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Concept Mapping, Mind Mapping and Argument Mapping: What are the Differences and Do They Matter?

Springer Nature
Higher Education
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Abstract

In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more comprehensible than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are available under different names: “concept mapping”, “mind mapping” and “argument mapping”. Sometimes these terms are used synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging to offer educators as yet unrealised and potentially complementary functions. KeywordsConcept mapping–Mind mapping–Computer-aided argument mapping–Critical thinking–Argument–Inference-making–Knowledge mapping

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... Another way to enhance historical reasoning may be through making visual representations: Mind mapping (graphically representing associative ideas; see Fig. 2) and concept mapping (representing and connecting concepts by using connective terms or cross-links; Davies, 2011). Mind maps and concept maps are visualizations of "how students Fig. 1. ...
... Mind mapping seems beneficial to direct adolescent students' attention and to support memorization of learning materials (Shi et al., 2022). Mind mapping improved students' learning outcomes in different school subjects, promoted creative and critical thinking, and supported writing (Al-Zyoud et al., 2017;Davies, 2011;Shi et al., 2022). Van Boxtel and Van Drie (2018) recommend using mind maps as a prewriting strategy when selecting or organizing information from historical sources before writing an essay. ...
... Findings showed that meaning-making processes when learning with images seem to happen simultaneously rather than chronologically, contrasting assumptions about the sequenced structure implied by Panofsky (Lange, 2011). Also, mind/concept mapping allows students to take more autonomy than Panofsky's approach because of its unconstrained structure (Davies, 2011). Compared to the sequenced scaffold, no domain-specific terms, questions or hints are leading the mind mapping work, which makes it a more generic approach. ...
... Enhancing Effect of Visual Aids on Causal Reasoning Visual aids such as causal diagrams, drawings, and cognitive maps have proven effective in enhancing children's comprehension of unobservable causality (Cabello et al., 2021;Guerram et al., 2010;Jeong & Lee, 2011;Seifert et al., 2022) and facilitating science learning (Dhindsa et al., 2011;Seifert et al., 2022). These tools, with their visual cues, can clearly illustrate the internal components of a complex structure and the connections between concepts (Bobek & Tversky, 2016;Davies, 2010), which are essential for a successful explanation of causal relationships in a continuous process. Drawing, as one such visual modality, has been regarded as a generative reasoning process that can assist students in establishing correspondences between phenomena and drawings, thus contributing to their engagement in the reasoning process and their multimodal construction of scientific knowledge (Tytler et al., 2020). ...
... Similarly, Park et al. (2020) found that the visual sensory level played a key role in helping students focus on specific phenomena, and served as a precursor to students' construction of explanations, thereby expanding their understanding of phenomena from what happens to why it happens. Moreover, visual aids employ various diagrammatic relationships in preference to written or verbal descriptions, and these non-verbal presentation forms are considered much easier to understand and remember than textual information (Davies, 2010). The use of symbolic verbal and written text, however, has still remained the predominant method in science education (Bobek & Tversky, 2016), with the integration of visual aids receiving comparatively little emphasis. ...
... Mind maps, a frequently used visualization method, are graphic representations of radiant thinking and have been extensively utilized to assist young learners in analyzing, understanding, and memorizing complex relationships (Noonan, 2013). In contrast to concept maps, a typical relational device that uses tight hierarchical structure, relational phrases, and labeled connecting arrows to assist individuals' understanding of relationships, mind maps are primarily a kind of association sketch with a more flexible structure to guide students to imagine and explore the connections between abstract concepts (Davies, 2010). Additionally, mind maps are multisensory, and the combination of colors, line thicknesses, branches, images, and keywords becomes a visual stimulus that excites the human brain to facilitate learning and enhance memory function (Shi et al., 2022). ...
Article
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Causal reasoning is important to children's cognition and academic development. However, there is a dearth of empirical studies on the impact of visual cues and non-verbal scaffolding on children's reasoning in continuous causal processes. Hence, the present study aims to explore how causal reasoning in continuous processes is facilitated by visual mind maps and multiple-choice questions through science experiments. By randomly selecting 136 children aged 9-13, the following results were obtained:(1) children provided with the mind map containing visual causal cues performed significantly better than the non-cue group on the explanation task regardless of age differences;(2) children assessed by non-verbal multiple-choice questions scored significantly higher in explaining causal relationships than those using only verbal reports, suggesting that identification and explanation need to be differentiated for a more accurate evaluation of causal reasoning ability. The above results have valuable implications for science curriculum and pedagogy at primary schools.
... In mind mapping, concepts are linked in a network of connections and relationships. The connections between ideas in a mind map can be made freely, allowing for spontaneous and creative thinking [33] . The goal of mind mapping is to discover novel associations between concepts. ...
... Concept mapping has a hierarchical structure with multiple layers. It is a relational tool rather than a pictorial one [33] . Concept mapping can foster critical thinking abilities, including analytic reasoning [34] . ...
... Research suggests that creating mind-maps or concept-maps can be great tools for developing analytic thinking [33] , [34] . Redmenta offers two question types supporting these methods: flow charts and creative boards. ...
Book
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The rapid advancements in technology and changes in the labor market underscore the importance of higher-order thinking skills such as creativity, analytic thinking, problem-solving, and communication. This book not only outlines the theoretical underpinnings of these skills but also presents practical methods for their enhancement, with a special focus on the use of the Redmenta educational platform. Redmenta is shown as a versatile tool for educators to create tasks that assess and foster higher-order thinking skills. The authors provide a collection of strategies and task types in Redmenta that can be employed to develop these skills, illustrating how technology can play a pivotal role in educating future generations to thrive in a digitally-dominated world. This work aims to guide educators in integrating higher-order thinking skills development into their teaching practices, leveraging digital technology for a more engaging and effective learning experience.
... