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Hoffman, Robert R., Paul J. Feltovich, and David W. Eccles. "The Cost of Knowledge Recovery: A Challenge for the Application of Concept Mapping." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 51, no. 4 (October 2007): 328–31. http://dx.doi.org/10.1177/154193120705100438.
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Whereas knowledge management relies on processes of knowledge elicitation, there is also a process in which knowledge is “recovered,” typically from archived documents. We conducted a knowledge recovery (KR) effort, going from documents to a structured set of propositions concerning expert knowledge about terrain analysis, discussing landforms, soils, rock types, etc. Assertions and feature associations were recast as over 3,000 propositions. When contrasted with results from previous evaluations of methods of knowledge elicitation, KR was costly in terms of time and effort, suggesting that knowledge-based organizations should make knowledge capture an on-going aspect of work, rather than finding themselves in the “catch-up mode” to recover lost expertise. For both knowledge elicitation and recovery, the knowledge has to be represented in a form that is usable and useful (e.g., instantiation in knowledge bases). We created from the propositions a navigable knowledge model based on over 150 Concept Maps, which were hyperlinked together and to dozens of resources (aerial photos, maps, diagrams, etc.). Such knowledge models are intended to make the “expertise of the past” more useful and usable in training and in performance support.
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Ma, Nan, Patrick Wang, Qin He, Wenjia Li, Ying Zheng, and Zhang Huan. "Prediction of Television Audience Rating Based on Fuzzy Cognitive Maps with Forward Stepwise Regression." International Journal of Pattern Recognition and Artificial Intelligence 31, no. 07 (April 10, 2017): 1750020. http://dx.doi.org/10.1142/s0218001417500203.
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The television audience rating is an important indicator of the quality of television programs and important reference for decision-television operator. As many factors that affect the ratings and the trends are complex, the article proposes a television rating mining predictive model based on fuzzy cognitive maps (FCMs) with forward stepwise regression. The FCMs use the causal relationship among various concept nodes to simulate the fuzzy reasoning, and enhance the dynamic behavior of the simulation system with its feedback mechanism, which is suitable for system to predict the trend of television audience rating. A FCM-based model for predicting television audience rating is proposed in this paper. The forward stepwise regression algorithm is used to obtain concept nodes of coarse weight matrix for FCMs, and then a training weight algorithm is used to refine the coarse weight matrix model. The FCM model is applied to mine the television audience rating, realizing to predict the television playback volume. The experimental result shows that the modeling method is effective.
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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 (August 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 students being asked to think about concepts or events they already know. Meaningful learning is easier to take place if new concepts are linked to concepts that are inclusive, inclusive concepts that are basic concepts that are more general in nature. Concept maps must be arranged in a hierarchical manner, which means that a more inclusive concept is at the top of the map, the concepts below are sorted into less inclusive ones.
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Luckie, Douglas, Scott H. Harrison, and Diane Ebert-May. "Model-based reasoning: using visual tools to reveal student learning." Advances in Physiology Education 35, no. 1 (March 2011): 59–67. http://dx.doi.org/10.1152/advan.00016.2010.
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Using visual models is common in science and should become more common in classrooms. Our research group has developed and completed studies on the use of a visual modeling tool, the Concept Connector. This modeling tool consists of an online concept mapping Java applet that has automatic scoring functions we refer to as Robograder. The Concept Connector enables students in large introductory science courses to visualize their thinking through online model building. The Concept Connector's flexible scoring system, based on tested grading schemes as well as instructor input, has enabled >1,000 physiology students to build maps of their ideas about plant and animal physiology with the guidance of automatic and immediate online scoring of homework. Criterion concept maps developed by instructors in this project contain numerous expert-generated or “correct” propositions connecting two concept words together with a linking phrase. In this study, holistic algorithms were used to test automated methods of scoring concept maps that might work as well as a human grader.
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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 (January 1, 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 formatting, removing characters and designing of the text; (ii) domain identification, information retrieval techniques to identify the domain to which refers the text; (iii) elements extractor, natural language processing techniques on the text to extract concept-relation-concept propositions; (iv) element summarizer, supported by graph analysis to identify the relevant concepts on the map; and (v) map visualization, presentation of the propositions in graphic form. The approach developed presents satisfactory results and contributes exceptionally to the summarization of texts to identify the relevant concepts of the text while maintaining its several and most important characteristics. Furthermore, this research introduces the specification of a project to provide computational resources for processing, handling and extraction of conceptual maps.
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Brondfield, Sam, Allen Seol, Katherine Hyland, Arianne Teherani, and Gerald Hsu. "Integrating concept maps into a medical student oncology curriculum." Journal of Clinical Oncology 37, no. 15_suppl (May 20, 2019): 10506. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.10506.
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10506 Background: Proliferating knowledge domains have prompted medical schools to reconsider how best to facilitate multidisciplinary learning. Concept maps promote knowledge retention and integration; however, the feasibility and utility of integrating concept maps into a medical student oncology curriculum as a learning and assessment tool have not previously been described. Methods: In 2015-2016, all 152 second-year University of California, San Francisco (UCSF) medical students in a hematology/oncology course produced a concept map about a single cancer type over four weeks. Two of three graders independently scored each map using a standard rubric. We used linear regression to calculate the Pearson correlation coefficient between graders and between concept map scores and preclinical examination scores, USMLE Step 1 scores, and clerkship grades. We sent course evaluations to 50 randomly selected students (as is typical in the UCSF curriculum) and performed an inductive content analysis of open-ended comments about concept mapping. Results: We graded all 152 concept maps. Inter-rater reliability was excellent ( r = 0.95 or greater between the graders). Concept map scores did not correlate with preclinical or clinical performance. 43 of 50 students (86%) rated the helpfulness of concept mapping on a 5-point agreement scale (1=strongly disagree; 5=strongly agree). The median rating was 3, and the mean (SD) rating was 2.81 (1.44). 22 of 50 (44%) students submitted comments about concept mapping. Some (9 of 22) found concept mapping useful, expressing themes such as “learning the material better” and delving into the “details.” Others (7 of 22) did not, expressing themes such as preferring “other study methods” and feeling that concept mapping was “busy work” or “stressful.” Conclusions: Integrating concept maps into a medical student oncology curriculum was feasible, and we demonstrated reliability evidence as an assessment tool. Future studies should explore whether integrating concept maps earlier in medical school, producing multiple concept maps over time with training and feedback, or developing concept maps collaboratively may increase utility as a learning and assessment tool.
