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Journal articles on the topic 'Map Concept'

Author: Grafiati

Published: 3 June 2025

Last updated: 1 August 2025

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1

Batouli, Zahra, and Beheshti Moluksadat Hosseini. "Exploring the Application of Concept Maps to Facilitate and Improve Academic Activities." Information Systems and Services 5, no. 1 and 2 (2016): 65–82. https://doi.org/10.5281/zenodo.14041883.

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**Objective:** A concept map is a visual representation of meaningful relationships between concepts that are interconnected in the learner's mind. Therefore, it is essential to pay attention to the use of concept maps in various academic contexts. The aim of this research is to identify the applications of concept maps to facilitate and improve academic activities. **Method:** The research method in this study is library-based, involving a review of past and present literature. Keywords related to concept maps were searched in reputable Persian and English databases, and the full texts of the

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Ullah, AMM Sharif. "Concept Map and Knowledge." Education Sciences 10, no. 9 (2020): 246. http://dx.doi.org/10.3390/educsci10090246.

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Bolin, Aaron U. "Got tools? Concept map." Performance Improvement 45, no. 7 (2006): 28–29. http://dx.doi.org/10.1002/pfi.2006.4930450706.

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Lai, Chien-Hung, Bin-Shyan Jong, Yen-Teh Hsia, and Tsong-Wuu Lin. "Applying Concept Map to Game-Base Concept Assessment." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 06 (2020): 159. http://dx.doi.org/10.3991/ijim.v14i06.12057.

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There have been lots of studies using traditional concept assessment to measure student’s learning achievement. This study adding game elements in concept assessment try to measure student’s learning achievement, and compare this result with traditional concept assessment to see what’s the difference between traditional concept assessment and adding game element in concept assessment. Traditional concept assessment using SPRT method in multiple-choice to measure student’s concept mastery, our study using the same method and present this method in concept game so that student won’t feel boring

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B. Lavanya and A. Auxilia Princy. "A Survey on Contribution of Data Mining Techniques and Graph Reading Algorithms in Concept Map Generation." Journal on Today's Ideas - Tomorrow's Technologies 6, no. 2 (2018): 99–105. http://dx.doi.org/10.15415/jotitt.2018.62009.

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Concept maps are a pictorial representation of concepts found in data and it shows relationship between concepts. These Concept map help us to understand the whole data content, makes it easily readable and memorable. They are used to deliver complex data in an understandable form (map, tree, graph, etc), which is used for a better understanding and decision making for researchers and business, etc. This paper discusses the recent researches about concept maps and data mining techniques, and graph reading algorithms used for concept map generation.

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Son, Sungmin, Jieun Kim, Kyungsuk Ryu, and Haejoo Chung. "Creating a Concept Map to Construct the Concept of Smart Healthy City: A Pilot Study." Academy of Urban Health 2, no. 2 (2023): 5–15. http://dx.doi.org/10.59013/auh.2023.2.2.001.

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Purpose: This research aims to creating a concept map to construct the concept of smart healthy city in a scholarly and precise manner. Methods: Concept mapping methodology was employed to construct the concept of a Smart Healthy City, involving stages such as concept map preparation, generation of final statement statements, statement structuring, concept map analysis, and concept map organization and interpretation. Multidimensional scaling and hierarchical cluster analysis were performed during concept map analysis. Results: Eight experts participated in this study, contributing

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Fakhriyah*, Fina, Siti Masfuah, F. Shoufika Hilyana, and I. Gede Margunayasa. "Improved Understanding of Science Concepts in Terms of the Pattern of Concept Maps Based on Scientific Literacy in Prospective Elementary School Teacher Students." Jurnal Pendidikan Sains Indonesia 10, no. 3 (2022): 538–52. http://dx.doi.org/10.24815/jpsi.v10i3.24883.

