the use of concept map method in place of the hyperlink between knowledge entries. By doing so, the users can easily get a better understanding of knowledge structure. Combining the ontology technology and concept map application can make wiki system not only a repository of fragment knowledge, but also an e-learning platform with semantic concept.
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Li-YuLee and 李莉俁. "Constructing Personal Concept Map Automatically via Correlative Test-Items Structure." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/77900131730836045931.
Full textAbstract:
碩士<br>國立成功大學<br>資訊工程學系碩博士班<br>100<br>Concept map model has been widely used in e-learning for various applications. However, in the past researches, there are few attentions paid on constructing the personal concept map for diagnosing learner’s learning status. Actually, it is difficult to construct the individual concept maps to reflect the real knowledge structure by learners themselves. To cope with this problem, this study proposes an approach based on Correlative Test-Items Structure to construct the personal concept map automatically. Firstly, according to the standard concept map from expert, questions for examination to test learners’ abilities are formulated. After collecting individual learner’s answers, an algorithm based on association rule is proposed to construct the personal concept map automatically, including the learning degree of each interrelated concept and independent concept. Finally, comparing with the standard concept map of expert, a near-optimal guidance learning path for adaptive leaning is derived.
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Lin, Han-Chao, and 林翰昭. "Design of Adaptive Learning Platform Based on Scaffolding Concept Map." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/16234326500314815728.
Full textAbstract:
碩士<br>國立中正大學<br>通訊工程研究所<br>102<br>In recent years, the rapid development of technology has greatly influenced the teaching model. The style of learning has developed from traditional learning to Electronic learning (E-Learning). For a modern e-learning platform, it needs to face the important issue which is how to design an e-learning platform with the educated idea. Thus, the design of platform is not only concered the technological development but emphasizing the need of the education.
This research extends the earlier result from the schoolmate's thesis.With theconcept map, the proposed system can construct a learning map for a proper learning path and can reduce learning disorientation for learners. Then, considering educational learning style, we are able to determine each learner’ characteristics and present proper teaching materials methodically in accordance with their characteristics. We have devised many kinds of learning path based on a concept map.
With prior knowledge and learning styles for learner characteristics of two different qualities to render compliance adaptive teaching learners to achieve adaptive learning purposes; then use concept maps as a teaching tool to achieve meaningful learning, and then with the scaffolding strategies to make learners without excessive dependence on concept maps, but can also enhance learners' self-learning ability.
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蔣盛暐. "Diagnosis and improvement of light refraction concepts by Flash concept map for junior high school students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/36031385377400713833.
Full textAbstract:
碩士<br>國立彰化師範大學<br>物理學系<br>99<br>Flash concept map is used to diagnose and to improve the misconception of light refraction on junior high school students. After answering the choice questions, teacher takes an interview with students before they use Flash concept map to clarify their misconception. The author uses qualitative data, and quantitative data as auxiliary in this study.
In the research, the author chooses a junior high school in Changhua County to make the teaching improvement plan. In the beginning, teaching plan and tools are designed for grade 9 students that had learnt light refraction to improve effectiveness. Later, in the formal teaching phase, thirty-two students who haven’t learnt light refraction are chosen to be the objects of study. After pretest and posttest, students carry on Flash concept map examination.
To help students to learn better, the research tools include POE teaching design, working sheet and teaching tool. The concept test sheet and Flash concept map are revised by the specialists and team study members, and the credibility of the test sheet is KR-20=.83.
The research shows that students learn better in real and virtual image of light and the way of light refract through above teaching tools. When it comes to the misconception, the specialist’s concept map is not totally the same with what students answer. The low achievement students in the hierarchical framework and cross-links of concepts are different from experts. Students tend to believe that the light radiation is a characteristic of light, and they can’t understand that radiation is caused by lens or mirrors.
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Lin, Kuan-Nien, and 林冠年. "Using Concept Map for The Remedial Instruction Path：A Case Study of Sixth Grade Students’ Decimal Concepts." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/77f3c6.
Full textAbstract:
碩士<br>國立虎尾科技大學<br>資訊管理研究所在職專班<br>98<br>In traditional teaching, teachers often use the result of test scores to understand the learning achievement of students. If the test scores can be accurately portrayed the learning achievement of students, students will be able to understand the learning achievement from their test scores. Unfortunately, if students can’t receive further guidance, they might not find out the learning difficulty and misconception through the test scores by themselves.
With the rapid growth of computer and information technologies, many scholars set up learning concept maps through the application of fuzzy association rules. The study proposed to survey the mining decimal concepts of sixth grade students’ test scores by applying the optimal membership function method, and try to find out a more objective and appropriate fuzzy association rules in order to construct concept maps of decimal learning. Furthermore, the study can provide teachers to carry on remedial teaching through the best remedial instruction path. Moreover, the method provides teachers a rapid way to diagnose the learning difficulty and misconception of learners through setting up the concept maps of learners.