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Gourlay, Helen. "Using concept mapping to learn about A level physics students’ understandings of particle physics." EPJ Web of Conferences 182 (2018): 02050. http://dx.doi.org/10.1051/epjconf/201818202050.
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This article describes a small-scale piece of research using concept mapping to elicit A level students’ understandings of particle physics, which was presented in the Special Session on Physics Education and Outreach at ICNFP 2017. Fifty-nine Year 12 (16- and 17-year-old) students from two London schools participated in the research. The exercise took place during school physics lessons. Students were shown how to make a concept map and were provided with topic-specific key words. Their concept maps were analysed by identifying the knowledge propositions the students had represented, and comparing these with propositions developed from the examination specification they were studying. The only correct statement made by most of the students in both schools was that annihilation takes place when matter and antimatter collide, although some students may have been unable to distinguish between annihilation and pair production. A high proportion of students knew of up, down and strange quarks, and that the electron is a lepton. However, some students appeared to have a misconception that everything is made of quarks. Students found it harder to classify tau particles than they did electrons and muons. Where students made incorrect links about muons and tau particles their concept maps suggested that they thought they were mesons or quarks.
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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 (June 27, 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' thinking processes marked with the percentage change scores on each concept map assessment kriteria, that is the determination of the relevant concepts, propositions, hierarchy, and the cross-links, so that higher-order thinking skills can be developed by assigning students create a concept map. Based on the assessment of student performance during the process of mapping concept is known that most students already have a self-management skills, teamwork, time management, respect for opinions, solving problems, and expressed the opinion that good. However, students 'skills in analyzing questions and a positive attitude toward the task is still not good.
Key words: higher order thinking, concept maps, electrolyte and nonelectrolyte solutions
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P., Divya, and Smitha R. "CONCEPT MAPPING AS A TOOL FOR MEANINGFUL LEARNING." International Journal of Advanced Research 8, no. 12 (December 31, 2020): 833–41. http://dx.doi.org/10.21474/ijar01/12221.
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Concept maps have now been used as a research and evaluation tool. It enables students to visualize the structure of knowledge, interrelated concepts and the relationships among various concepts and sub-concepts. Concept mapping has been found to be an effective teaching method which enhances meaningful learning. Concept mapping was significantly more effective than the traditional or expository teaching strategies in enhancing learning. Cognitive mapping differs from traditional methods by making underlying cognitive structures transparent and giving a focus to the set of propositions by which learners construct meaning. Concept map structure correlates with the perceived data. They provide quick summary and help to identify topics to elicit new information. Concept mapping is a strategy that can be used to impart content knowledge with sense within a limited period of time.Concepts learned by rote learning tends to be quickly forgotten. Teaching methods and tools should transform knowledge from short-term memory to long-term memory. Several research studies have supported Concept mapping in academic and non-academic fields. This article describes how the concept mapping can be used to transform abstract knowledge and understanding into concrete visual representations. It is underlined that the Concept maps will serve as a suitable tool to support educators in promoting students comprehension and understanding of new concepts.
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Flores, Eileen Pfeiffer, Beatriz Leão Yamada, Victor Guevara Loyola de Souza, and Adriana De Rezende Dias. "Mediadores de leitura no hospital pediátrico: relatos de sua prática." Revista Produção e Desenvolvimento 3, no. 2 (August 1, 2017): 21–37. http://dx.doi.org/10.32358/rpd.2017.v3.220.
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This study investigated the concepts of nine volunteers from a non - governmental organization who read stories to hospitalized children. We conducted three to five semistructured interviews with each storyteller which were analyzed using concept maps, resulting in 376 propositions. A semantic grouping of the propositions resulted in 13 categories. Results suggest that storytellers associate their activities to altruism and conceive it chiefly as a way of bringing relief and joy to children in the hospital environment, seen as extremely aversive. Few references are made to the specific features and benefits of shared reading. The study reveals characteristics and challenges which are specific to the practice of shared reading in the hospital setting and suggests directions for volunteer training in this context.
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de Korte, Hannah, and David Onnekink. "Maps Matter. The 10/40 Window and Missionary Geography." Exchange 49, no. 2 (May 28, 2020): 110–44. http://dx.doi.org/10.1163/1572543x-12341558.
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Abstract The 10/40 Window map is used by evangelical missionary societies to promote mission in Northern Africa, the Middle East and South East Asia. It has been widely popular among Christians worldwide, but has also suffered sustained criticism. The map itself, however, has received no scholarly attention. This article investigates the 10/40 Window map through the lens of the concept of territoriality. Using insights from the field of critical cartography, it argues that the map is pivotal in directing missionary zeal, but that in turn it has also reshaped missionary thinking. This is so because the actual map’s metageographical proportions, its cartographic language and the accompanying rhetoric communicate several novel key propositions about mission. The overall argument of this article is that maps are not innocuous illustrations, but indeed that maps matter a great deal and that missionary geography should be taken seriously.
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Mufidah, Nuril, Abdur-Rasheed Mahmoud Mukadam, Ahmad Fibrian Nurul Ahadi, and R. Taufiqurrochman. "Wasilah al-Kharithah al-Mafahim fi Ta’lim ‘Ilm al-Sharf li Tulab al-Jami’iy." Jurnal Al-Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 11, no. 2 (December 1, 2019): 374–92. http://dx.doi.org/10.24042/albayan.v11i2.5045.