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Concept maps are a technique that can represent the knowledge possessed by students. Depiction through concept maps can form a structured and systematic understanding of concepts based on the relationships between the written concepts. In a period of online learning like this, an exciting learning strategy is needed. Therefore, using concept maps can be an alternative learning strategy that lecturers can apply in online learning. This study aims to identify various concept map patterns that students often use to improve conceptual understanding of the topic of global warming as well as increas

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Kunkel, Mark A., Stephen Cook, David S. Meshel, Donald Daughtry, and Anita Hauenstein. "God Images: A Concept Map." Journal for the Scientific Study of Religion 38, no. 2 (1999): 193. http://dx.doi.org/10.2307/1387789.

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Senthil Kumaran, V. "Towards Formative Assessment of e-Learners Using Concept Map." International Journal of e-Education, e-Business, e-Management and e-Learning 5, no. 2 (2015): 94–104. http://dx.doi.org/10.17706/ijeeee.2015.5.2.94-104.

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Pinandito, Aryo, Didik Dwi Prasetya, Yusuke Hayashi, and Tsukasa Hirashima. "Semi-Automatic Concept Map Generation Approach of Web-Based Kit-Build Concept Map Authoring Tool." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 08 (2021): 50. http://dx.doi.org/10.3991/ijim.v15i08.20489.

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Apart from contributing to students’ learning outcomes, learning activities with digital concept maps were useful, fun, and engaging. Kit-Build concept map is a learning framework that incorporated concept map recomposition as its essential activity. It has been used to learn English as a Foreign Language (EFL) reading comprehension. Students learn through recomposing digital concept maps from a set of teacher’s concept map components; hence, the teacher’s concept map is essential in Kit-Build. A teacher’s concept map should reflect the learning context and strategy, the teacher’s purpose and

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Aciole, Douglas de Souza Braga, Roberto Lima Santos, Elineí Araújo-de-Almeida, Rosângela Gondim D´Oliveira, and Martin Lindsey Christoffersen. "Concept map for cycliophora: the celebration of knowledge to disseminate about biodiversity." Cuadernos de Educación y Desarrollo 16, no. 1 (2024): 1378–90. http://dx.doi.org/10.55905/cuadv16n1-072.

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This work describes a methodological experience involving a study of the taxon Cycliophora, using a concept map. The methodological pathway included the search and organization of concepts based on a focal question. The resulting map, built with the software CmapTools, encompasses a central and more inclusive concept, linked to several more specific concepts forming propositions aiming at reaching higher-order thinking skills. The investigation explains elements about the elaboration of a descriptive concept map about a little-publicized zoological taxon as a learning activity.

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Rismanto, Ridwan, Aryo Pinandito, Banni Satria Andoko, Yusuke Hayashi, and Tsukasa Hirashima. "Evaluating the kit-build concept mapping process using sub-map scoring." Research and Practice in Technology Enhanced Learning 19 (September 14, 2023): 021. http://dx.doi.org/10.58459/rptel.2024.19021.

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Concept mapping allows learners to visually represent their knowledge by connecting nodes (concepts) and links (relations between concepts). The kit-build (KB) concept map framework enhances this process by enabling learners to recompose a concept map from provided nodes and links, leading to improved learning outcomes. Additionally, KB employs an automatic assessment method called “Full Map Scoring (FMS)”, which evaluates the learner’s understanding based on the recomposed concept map. However, FMS only evaluates the final product of the recomposition activity, neglecting the process itself.

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Muehling, Andreas. "Concept Landscapes: Aggregating Concept Maps for Analysis." Journal of Educational Data Mining 9, no. 2 (2017): 1–30. https://doi.org/10.5281/zenodo.3554718.

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This article presents concept landscapes - a novel way of investigating the state and development of knowledge structures in groups of persons using concept maps. Instead of focusing on the assessment and evaluation of single maps, the data of many persons is aggregated, and data mining approaches are used in analysis. New insights into the "shared" knowledge of groups of learners are possible in this way. Electronic collection of concept maps makes it feasible to aggregate the data of a large group of persons, which in turn favors a data mining approach to analysis. The educational theories u

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Rosa, Maiara, Wei Min Wang, Rainer Stark, and Henrique Rozenfeld. "A concept map to support the planning and evaluation of artifacts in the initial phases of PSS design." Research in Engineering Design 32, no. 2 (2021): 189–223. http://dx.doi.org/10.1007/s00163-021-00358-9.

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AbstractDesigning Product-Service Systems (PSS) is associated with multiple problems and challenges, usually derived from its multidisciplinarity and partially intangible nature. One particular issue is the high likelihood of ignoring the creation of relevant information regarding one or more PSS elements during the early design phases. Proceeding to later stages (e.g., detailed design) without generating the required information regarding all PSS elements and their relationships may lead to rework and lack of integration. Dealing with this problem requires adequate planning and evaluation of

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CHAUVIN, LIONEL, DAVID GENEST, and STÉPHANE LOISEAU. "ONTOLOGICAL COGNITIVE MAP." International Journal on Artificial Intelligence Tools 18, no. 05 (2009): 697–716. http://dx.doi.org/10.1142/s0218213009000366.

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A cognitive map model provides a graphical representation of an influence network between concepts. One drawback of this model is that large cognitive maps are difficult to exploit and understand. This paper introduces an ontological cognitive map model that enables the designer to organize concepts in an ontology. On the one hand, this model provides an ontological influence mechanism that shows the influence from any concept of the ontology to any other according to the map. The map is then easier to exploit. On the other hand, the ontology is used for providing a synthetical view of a map.

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Aguiar, Camila Zacche de, Davidson Cury, and Amal Zouaq. "Minerando Mapa Conceitual a partir de Texto em Português." Revista Brasileira de Informática na Educação 27, no. 01 (2019): 83. http://dx.doi.org/10.5753/rbie.2019.27.01.83.

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Concept maps are graphical tools for representation and construction of knowledge. The manual construction of a concept map requires time and cognitive effort, this being increased when the map should not represent the cognitive structure of the author, but rather, the information expressed in a text written by another author. Therefore, we propose a computational approach for concept map mining from texts in Portuguese that aims to represent the text in summary form through concepts and relationships. To this end, we define a technological architecture that includes the services of: (i) text

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Abillao, Julius D., Josephine S. Alang, Haydee G. Alindan, and Maria Lourdes G. Eguia. "Concept Map: Estratehiya sa Pagpapalawak ng Talasalitaan ng mga Mag-aaral sa Wikang Filipino." Cognizance Journal of Multidisciplinary Studies 4, no. 12 (2024): 291–97. https://doi.org/10.47760/cognizance.2024.v04i12.028.

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Layuning ng pananaliksik na ito ay matukoy at suriin kung makabuluhan ang paggamit ng concept map sa pagpapalawak ng talasalitaan ng mga mag-aaral sa wikang Filipino. Ang pag-aaral ay isinagawa sa Alejandro L. Altiga Sr. Elementary School sa panuruang 2024-2025 na may dalawampu’t apat (24) na bilang ng tagatugon na mag-aaral sa ikaapat na baitang. Ang pananaliksik ay isinagawa gamit quasi-experiment, kung saan nagkaroon ng pre-test sa pamaraang tradisyunal na pamamaraan sa at post-test na ginamit ang pamamaraang concept map. Ang kinalabasan ng pag-aaral ay ang mga sumusunod: 1) Ang antas ng ka

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Julius, D. Abillao, S. Alang Josephine, G. Alindan Haydee, and Lourdes G. Eguia Maria. "Concept Map: Estratehiya sa Pagpapalawak ng Talasalitaan ng mga Mag-aaral sa Wikang Filipino." Cognizance Journal of Multidisciplinary Studies (CJMS) 4, no. 12 (2024): 291–97. https://doi.org/10.47760/cognizance.2024.v04i12.028.

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<strong><em>Layuning ng pananaliksik na ito ay matukoy at suriin kung makabuluhan ang paggamit ng concept map sa pagpapalawak ng talasalitaan ng mga mag-aaral sa wikang Filipino. Ang pag-aaral ay isinagawa sa Alejandro L. Altiga Sr. Elementary School sa panuruang 2024-2025 na may dalawampu’t apat (24) na bilang ng tagatugon na mag-aaral sa ikaapat na baitang. Ang pananaliksik ay isinagawa gamit quasi-experiment, kung saan nagkaroon ng pre-test sa pamaraang tradisyunal na pamamaraan sa at post-test na ginamit ang pamamaraang concept map.  Ang kinalabasan ng pag-aaral ay ang mga sumus

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Rismanto, Ridwan, Khudur Nawras, Yusuke Hayashi, and Tsukasa Hirashima. "Experimental Evaluation of OOP Concepts Learning with a Kit-Build Concept Map: A Case Study." International Journal of Information and Education Technology 13, no. 9 (2023): 1358–64. http://dx.doi.org/10.18178/ijiet.2023.13.9.1938.

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A kit-build is a framework that utilizes a concept map to visualize knowledge and automatically assess the concept map that was created by the learner by recomposing the kit. In this case study, a kit-build will be implemented in object-oriented programming learning to investigate its usefulness in increasing learning gain compared with a traditional summarizing activity. In this study, learners will practically use a kit-build concept map system to facilitate reviewing and reconstruct their knowledge of object-oriented programming learning resources. This study conducted an experiment using t

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Prasetya, Didik Dwi, and Tsukasa Hirashima. "Associated Patterns in Open-Ended Concept Maps within E-Learning." Knowledge Engineering and Data Science 5, no. 2 (2022): 179. http://dx.doi.org/10.17977/um018v5i22022p179-187.

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A concept map is a diagram that visualizes the structure of individual cognitive knowledge. An approach to creating a concept map structure that allows users to contribute concepts and linkages that express their understanding freely is known as an "open-ended concept map." It has been demonstrated that an open-ended concept map accurately depicts student knowledge structures and reveals student differences. However, manually analyzing an open-ended map is difficult, time-consuming, and includes many propositions, especially in a big classroom. Educational data mining could be used to further

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Ratanasabilla, Ninda Eka, Siti Sriyati, and Yanti Hamdiyati. "Penerapan peta konsep sebagai strategi asesmen formatif dalam upaya meningkatkan hasil belajar siswa pada pembelajaran sistem koordinasi." Assimilation: Indonesian Journal of Biology Education 4, no. 1 (2021): 16–23. http://dx.doi.org/10.17509/aijbe.v4i1.29999.

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This study aimed to examine the application of concept maps as a formative assessment strategy in an effort to improve student learning outcomes in learning coordination systems. The method in this research is pre-experimental involved only one experimental class without a control class. The research design used is one group pretest-posttest design. A total of one class of students from class XI Science in one of the high schools in Bandung has been involved as a research subject. The research instruments used include the concept map assessment rubric used by students and teachers when learnin

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CETIN, Bayram, Nese GULER, and Rabia SARICA. "Using Generalizability Theory to Examine Different Concept Map Scoring Methods." Eurasian Journal of Educational Research 16, no. 66 (2016): 1–30. http://dx.doi.org/10.14689/ejer.2016.66.12.

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Gotlib, Dariusz, Robert Olszewski, and Georg Gartner. "The Extended Concept of the Map in View of Modern Geoinformation Products." ISPRS International Journal of Geo-Information 10, no. 3 (2021): 142. http://dx.doi.org/10.3390/ijgi10030142.

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In the face of strikingly intense technological development, there have been significant discrepancies in the understanding of the concept of the map; an understanding that is fundamental to cartography and, more broadly, GIScience. The development of electronic products based on geoinformation has caused a growing need for the systematization of basic concepts, including defining what a map is. In particular, the modification of the idea of the map may profoundly influence the future development of cartography. The comprehensive and innovative use of maps, for example, in location-based servi

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Ruqoyyah, Ruqoyyah, Delima Engga Maretha, and Dini Afriansyah. "PERBANDINGAN METODE PETA KONSEP DAN BAGAN DIKOTOMI KONSEP (BDK) TERHADAP HASIL BELAJAR PESERTA DIDIK MATERI KEANEKARAGAMAN HAYATI KELAS X SMA/MA." Bioilmi: Jurnal Pendidikan 7, no. 2 (2021): 58–66. http://dx.doi.org/10.19109/bioilmi.v7i2.11506.

