Aydin, G. (2015). The Effects of Technology-Supported Mind and Concept Mapping on Students ’ Construction of Science Concepts The Effect of Mind Mapping in Science Education. Anthropologist, 20(2013), 166–176.
KEYWORDS Mind Map. Concept Map. Science Concepts
ABSTRACT The paper investigates the effect of technology-supported mind and concept mapping on learning science concepts, student opinions on preparing mind and concept maps,and the practices used. This paper, in which a quasi-experimental design with a pre test-post test control group was used, was carried out on 62 sixth graders during the “Systems in Our Body” unit. In experimental group 1 courses were conducted through technology supported mind mapping activities, while courses in experimental group 2 were conducted through technology supported concept mapping activities. The courses in the control group were conducted through activities in the science and technology curriculum. The results revealed that the students in experimental group 1 had a higher level of understanding concepts than the other groups. Students in experimental group 1 stated that it was fun and instructive to prepare mind maps; students in experimental group 2 stated that the concept maps were fun and instructive.
In the constructivist-learning model, engagement and experience combine with immersive environments and self-organisation of knowledge to establish a context in which learning occurs naturally. Constructivism has since the time of Dewey become closely affiliated with Project Based Learning and yet despite years of efforts to refine the process the result does not always match the promise (Scheer, Noweski and Meinel. 2012). Scheer et al. argue that ‘Design Thinking’ is capable of providing
Malhotra, M., & Nair, T. R. G. (2015). Evolution of knowledge representation and retrieval techniques. I.J. Intelligent Systems and Applications, (07), 18-28. doi:10.5815/ijisa.2015.07.0
Abstract— Existing knowledge systems incorporate knowledge retrieval techniques that represent knowledge as rules, facts or a hierarchical classification of objects. Knowledge representation techniques govern validity and precision of knowledge retrieved. There is a vital need to bring intelligence as part of knowledge retrieval techniques to improve existing knowledge systems. Researchers have been putting tremendous efforts to develop knowledge-based system that can support functionalities of the human brain. The intention of this paper is to provide a reference for further research into the field of knowledge representation to provide improved techniques for knowledge retrieval. This review paper attempts to provide a broad overview of early knowledge representation and retrieval techniques along with discussion on prime challenges and issues faced by those systems. Also, state-of-the-art technique is discussed to gather advantages and the constraints leading to further research work. Finally, an emerging knowledge system that deals with constraints of existing knowledge systems and incorporates intelligence at nodes, as well as links, is proposed.
En esta investigación describimos las experiencias desarrolladas en dos universidades andaluzas (Universidad de Sevilla y Pablo de Olavide) con la finalidad de experimentar y conocer las...
Cabero Almenara, J., & Ballesteros Regaña, C. (2014). Los mapas conceptuales interactivos como recursos didácticos en el ámbito universitario The interactive concept maps as teaching resources in the university environment. Revista Complutense de Educación, 26(2015), 51–76. doi:http://dx.doi.org/10.5209/rev_RCED.2015.v26.43815
The goal of this thesis is to estimate the effect of the form of knowledge representation on the efficiency of knowledge sharing. The objectives include the design of an experimental framework which would allow to establish this effect, data collection, and statistical analysis of the collected data. The study follows the experimental quantitative design. The experimental questionnaire features three sample forms of knowledge: text, mind maps, concept maps. In the interview, these forms are presented to an interviewee, afterwards the knowledge sharing time and knowledge sharing quality are measured. According to the statistical analysis of 76 interviews, text performs worse in both knowledge sharing time and quality compared to visualized forms of knowledge representation. However, mind maps and concept maps do not differ in knowledge sharing time and quality, since this difference is not statistically significant. Since visualized structured forms of knowledge perform better than unstructured text in knowledge sharing, it is advised for companies to foster the usage of these forms in knowledge sharing processes inside the company. Aside of performance in knowledge sharing, the visualized structured forms are preferable due the possibility of their usage in the system of ontological knowledge management within an enterprise.
Learn from National Aeronautics and Space Administration (NASA) leaders, engineers and scientists about NASA’s Asteroid Redirect Mission (ARM), a stepping stone along our path to human pioneering of Mars. ARM will be the first-ever robotic mission to visit a large near-Earth asteroid, collect a multi-ton boulder from its surface, and redirect it into a stable orbit around the moon. Once it’s there, astronauts will explore it and return with samples in the 2020s. Using concept maps as a navigation tool, browse through hundreds of videos, images, and texts on benefits to be gained and capabilities needed to extend human presence beyond low Earth orbit into the proving ground and eventually to Earth independence.