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Shorof is an essential tool in learning Arabic and a prerequisite for mastering Arabic. The problem that is often encountered in the learning process that takes place is the difficulty of students in mastering the material memorization because learning is only centered on lecture theory. The solution to this problem is to provide learning media concept maps which are often referred to as concept mapping. The method used in this research is qualitative research with the object of 3rd-semester Arabic language education students Maulana Malik Ibrahim State Islamic University Malang, amounting to 50 students. Also, students at the second level in the Department of Arabic at Ilorin University, Ilorin Nigeria, there are 40 students. Concept maps are designed by linking the concept of propositions using conjunctions with giving lines that are labeled so that they have a meaning. By applying this method, it will affect the ease of students in understanding the material in learning. Based on the research conducted, data differences were obtained between the data on the results of student learning achievements in the study of the students who did not use media concept mapping with those using the concept mapping. That the results of student achievement are better when using these media. Then it can be concluded that there is a significant effect of the use of media concept mapping in the study of theorists.
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Aguiar, Joana G., and Paulo R. M. Correia. "Using concept maps as instructional materials to foster the understanding of the atomic model and matter–energy interaction." Chemistry Education Research and Practice 17, no. 4 (2016): 756–65. http://dx.doi.org/10.1039/c6rp00069j.
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In this paper, we explore the use of concept maps (Cmaps) as instructional materials prepared by teachers, to foster the understanding of chemistry. We choose fireworks as a macroscopic event to teach basic chemical principles related to the Bohr atomic model and matter–energy interaction. During teachers' Cmap navigation, students can experience a sense of disorientation, which is detrimental to the learning process. Two graphical cues were tested as Cmap navigation guidance: (1) colour-coded concepts, to group similar content and (2) numbered propositions to offer a reading sequence. A quasi-experimental pre-test–post-test design combined with mental effort was utilized to measure the efficiency of Cmaps in learning. First-year undergraduate students (n= 85) were randomly assigned to study one of four possible Cmaps. The results showed that all students were able to increase their level of factual knowledge, despite the Cmap being used as an instructional material. The lack of cues impaired conceptual understanding. Signalling similar content using colours was critical to reduce the invested mental effort and foster understanding about chemical concepts.
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Visek, Amanda J., Sara M. Achrati, Heather M. Mannix, Karen McDonnell, Brandonn S. Harris, and Loretta DiPietro. "The Fun Integration Theory: Toward Sustaining Children and Adolescents Sport Participation." Journal of Physical Activity and Health 12, no. 3 (March 2015): 424–33. http://dx.doi.org/10.1123/jpah.2013-0180.
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Background:Children cite “fun” as the primary reason for participation in organized sport and its absence as the number-one reason for youth sport attrition. Therefore, the purpose of this study was to develop a theoretical framework of fun using a novel mixed-method assessment of participants in sport (FUN MAPS) via concept mapping.Methods:Youth soccer players (n = 142), coaches (n = 37), and parents (n = 57) were stratified by age, sex, and competition level and contributed their ideas through (a) qualitative brainstorming, identifying all of the things that make playing sports fun for players; (b) sorting of ideas; and (c) rating each idea on its importance, frequency, and feasibility.Results:The FUN MAPS identify the 4 fundamental tenets of fun in youth sport within 11 fun-dimensions composed of 81 specific fun-determinants, while also establishing the youth sport ethos.Conclusion:The FUN MAPS provide pictorial evidence-based blueprints for the fun integration theory (FIT), which is a multitheoretical, multidimensional, and stakeholder derived framework that can be used to maximize fun for children and adolescents to promote and sustain an active and healthy lifestyle through sport.
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Lebow-Skelley, Erin, Sarah Yelton, Brandi Janssen, Esther Erdei, and Melanie A. Pearson. "Identifying Issues and Priorities in Reporting Back Environmental Health Data." International Journal of Environmental Research and Public Health 17, no. 18 (September 16, 2020): 6742. http://dx.doi.org/10.3390/ijerph17186742.
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Experts recommend reporting environmental exposure results back to research participants and communities, yet environmental health researchers need further guidance to improve the practice of reporting back. We present the results of a workshop developed to identify pertinent issues and areas for action in reporting back environmental health research results. Thirty-five attendees participated, brainstorming responses to the prompt: “What are some specific issues that are relevant to reporting back research results to individuals or the larger community?”, and then grouping responses by similarity and rating their importance. Based on a combined theoretical foundation of grounded theory and qualitative content analysis, we used concept mapping to develop a collective understanding of the issues. Visual maps of the participants’ responses were created using nonmetric multidimensional scaling and hierarchical cluster analysis. The resulting concept map provided a spatial depiction of five issue areas: Effective Communication Strategies, Community Knowledge and Concerns, Uncertainty, Empowering Action, and Institutional Review and Oversight (listed from highest to lowest rating). Through these efforts, we disentangled the complex issues affecting how and whether environmental health research results are reported back to participants and communities, by identifying five distinct themes to guide recommendations and action. Engaging community partners in the process of reporting back emerged as a unifying global theme, which could improve how researchers report back research results by understanding community context to develop effective communication methods and address uncertainty, the ability to act, and institutional concerns about beneficence and justice.
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McWhirter, Nathan Daniel, and Tripp Shealy. "Teaching decision-making for sustainable infrastructure: a wind energy case study module." International Journal of Sustainability in Higher Education 19, no. 5 (July 2, 2018): 893–911. http://dx.doi.org/10.1108/ijshe-10-2017-0183.
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Purpose This paper aims to introduce a case-based module teaching sustainable engineering, linking the Envision rating system with behavioral decision science. Three complete modules are publicly available in a repository for any instructor to adapt, use and review. Design/methodology/approach A case study was written about the Tucannon River Wind Farm, a project-certified Gold by the Institute for Sustainable Infrastructure’s Envision™ rating system. The case was used as the basis for an in-class PowerPoint module to achieve student learning outcomes related to sustainability. Findings Before and after surveys showed significant (p < 0.05) learning increases. Word clouds show changes in student perceptions of sustainable design. Rubric scoring of writing assignments and concept maps yielded valuable insights and improvements and demonstrated the overall validity of the module approach. Research limitations/implications Modules lasting only one or two class days must be well-integrated into courses and curricula to promote greater learning value. Concept mapping may be a useful addition but involves a learning curve for both instructors and students. Practical implications By offering instructors access to a set of case-based modules, it becomes more practical for them to teach about sustainable infrastructure and decision-making. Social implications The module exemplifies a project owner and an engineering firm strongly committed to social and environmental sustainability. Envision’s Quality of Life and Leadership categories emphasize community well-being, involvement and collaboration. Originality/value This module offers a unique transdisciplinary focus meeting several needs in engineering education on sustainability, complex problems and decision-making.
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Wilson, Rozanne, and Jeff Small. "Care Staff Perspectives on Using Mobile Technology to Support Communication in Long-Term Care: Mixed Methods Study." JMIR Nursing 3, no. 1 (September 29, 2020): e21881. http://dx.doi.org/10.2196/21881.
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Background Long-term care (LTC) homes provide 24-hour care for people living with complex care needs. LTC staff assist older adults living with chronic conditions such as Alzheimer disease, related dementias, and stroke, which can cause communication disorders. In addition to the complex cognitive challenges that can impact communication, further difficulties can arise from cultural-language differences between care staff and residents. Breakdowns in caregiver-resident communication can negatively impact the delivery of person-centered care. Recent advances in mobile technology, specifically mobile devices (tablets and smartphones) and their software apps, offer innovative solutions for supporting everyday communication between care staff and residents. To date, little is known about the care staff’s perspectives on the different ways that mobile technology could be used to support communication with residents. Objective This study aims to identify care staff’s perspectives on the different ways of using devices and apps to support everyday communication with adults living in LTC homes and the priority care areas for using mobile technology to support communication with residents. Methods This descriptive study employed concept mapping methods to explore care staff’s perspectives about ways of using mobile technology with residents and to identify the usefulness, practicality, and probable uses of mobile technology to support communication in priority care areas. Concept mapping is an integrated mixed methods approach (qualitative and quantitative) that uses a structured process to identify priority areas for planning and evaluation. In total, 13 care staff from a single LTC home participated in this study. Concept mapping includes 2 main data collection phases: (1) statement generations through brainstorming and (2) statement structuring through sorting and rating. Brainstorming took place in person in a group session, whereas sorting and rating occurred individually after the brainstorming session. Concept mapping data were analyzed using multidimensional scaling and cluster analysis to generate numerous interpretable data maps and displays. Results Participants generated 67 unique statements during the brainstorming session. Following the sorting and rating of the statements, a concept map analysis was performed. In total, 5 clusters were identified: (1) connect, (2) care management, (3) facilitate, (4) caregiving, and (5) overcoming barriers. Although all 5 clusters were rated as useful, with a mean score of 4.1 to 4.5 (Likert: 1-5), the care staff rated cluster 2 (care management) as highest on usefulness, practicality, and probable use of mobile technology to support communication in LTC. Conclusions This study provided insight into the viewpoints of care staff regarding the different ways mobile technology could be used to support caregiver-resident communication in LTC. Our findings suggest that care management, facilitating communication, and overcoming barriers are 3 priority target areas for implementing mobile health interventions to promote person-centered care and resident-centered care.
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Hoogsteder, Mariette H. H., Linda N. Douma, Charlotte G. A. Eskens, Renske L. Berendsen, Yvonne T. M. Vanneste, and Frederieke G. Schaafsma. "Professionals’ and Students’ Perceived Needs for an Online Supportive Application for Reducing School Absence and Stimulating Reintegration: Concept Mapping Study." JMIR Formative Research 5, no. 6 (June 21, 2021): e24659. http://dx.doi.org/10.2196/24659.
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Background To limit students’ medical absenteeism and premature school dropout in the Netherlands, the Medical Advice for Sick-reported Students (MASS) intervention was developed to enhance collaboration between students, parents, school, and health care professionals. MASS reduces medical absenteeism. However, it does not yet optimally support professionals in monitoring students nor automatically stimulating students’ autonomy regarding their situation. Objective This study aimed to identify professionals’ and students’ perceived need for an online supportive application to monitor and reduce absenteeism and stimulate student autonomy and school reintegration. Methods Concept mapping sessions were held with professionals (n=23) and secondary school students (n=27) in group meetings or online to identify their perspectives and needs. Multidimensional scaling and hierarchical clustering were done with Ariadne 3.0 software. The resulting concept maps were reclustered and interpreted by 4 researchers. Results Three heterogeneous groups of professionals generated 17 clusters (135 unique statements), with a mean importance rating ranging from 2.9 to 4.6 on a Likert scale with scores ranging from 1 to 5. Three heterogeneous groups of secondary school students generated 18 clusters (95 unique statements), with a mean importance rating ranging from 3.2 to 4.6. Professionals considered as most important the following: easily accessible contact with students; supporting, motivating, and rewarding students; monitoring absent students; providing information to students and their parents; exchanging information between professionals. Students considered as most important the following: better teacher-student communication and respect; communication between school professionals on the one hand and parents, other professionals, and students on the other hand; guidance in missed learning materials and tests. Students perceived an online format for support as the obvious option. Conclusions Both professionals and students were positive about an online application to support students in dealing with medical absenteeism, especially considering the need for better and easily accessible contact between students and professionals. An eHealth or mobile health (mHealth) application addressing these aspects could stimulate student autonomy and have positive effects on medical absenteeism.
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Coyne, Taylor, Maria de Lourdes Melo Zurita, David Reid, and Veljko Prodanovic. "Culturally inclusive water urban design: a critical history of hydrosocial infrastructures in Southern Sydney, Australia." Blue-Green Systems 2, no. 1 (January 1, 2020): 364–82. http://dx.doi.org/10.2166/bgs.2020.017.
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Abstract Historic relationships between communities and waterscapes are complex and often explained solely in technical terms. There is a key need to understand how human-centered developments have shifted the use of river spaces over time, and how these changes reflect on the values of rivers and surrounding cultures. In this paper, we develop a critical analysis of the historically changing relationship between urban communities and water infrastructures using the Georges River catchment in Sydney, Australia. Our focus was on bringing together past and current perspectives, engaging with the formation of diverse hydrosocial behaviors entangled with water infrastructures. Using post-settlement historical documents, maps, journals, and newspaper articles, we trace shifts in hydrosocial perspectives over time, mapping six distinct historic phases. In our study, we offer a shift from the main paradigms currently influencing the development of urban water infrastructures, moving away from the dominant technical propositions of systems designed purely for the management and treatment of stormwater. Drawing on our analysis, we propose a new urban water design concept: Culturally Inclusive Water Urban Design (CIWUD). This presents an advancement on current framework to include a consideration of people's connections and uses of urban waterscapes, as well as a shift towards democratic space design.
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Semler, Conor, Meredyth Sanders, Darren Buck, Stephanie Dock, Burak Cesme, and Shi Wang. "The Keys to Connectivity: The District of Columbia’s Innovative Approach to Unlocking Low-Stress Bicycle Networks." Transportation Research Record: Journal of the Transportation Research Board 2672, no. 36 (December 2018): 63–72. http://dx.doi.org/10.1177/0361198118798445.
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Washington, D.C. (the District) has led the way in the adoption of state-of-the-art bicycle facilities and the innovative application of bicycle level of traffic stress (LTS) mapping for the District. Although the District’s LTS network map provides insight into bicycle network accessibility at the street level, the District needs a data-driven mechanism for identifying and prioritizing future investments to improve cycling at the system level. As part of its ongoing District Mobility Project, District Department of Transportation (DDOT) applied a geographic information system (GIS)-based network analysis to its bicycle LTS map to quantify network connectivity on low-stress District streets. This analysis was used to develop a bicycle network accessibility rating for District neighborhoods. The results revealed that though DDOT has invested in a range of innovative projects to improve accessibility in the District, only 27% of the overall network has been connected. By taking the analysis a step further and identifying the bottom 10% of accessible census blocks, DDOT both confirmed existing perceptions about the presence of disconnected low-stress “islands” in the District, and identified key gaps in the overall bicycle network. Using this information, DDOT is able to prioritize future bicycle infrastructure investments, while possessing a data-driven mechanism for assessing and communicating the accessibility benefits offered by individual investments. In addition, the methodology for developing the network accessibility rating provides a proof-of-concept for other jurisdictions looking to maximize the utility of their own LTS network maps.
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Miller, Gary L., and Thomas E. Grayson. "Student Employees and Recreational Sports Administrators: A Comparison of Perceptions." Recreational Sports Journal 30, no. 1 (May 2006): 53–69. http://dx.doi.org/10.1123/rsj.30.1.53.
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This study evaluates the differences in perceptions between student employees and recreational sports administrators over a consistent set of work tasks and responsibilities typically done by student employees in a recreational sports setting. The focus of the study was to provide a method of improving the effectiveness and efficiency by which recreational sports programs deliver their services and programs. Nine of the 11 schools in the Big Ten Conference participated in the study with a total of eighty-five participants taking part. Concept mapping, a multivariate statistical approach using multidimensional scaling and cluster analysis was used to analyze the data. Ninety-five work tasks were sorted for similarity and rated on scales for importance toward attaining recreational sports goals and frequency of performance. Cluster maps, ladder graphs and go-to-zones were developed from the data defining the results of the analysis. Results were presented in a composite form for the nine schools participating in the study with the intent to provide comparison between individual schools and the conference composite as requested. Cluster maps illustrated the levels of importance among the six clusters, ladder graphs demonstrated the differences between the student employees and the recreational sports administrators and go-to zones broke out the individual tasks into areas of alignment, gap zones where either importance or frequency were below the mean, and a “?” zone where neither importance nor frequency rose to the mean rating on that scale. The results allow administrators now to compare, examine, and make decisions based each of the 95 work tasks in a guided manner.
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Magnani, Lorenzo. "Thinking through drawing." Knowledge Engineering Review 28, no. 3 (July 30, 2013): 303–26. http://dx.doi.org/10.1017/s026988891300026x.
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AbstractThe concept ofmanipulative abductionis devoted to capture the role of action in many interesting cognitive situations: action provides otherwise unavailable information that enables the agent to solve problems by starting and performing a suitable abductive process of generation or selection of hypotheses. We observe that many external things, usually inert from an epistemological point of view, can be transformed intoepistemic mediators. I will present some details derived from the history of the discovery of the non-Euclidean geometries that illustrate the relationships between strategies for anomaly resolution and visual thinking. Geometrical diagrams are external representations that play both amirrorrole (to externalize rough mental models) and anunveilingrole (as gateways to imaginary entities). I describe them as epistemic mediators able to perform various explanatory, non-explanatory, and instrumental abductive tasks (discovery of new properties or new propositions/hypotheses, provision of suitable sequences of models as able to convincingly verifying theorems, etc.). I am also convinced that they can be exploited and studied in everyday non-mathematical applications also to the aim of promoting new trends in artificial intelligence modeling of various aspects of hypothetical reasoning: finding routes, road signs, buildings maps, for example, in connection with various zooming effects of spatial reasoning. I also think that the cognitive activities of optical, mirror, and unveiling diagrams can be studied in other areas of manipulative and model-based reasoning, such as the ones involving creative, analogical, and spatial inferences, both in science and everyday situations so that this can extend the epistemological, computational, and the psychological theory.
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Tierney, Kieran D., Ingo O. Karpen, and Kate Westberg. "Brand meaning cocreation: toward a conceptualization and research implications." Journal of Service Theory and Practice 26, no. 6 (November 14, 2016): 911–32. http://dx.doi.org/10.1108/jstp-06-2015-0137.
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Purpose The purpose of this paper is to consolidate and advance the understanding of brand meaning and the evolving process by which it is determined by introducing and explicating the concept of brand meaning cocreation (BMCC). Design/methodology/approach In-depth review and integration of literature from branding, cocreation, service systems, and practice theory. To support deep theorizing, the authors also examine the role of institutional logics in the BMCC process in framing interactions and brand meaning outcomes. Findings Prior research is limited in that it neither maps the process of cocreation within which meanings emerge nor provides theoretical conceptualizations of brand meaning or the process of BMCC. While the literature acknowledges that brand meaning is influenced by multiple interactions, their nature and how they contribute to BMCC have been overlooked. Research limitations/implications This paper reveals a significant gap in knowledge of how brand meaning is cocreated, despite the essential role of brand meaning for firm success and increasing academic interest in the notion of cocreation. Ultimately, this paper builds a conceptual foundation for empirical research in this regard. Originality/value This paper proposes that brand meaning is cocreated through the interconnection of different social and service systems, across system levels, time, and geographic space. Marketing theory is advanced by outlining a set of research propositions pertaining to the BMCC process. The authors consider how discrete actor-based brand meanings contribute to an overall brand gestalt and how such a gestalt potentially evolves along a continuum. Additionally, the authors provide a managerially and theoretically relevant research agenda to guide much needed empirical research into BMCC.
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"Challenges and weaknesses in the use of concept maps as a learning strategy in undergraduate health programs." Knowledge Management & E-Learning: An International Journal, September 15, 2017, 380–91. http://dx.doi.org/10.34105/j.kmel.2017.09.023.
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This paper considers the analysis of concept maps utilized as a learning tool in disciplines dealing with immunological responses in two undergraduate Health programs. In total, 48 concept maps were assessed regarding their propositions and structure. The clarity of the propositions was analyzed by using the Propositional Clarity Table and they were classified as adequate propositions (AP) and inadequate propositions (IP). In 48 concept maps, 648 propositions were analyzed in order to determine semantic clarity and conceptual mistakes. Assessments revealed that 69 % of the propositions were classified as adequate and 31 % as inadequate. All the maps analyzed were categorized as showing a network structure. However, when correlating the connections established among the several types of response by the immune system, it was found that despite being structured as a network, only 31.2 % of the concept maps indicated conceptual relationships between the modes of immune response. 27% of the concept maps were made with a high rate of proficiency. Upon the results of our analysis, we realized that there is still a long way in developing the mapping strategy. For us, this low percentage is related to the way undergraduates assimilate the mapping processes. This is a challenge which also reveals limits and weaknesses that may be addressed in future studies. It was noted that results bring into focus that the undergraduates’ learning of concepts associated with the bases of the immunological responses occurred in a meaningful way.
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"How good is my concept map? Am I a good Cmapper?" Knowledge Management & E-Learning: An International Journal, March 15, 2015, 6–19. http://dx.doi.org/10.34105/j.kmel.2015.07.002.
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There have been many efforts reported in the literature to score or rate the quality of concept maps. In many cases the objective was to standardize procedures for grading student concept maps, but other efforts have served a variety of purposes, including guiding workshop participants to construct better concept maps or monitoring the advances in concept mapping techniques on a large population of users. We examine some of the criteria used by others for rating or scoring concept maps as “good” and propose a scheme that takes into account both graphical structure criteria and semantic or subject matter accuracy that we propose can lead to better, “excellent” concept maps. It has been said that presentations that are concise but capture the complexity of the content involved are elegant—and producing these kinds of concept maps should be our goal.
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Shih, Yen-An, and Ben Chang. "Empirical study on the effects of social network–supported group concept mapping." Research and Practice in Technology Enhanced Learning 15, no. 1 (November 9, 2020). http://dx.doi.org/10.1186/s41039-020-00143-7.
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Abstract Social networks provide traditional concept mapping of new opportunities for concept construction with grouping, social interaction, and collaborative functions. However, little effort has been made to explore the effects of social network–supported concept mapping compared with traditional individual concept construction. This paper explores the effects of social network–supported group concept mapping (SCM) activity and compares them with the effects of individual concept mapping (ICM) activity. A platform named CoCoing.info (http://cocoing.info) is utilized to examine the SCM and ICM activities under three studies, which drove the following research questions: (1) Do map structure (i.e., propositions, hierarchies, examples, cross-links, and scores) and mapping activity (i.e., map modification period and frequency) differ between ICM and SCM in students on specialized courses? (2) Do map structure and mapping activity differ between ICM and SCM in students on general education courses? (3) What are the effects of group size on SCM? In study I, four classes are selected to ensure a strong social network learning environment control. On the basis of study I, study II extends the controlled environment within an open social networking environment with a total of 1106 SCM maps and 569 ICM maps to produce an improved overview of concept mapping. The findings of studies I and II are consistent, demonstrating that the students constructed more comprehensive concept maps and had a higher modification period and frequency with SCM than with ICM, which indicates that in a social network learning environment, SCM is favorable to ICM. Study III considers each participant’s contributions to identify an optimal group number. The results of study III indicate that groups with two to seven members perform better than larger groups. Overall, the findings demonstrate the benefits of integrating concept mapping with social networking for student learning outcomes.
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Cook, Karen A., and Kim Bergeron. "Palliative care for young adults with life-limiting conditions: public health recommendations." BMJ Supportive & Palliative Care, June 19, 2020, bmjspcare—2019–002042. http://dx.doi.org/10.1136/bmjspcare-2019-002042.