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The purpose of this study was to determine an effective method between the concept map and the concept dichotomy chart (BDK) of biodiversity on student learning outcomes. The methodology used is Quasi experimental design using the design of The Group Pretest-Posttest Design. The data collection techniques used were interviews, tests and documentation. Quantitative data analysis used SPSS Version 22. The results showed that there was a significant difference between before and after treatment with the Concept Map and Concept Dichotomy Chart (CDC) with an average Concept Map of 71,07 and CDC 94,

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Г., О. Звонко. "ТЕОРЕТИЧНІ ЗАСАДИ ДОСЛІДЖЕННЯ КОНЦЕПТУ ПЕРЕТВОРЕННЯ В УКРАЇНСЬКІЙ МОВІ". Лінгвістичні дослідження, № 48 (7 травня 2018): 162–68. https://doi.org/10.5281/zenodo.1242872.

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Taking into consideration the leading role of the concepts in the process of human’s cognitive activity, the investigation of structure, semantics, features, functions, ways of representation of the concept remains relevant. It allows us to expand our apprehention of the essence of language and to disclose the concept as a knowledge, perception, associations which are reflected into language map of the world. The aim of the article is to expose the peculiarity of the concepts as a basic notion of cognitive linguistics; to describe different interpretations of the notion ‘concept&rs

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Vesnić, Snežana, and Miloš Ćipranić. "The concept: a map for generations." Rivista di estetica, no. 71 (August 1, 2019): 101–16. http://dx.doi.org/10.4000/estetica.5529.

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Ullah, A. M. M. Sharif, N. Arai, and M. Watanabe. "Concept Map and Internet-aided Manufacturing." Procedia CIRP 12 (2013): 378–83. http://dx.doi.org/10.1016/j.procir.2013.09.065.

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Fitrianingsih, F., S. Widoretno, R. M. Probosari, S. Dwiastuti, and Sajidan. "Concept map and problem-based learning." Journal of Physics: Conference Series 1567 (June 2020): 022062. http://dx.doi.org/10.1088/1742-6596/1567/2/022062.

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Halkosaari, Hanna-Marika, L. Tiina Sarjakoski, Salu Ylirisku, and Tapani Sarjakoski. "Designing a Multichannel Map Service Concept." Human Technology 9, no. 1 (2013): 72–91. http://dx.doi.org/10.17011/ht/urn.201305211723.

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Rashid, Sulthan Al, and Syed Ziaur Rahman. "Pharmacology Teaching by Concept Map Method." Bangladesh Journal of Medical Science 22, no. 4 (2023): 942–44. http://dx.doi.org/10.3329/bjms.v22i4.67119.

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Krieglstein, Felix, Sascha Schneider, Maik Beege, and Günter Daniel Rey. "How the design and complexity of concept maps influence cognitive learning processes." Educational technology research and development 70, no. 1 (2022): 99–118. http://dx.doi.org/10.1007/s11423-022-10083-2.

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AbstractConcept maps are assumed to enhance learning as their inherent structure makes relations between information more salient. Nevertheless, research on how to design concept maps as conducive to learning as possible is still rare. In particular, the salience of spatial arrangement of thematically related concepts within the map as well as the complexity of the map were found to be central design elements that influence learning. This study aimed to examine how the structure (i.e., the salience of the spatial relationship between individual concepts) and the complexity (i.e., number of nod

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Vozenilek, V., and L. Belka. "THE CARTOGRAPHIC CONCEPT OF THE IMAGE MAP." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B4 (June 14, 2016): 605–10. http://dx.doi.org/10.5194/isprs-archives-xli-b4-605-2016.

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Image maps have become very popular and frequently produced cartographical outputs during recent years. However, the unambiguous terminology, definitions, content and appearance specification have not been widely researched. The paper deals with the new definition of image map, its components delineation, and basic classification. The authors understand the image map as a special map portraying geographic space in a particular cartographical projection and map scale, where its content consists of two basic components – image and symbol components. Image component is represented by remote sensi

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Vozenilek, V., and L. Belka. "THE CARTOGRAPHIC CONCEPT OF THE IMAGE MAP." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B4 (June 14, 2016): 605–10. http://dx.doi.org/10.5194/isprsarchives-xli-b4-605-2016.

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Image maps have become very popular and frequently produced cartographical outputs during recent years. However, the unambiguous terminology, definitions, content and appearance specification have not been widely researched. The paper deals with the new definition of image map, its components delineation, and basic classification. The authors understand the image map as a special map portraying geographic space in a particular cartographical projection and map scale, where its content consists of two basic components – image and symbol components. Image component is represented by remote sensi

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Hidayati, Rahmi, Imam Santoso, and Erdawati Erdawati. "ANALISIS BERFIKIR TINGKAT TINGGI (Higher Order Thinking) DENGAN MENGGUNAKAN PETA KONSEP PADA POKOK BAHASAN LARUTAN ELEKTROLIT DAN NON ELEKTROLIT." JRPK: Jurnal Riset Pendidikan Kimia 3, no. 1 (2013): 187–96. http://dx.doi.org/10.21009/jrpk.031.06.

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This research aims to determine the use of concept maps to develop higher order thinking skills of students. Assignment concept map performed in groups and using the software C-Map Tools. Therefore, the assessment of students 'concept maps and students' performance during the process of making a concept map. The research method used is descriptive research. Quantitative data generated from the manufacture of students' concept maps are described and analyzed to determine changes in thought processes of students in higher-order thinking. The results of this study indicate a change students' thin

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Fabiyi, Deborah, Olusola Adesope, Danielson Robert, Oluwafemi Johnson Sunday, Oluwasola Oni, and Nishida Krista. "The Effect of Concept map Scaffolding on Learning Effectiveness for Chemistry Student." Journal of STEM Education: Innovations and Research 25, no. 4 (2025): 12–19. https://doi.org/10.63504/jstem.v25i4.2676.

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While concept mapping is a valuable tool used to organize and represent ideas, the complexity and variability in how concepts are understood, connected, and represented make learners less receptive to using concept maps. Hence, it is important to employ scaffolding and motivational strategies to help students deal with complexity in working with concept maps. Self-efficacy and the perception of the helpfulness of concept map may enhance students’ responsiveness and adaptability of concept mapping. In this quasi-experimental study, we conducted a one-way multivariate ANOVA to examine the differ

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R., Sangeetha, and T. Sangeetha Mrs. "CONCEPT MAPPING IN TEACHING SCIENCE AMONG IX STD STUDENTS." International Journal of Research - Granthaalayah 5, no. 5SE (2017): 98–101. https://doi.org/10.5281/zenodo.810318.

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Concept Map is a graphic device in which the concepts are linked by propositions leading to the precision and enhancement of meaning of the concept.” It is a schematic device for representing a set of concept meanings embedded in a hierarchy from most general concept to specific concepts of a learning unit. The study aimed to examine the concept mapping in teaching science among IX std students. The investigator adopted experimental method to study the concept mapping in teaching science among ix std students. For this study a sample of 60 IX std students from schools which are situated in Coi

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Rassaei, Ehsan. "Effects of two forms of concept mapping on L2 reading comprehension and strategy awareness." Applied Linguistics Review 10, no. 2 (2019): 93–116. http://dx.doi.org/10.1515/applirev-2017-0006.