Títol: Alfabetización digital y aprendizaje colaborativo con Cmaptools en estudiantes universitarios mexicanosAutor: Roger Acuña, Santiago López Aymes, Gabriela López Medrano, Carlos SergioParaules clau: Virtual EducaFecha de publicación : 20-abr-2015 Resum: En este trabajo se analizan los intercambios comunicativos que desplegaron estudiantes universitarios mexicanos en una tarea de construcción colaborativa de mapas conceptuales con CMAPTOOLS, a partir de la lectura de un texto expositivo corto. Además, se examina la correlación de dichos intercambios con el rendimiento alcanzado en la tarea colaborativa. Participaron en el estudio 18 estudiantes universitarios mexicanos agrupados en 6 triadas. Para el análisis de los intercambios comunicativos dentro de cada equipo se siguió un sistema de análisis basado en la propuesta de Manlove et al. (2006). Mientras que para valorar la calidad de los mapas conceptuales grupales se utilizó con adaptaciones el procedimiento propuesto por Novak y Gowin (1984). En el análisis cualitativo, se observó el predominio de enunciados y episodios de tipo cognitivo relacionados con los contenidos de la tarea, resultando muy baja la existencia de episodios regulativos relacionados con la colaboración en la dicha tarea. Asimismo, se encontró una correlación significativa entre los intercambios metacognitivos referidos a la planificación, monitoreo y revisión de la tarea y el rendimiento alcanzado en la tarea. En las consideraciones finales se señala la conveniencia de incluir apoyos específicos dirigidos a promover la co-regulación del aprendizaje colaborativo con mapas conceptuales.
This paper focuses on a new intelligent concept mapping tool that has been created in order to diagnose and treat students’ misconceptions. This tool enables the teacher to: (a)create a detailed digital concept map of thelearning concept in question, (b) create a closed-ended interactive questionnaire attached to each node of the aforementioned concept map to evaluate students’ knowledge about each specific sub-concept, (c) diagnose the misconceptions of each student and the class as a whole (d) attach appropriate learning materials for the learning of each sub-concept, and (e) automatically assign appropriate learning materials to each student, based on the automatic diagnosis of her/his misconceptions. An example of the use of said intelligent concept mapping tool is also given.
Soto Carrión, C., Mamani Chata, H., & iménez Mendoza, W. (2014). La utilización de mapas conceptuales y mentales en el aprendizaje significativo. Revista de Investigaciones de La UNAD, 13(2), 63–77.
El presente trabajo es una investigación de tipo aplicada, de nivel experimental y de diseño cuasi-experimental.
La selección de la muestra fue no probabilística, el tipo de muestreo fue intencional, distribuidos en dos grupos, uno de control y otro experimental, a quienes se les aplicó la lista de cotejo y la prueba objetiva de conocimientos pre-test, pos-test. Se determinó que la aplicación de la técnica de mapas conceptuales y mentales influyó elevando el nivel de aprendizaje significativo.
CmapTools in the Cloud es el nombre de la versión en línea del programa CmapTools, del IHMC, que permite crear Mapas Conceptuales sin necesidad de instalar un software en el computador, pues simplemente se utiliza una conexión a Internet. Cmappers ofrece una nueva interfaz, no solo con características Web 2.0, sino con facilidades para manipular los mapas y compartirlos con otras personas. En este tutorial presentamos los primeros pasos para iniciarse en el uso de esta la herramienta.
El IHMC, en colaboración con con la NASA, ha presentado la App para iPad NASA Asteroid Redirect Mission. Es una muestra clara de las posibilidades de los Mapas Conceptuales para explicar un determinado tema a partir de un modelo de conocimiento creado con mapas conceptuale
nicely designed whiteboardDeekit is a shared whiteboard that enables online editing using any kind of content, be it drawing, text, image, anything. A whiteboard that is available anytime, anywhere on any device.
Suggestions for teacher education from concept mapping studiesPriit Reiska, Katrin Soika
AbstractIn order to enhance primary and secondary education, teaching and learning methods need to be continuously developed as well as, of course, promote teaching quality dependent on teacher personality, teacher professional development, teacher self-development, etc. Teacher professional development gives the novice teacher access to a wide set of teaching methods and assessment opportunities, especially geared to flexible learning and assessment methods, which can be considered for adoption. One such flexible method is the use of concept mapping. This article describes the results of several studies, where concept mapping method was used, giving many didactical suggestions for using concept mapping for learning and especially for assessment. Additionally, considerations are introduced on using concept maps as a research instrument.
What is the optimal digital transformation technology for a networked organization? It is a suite of capabilities that foster an organizational culture that is constantly learning in order to understand and engage the complex environment in which it lives. Like the Internet, that enabled a digital transformation of society and business, these technologies must be based on a simple structure.
The seeking, sense-making, and sharing of PKM can be the core communication technology* of a networked organization.
* “Technology is the application of organized and scientific knowledge to solve practical problems.” – Harold Stolovitch
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