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ObjectiveTo engage young adults (18–35 years of age) with life-limiting neuromuscular conditions, their parents, and health and community providers in the development of a public health approach to palliative care. A public health approach protects and improves health and wellness, maximises the quality of life when health cannot be restored and improves the quality, scope and accessibility of age-appropriate care and services.MethodsGroup concept mapping (GCM) was used to determine the most important priorities for these young adults. GCM involves three district phases: (1) brainstorming ideas, (2) sorting and rating ideas based on level of importance and (3) analysing and interpreting concepts maps. Online software was used to collect information for phases 1 and 2 and develop concept maps. In phase 3, a face-to-face workshop, participants analysed and interpreted the concept maps. The combination of online and face-to-face research activities offered the needed flexibility for participants to determine when and how to participate in this research.ResultsThrough this three-phase patient engagement strategy, participants generated 64 recommendations for change and determined that improvements to programming, improvements to funding and creating a continuum of care were their most important priorities. Five subthemes of these three priorities and development of the concept map are also discussed.ConclusionThis research demonstrates the unique perspectives and experiences of these young adults and offers recommendations to improve services to enhance their health and well-being. Further, these young adults were integral in the development of recommendations for system changes to match their unique developmental needs.
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Wæhrens, Eva Ejlersen, Kristina Tomra Nielsen, Malcolm Cutchin, Heather Fritz, Hans Jonsson, and Karen la Cour. "Fostering Change Through Occupation-Based Intervention: An International Joint Group Concept Mapping Study." OTJR: Occupation, Participation and Health, September 2, 2021, 153944922110382. http://dx.doi.org/10.1177/15394492211038283.
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Further consolidation and clarity regarding occupation as a means to foster change in interventions are needed. The study aimed to utilize the knowledge of occupational scholars to systematically determine what is required to use occupation as means to foster change within occupation-based interventions and to generate a conceptual model from those results. Group Concept Mapping involved the following: preparation, generation of ideas, structuring of statements, data analysis, interpretation of maps, and development of conceptual model. Fifty-two international occupational scholars brainstormed 125 ideas. A cluster rating map with nine clusters posed the foundation for a conceptual model with seven themes, namely, artful use of occupation, evidence-based use of occupation, collaboration to promote occupation, coordinating intervention fit, client factors, sociocultural context, and structural influences. The conceptual model, capturing dimensions and dynamics required for using occupation to foster change, may guide future research into occupation-based interventions.
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Halberg, Sabrina E., Amanda J. Visek, Emily F. Blake, Kofi D. Essel, Jennifer Sacheck, and Allison C. Sylvetsky. "SODA MAPS: A Framework for Understanding Caffeinated Sugary Drink Consumption Among Children." Frontiers in Nutrition 8 (March 10, 2021). http://dx.doi.org/10.3389/fnut.2021.640531.
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Excess sugary drink (SD) consumption is associated with childhood obesity and development of cardiometabolic disease. In addition to having high added sugar content, many SDs also contain caffeine, which may further encourage excess SD consumption among children. The objective of this study was to develop a conceptual framework of children's caffeinated SD consumption using group concept mapping, an applied social research multimethodology that collectively harnesses qualitative and quantitative data from participants to generate a visual representation of their ideas and input. Children, 8–14 years old, who reported consuming ≥12 ounces of caffeinated SDs (e.g., sodas, sweet teas) per day were recruited throughout Washington, D.C. and invited to participate. Concept mapping included three participant-driven activities: (1) brainstorming (n = 51), during which children reported reasons for their SD consumption, from which 58 unique reasons were identified; (2) sorting (n = 70), during which children sorted each of the reported reasons into categories and named each category; and (3) rating (n = 74), during which children rated the influence of each reason on their own caffeinated SD consumption. Similarity matrices, multidimensional scaling, and hierarchical cluster analysis were used to generate concept maps (hereafter “SODA MAPS”), which display the 58 reasons organized within eight overarching clusters. Among these eight clusters, Taste and Feel, Something to Do, and Energy were rated as particularly influential. Children's caffeinated SD consumption is encouraged not only by the palatable taste and reported preferences for these beverages (e.g., Taste and Feel), but also by psychological (e.g., Mood and Focus), biological (e.g., Energy), social (e.g., Something to Do) and environmental reasons (e.g., Nothing Better Available). Thus, the SODA MAPS can inform the development of tailored, multi-level SD reduction interventions that incorporate strategies to address important and currently overlooked reasons for caffeinated SD consumption among children.
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Gomes, Francisco Halyson Ferreira, Ewerton Wagner Santos Caetano, and Francisco Régis Vieira Alves. "O uso de mapas conceituais no ensino de Física." #Tear: Revista de Educação, Ciência e Tecnologia 6, no. 1 (July 9, 2017). http://dx.doi.org/10.35819/tear.v6.n1.a2046.
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Resumo: O objetivo deste trabalho é investigar os conhecimentos sobre Gravitação de alunos da disciplina Física Geral 2 do curso de Licenciatura em Física do Instituto Federal de Educação do Ceará IFCE. Para isso utilizamos como instrumento de pesquisa o uso de mapas conceituais. Conhecer o que o aluno já sabe sobre determinado assunto é um dos princípios da Teoria da Aprendizagem Significativa (TAS) de David Ausubel. Os mapas desenhados pelos alunos passaram por uma análise quantitativa, ao serem pontuados seguindo as orientações de Joseph Novak, sendo critérios de análise a hierarquia dos conceitos, as proposições válidas, a ligação entre os conceitos e os exemplos. Foi feita uma análise qualitativa dos mapas nos mostrou que conceitos estavam presentes de forma significativa na estrutura cognitiva dos alunos. Os dados mostram que a maioria dos alunos consegue fazer a diferenciação progressiva, quando o aluno é capaz de, a partir de um conceito geral, traçar conceitos mais específicos. Os alunos tiverem dificuldade em dar exemplos sobre Gravitação, bem como em relacionar conceitos presentes em diferentes ramos do mapa desenhado. Estes resultados são úteis para dar suporte ao desenvolvimento de metodologias que tornem o ensino de Física mais significativo, dentre elas o uso de ferramentas tecnológicas digitais.Palavras-chave: Mapa conceitual. Ensino de Física. Aprendizagem significativa. THE USE OF CONCEPT MAPS IN PHYSICS TEACHINGAbstract: The aim of this paper is to investigate the knowledge about Gravity of Physics’ students of Instituto Federal de Educação do Ceará the (IFCE). For this, we use conceptual maps. Previous knowledge is one of principles from David Ausubel's Significant Learning Theory (TAS). We made a quantitative analysis about the maps drawn by the students, applying for this Joseph Novak’s table to conceptual maps. We analyzed the hierarchy of concepts, the valid propositions, the connections between the concepts and the examples provided. A qualitative analysis of the maps has revealed that it conceptualized a significant formation in the students' cognitive structure. The students had difficulty in giving examples, as well as in relating concepts presented in different positions of the map. These results are useful to support the development of methodologies that have made teaching Physics more meaningful, among them the use of digital technological tools.Keywords: Concept maps. Physics learning. Significative learning.