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AbstractThe present study investigates the effects of two concept mapping strategies, guided concept mapping and concept map correction, on second language (L2) reading comprehension during eight instructional sessions. The study also aims to examine the effects of these concept mapping techniques on learners’ awareness of other reading strategies. The participants included 56 intermediate level Persian EFL learners enrolled in three intact EFL classrooms. The three intact classes were designated as two experimental groups and one control condition. Learners in one experimental group were aske

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Friedman, Alon, and Richard P. Smiraglia. "Nodes and arcs: concept map, semiotics, and knowledge organization." Journal of Documentation 69, no. 1 (2013): 27–48. http://dx.doi.org/10.1108/00220411311295315.

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PurposeThe purpose of the research reported here is to improve comprehension of the socially‐negotiated identity of concepts in the domain of knowledge organization. Because knowledge organization as a domain has as its focus the order of concepts, both from a theoretical perspective and from an applied perspective, it is important to understand how the domain itself understands the meaning of a concept.Design/methodology/approachThe paper provides an empirical demonstration of how the domain itself understands the meaning of a concept. The paper employs content analysis to demonstrate the way

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Sánchez, Ana Cristina. "A Multimodal Concept Map Approach to L2 Writing: Emancipating non-native English Students." International Journal of Languages, Literature and Linguistics 3, no. 4 (2017): 234–37. http://dx.doi.org/10.18178/ijlll.2017.3.4.139.

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This research paper examines the benefits of using a digital concept map approach to develop metacognitive writing skills and to empower L2 learners. The study explores how a digital concept map can help L2 learners develop metacognitive writing skills and empower L2 students at the same time. By providing students with a tool to organize their thoughts and use the multimodality the online resources offer, the digital concept map becomes a tool to give agency to L2 learners and provide them with the tools to communicative within the various target language discourses they will interact with. T

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Sefriyanti, Dewi. "PENINGKATAN MINAT DAN HASIL BELAJAR BILANGAN BERPANGKAT DAN BENTUK AKAR SISWA KELAS X TEKNIK SEPEDA MOTOR SMK ELEKTRO SIJUNJUNG DENGAN MENGGUNAKAN PETA KONSEP." Jurnal Saintika Unpam : Jurnal Sains dan Matematika Unpam 2, no. 1 (2019): 51. http://dx.doi.org/10.32493/jsmu.v2i1.2918.

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This study aims to increase students' interest and mathematics learning achievements on the subject of rank numbers, root shapes and logarithms. In this study I used a concept map. Concept maps are a tool in the form of a scheme that states the relationship between concepts starting from the general to the specific ones which are connected through arrows in the form of propositions. Proposition is two or more statements about a concept that are related to words or arrows. Concept maps play an important role in meaningful learning, with concept maps of students being trained to think, in studen

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NJ, *Dr Vasudevan. "MIND MAPPING – NURSES THINKING OUTSIDE THE BOX." IDC International Journal 9, no. 1 (2022): 1–3. http://dx.doi.org/10.47211/idcij.2022.v09i01.001.

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Mind mapping is a way of linking key concepts using images, lines and links. A central concept is linked via lines to other concepts which in turn are linked with other associated ideas. It is similar as a technique to concept mapping and spider diagrams, the difference being that true mind mapping involves constructing a hierarchy of ideas instead of pure random association. A mind map can help you thinking in a more critical way and improve your problem-solving ability at the same time. A mind map is a valuable tool for team collaboration in a business group. Here are just a few illustration

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Molinari, G. "From learners’ concept maps of their similar or complementary prior knowledge to collaborative concept map: Dual eye-tracking and concept map analyses." Psychologie Française 62, no. 3 (2017): 293–311. http://dx.doi.org/10.1016/j.psfr.2015.11.001.

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Vickland, Victor, Natalie Chilko, Brian Draper, Lee-Fay Low, Daniel O'Connor, and Henry Brodaty. "Individualized guidelines for the management of aggression in dementia – Part 1: key concepts." International Psychogeriatrics 24, no. 7 (2012): 1112–24. http://dx.doi.org/10.1017/s1041610212000014.

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ABSTRACTBackground:Clinical guidelines have the potential to assist in the management of aggression in dementia. This study aims to develop a conceptual framework for the construction of individualized guidelines for this group.Methods:A concept map of the topic “How to manage aggression in dementia” was developed by reviewing research papers, clinical guidelines, and gray literature. Titles and abstracts of papers that met search criteria were manually scanned in an iterative process for the extraction of key ideas and terminology commonly used to describe the field. Essential ideas and conce

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Rahmawati, Rina Dian. "تطوير المادة التعليمية بخريطة المفاهيم". DINAMIKA : Jurnal Kajian Pendidikan dan Keislaman 2, № 02 (2017): 105–22. http://dx.doi.org/10.32764/dinamika.v2i02.173.

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The Mind Map of Understanding is a wonderful tool that helps the mind to think systematically. Is very simple. The mapping of concepts is the process and the method of entering the information into the mind, and to take information from the mind. The map became concepts in the area of learners' access to and development of information. The concept map allows for several purposes: examining what the student knew, learning how toteach, expressing non-concepts and evaluation. Keywords: Teaching Materials Development, Mind Map

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Wu, Sen Po, Zih Ping Ho, and Jung Hui Chiu. "3-D Networks for Mining Knowledge from Energy Policy Literatures." Applied Mechanics and Materials 310 (February 2013): 572–75. http://dx.doi.org/10.4028/www.scientific.net/amm.310.572.

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Data mining is a hot research topic over the last twenty years or more. In recent decades, network graphs that have represented knowledge of a focus topic have gained increasing attention. These maps include term network, concept map, topic map or knowledge map. A concept map is one of the visualization tools to show the relationships among concepts. It is a graphical tool for organizing and representing knowledge. Global warming poses a grave threat to the world’s ecological system. Economic development has led to a huge increase in energy demand and therefore energy efficiency and saving has

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Sisson, Philip, and Julie J. C. H. Ryan. "A Knowledge Concept Map: Structured Concept Analysis from Systematic Literature Review." Journal of Entrepreneurship, Management and Innovation 13, no. 3 (2017): 29–69. http://dx.doi.org/10.7341/20171332.

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Gereva, Nina. "Application of the conceptual map method in teaching the sections electromagnetic phenomena and light of the content of physics and astronomy in 10th grade for forming students concepts about the nature of light." Natural Science and Advanced Technology Education 34, no. 1 (2025): 24–36. https://doi.org/10.53656/nat2025-1.01.

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The concept map method allows for structuring knowledge in its interconnectedness and hierarchy. It is based on Ausubel’s theory of meaningful learning. The article describes practical experience in applying this method in the learning process by compiling two concept maps from the section “Electromagnetic Phenomena” and from the section “Light” of the curriculum for the subject Physics and Astronomy in grade 10. The first map explores the concept of the electromagnetic field and the wave nature of light. The second presents the corpuscular-wave dualism of light. In two areas of the map, wave

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Afram, Andrew J., John Briedis, Daisuke Fujiwara, Robert J. K. Jacob, Caroline G. L. Cao, and David Kahle. "Evaluation of Semantic Fisheye Zooming to Provide Focus+Context." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 51, no. 5 (2007): 459–63. http://dx.doi.org/10.1177/154193120705100507.

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A concept map is a diagram that consists of nodes that contain individual concepts or pieces of information. These nodes are connected by lines that represent relationships between the information. Large concept maps are difficult to explore and navigate using current digital display interfaces. As users zoom in on a desired node, connections between the node of interest and surrounding nodes become hidden from the user. A combination of fisheye zooming and semantic zooming mechanisms to maintain the visual connections between the nodes was implemented, and a user study to determine whether th

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Gut, J. "The Swiss EMP concept of general defense." IEEE Antennas and Propagation Society Newsletter 29, no. 6 (1987): 4–10. http://dx.doi.org/10.1109/map.1987.27948.

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Thomas, Bijoy K. "Reflection on the Development of Concept Map." Learning Community-An International Journal of Educational and Social Development 6, no. 2and3 (2015): 179. http://dx.doi.org/10.5958/2231-458x.2015.00018.4.

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