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Antoniou, Tony, Sharmistha Mishra, Flora Matheson, Diane Smith-Merrill, Laurel Challacombe, Janet Rowe, Anne Marie DiCenso, et al. "Using concept mapping to inform the development of a transitional reintegration intervention program for formerly incarcerated people with HIV." BMC Health Services Research 19, no. 1 (October 28, 2019). http://dx.doi.org/10.1186/s12913-019-4595-y.
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Abstract Background Accessing HIV-related care is challenging for formerly incarcerated people with HIV. Interventions informed by the perspectives of these individuals could facilitate engagement with care and address competing priorities that may act as barriers to this process. Methods We used concept mapping to identify and prioritize the main obstacles to engaging with HIV-related care following prison release. In brainstorming sessions, formerly incarcerated people with HIV generated responses to a focused prompt regarding the main barriers to reengaging with care. These were consolidated in 35 statements. Next, participants sorted the consolidated list of responses into groups and rated each from lowest to highest in terms of its importance and feasibility of being addressed. We used cluster analysis to generate concept maps that were interpreted with participants. Results Overall, 39 participants participated in brainstorming sessions, among whom 18 returned for rating and sorting. Following analysis, a seven-cluster map was generated, with participants rating the ‘Practical Considerations’ (e.g. lack of transportation from prison) and ‘Survival Needs’ (e.g. securing housing and food) clusters as most important. Although ratings were generally similar between women and men, women assigned greater importance to barriers related to reconnecting with children. Conclusions Using concept mapping, we worked with formerly incarcerated people with HIV to identify and prioritize key challenges related to accessing health and social services following prison release. Transitional intervention programs should include programs and processes that address meeting basic subsistence needs and overcoming logistical barriers related to community re-entry.
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"Evaluating Programs Designed to Teach International Content and Negotiation Skills." International Negotiation 3, no. 1 (1998): 77–97. http://dx.doi.org/10.1163/15718069820848111.
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AbstractThe first purpose of this article is to describe the steps for conducting a simple evaluation (usable in a variety of different types of courses and programs). The second purpose is to report results from an evaluation of the ICONS Computer-Assisted Simulation, designed to teach both international concepts and content (declarative knowledge) and negotiation strategies and skills (procedural knowledge) to university students. Several techniques are described, including rating scales, open-ended questions scored for elaboration, concept maps, and computer-assisted data collection. Two groups of students differing in type of participation were identified in the evaluation of the ICONS simulation. The first (and largest group) became highly involved in the program and valued learning from the innovative technology used; the second (and much smaller group) was less involved and preferred learning from traditional methods such as lectures and reading. Notes about tactics and decisions involved in planning and implementing the evaluation are included.
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Johnson, S., A. Van Hoye, A. Donaldson, F. Lemonnier, F. Rostan, and A. Vuillemin. "Building health promoting sports clubs: A participative concept mapping approach." European Journal of Public Health 30, Supplement_5 (September 1, 2020). http://dx.doi.org/10.1093/eurpub/ckaa166.371.
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Abstract Background Sports clubs offer a unique position to increase performance and physical activity but may also provide additional health promoting opportunities. Research is limited on support clubs need to increase health promotion efforts. This study took a participative approach to gather French stakeholder ideas on perceived assistance sports clubs need to increase health promotion efforts and prioritized them based on ratings of importance and feasibility. Methods This concept mapping study had 4-steps: 1) drafting a focus prompt to a key issue, 2) brainstorming ideas in response to the focus prompt, 3) sorting ideas into themed piles and 4) rating ideas (1-6) based on two indicators. French stakeholders (45) in sports and health organizations were invited to respond using the groupwisdom™ platform. Researchers produced visual cluster maps of themed piles and Go-Zone graphs displaying ideas perceived as important and feasible. Results Participants generated 62 ideas responding to the focus prompt: 'What assistance would benefit sports clubs to become health-promoting settings?'. Once researchers edited ideas, 78 were available to sort. Final sorting formed 9 clusters: Tools for health promotion, Communication tools, Stakeholder training courses, Diagnostic & Financing, Awareness & Mobilization, Advocacy, Policies & Methods, Sharing & Networking, Communication & Dissemination. Importance and feasibility ratings produced Go-Zones with 34 ideas above the mean for both indicators. Top focus areas include: increasing awareness of health promotion benefits, mobilizing actors, advocating for support and educating club actors. Conclusions Understanding support stakeholders need to increase health promotion efforts in sports clubs is a crucial step to plan and implement policies. Including stakeholders' perceptions helps establish effective interventions by increasing the possibility of integration into current or emerging policies and acceptance from those working in clubs. Key messages Generating and organizing stakeholder ideas gives insight into perceptions of what support is needed to develop and implement health promotion interventions in the sports club context. Based on importance and feasibility, sports clubs can increase health promotion efforts by focusing on: increasing awareness of health promotion benefits, mobilizing actors, advocacy and education.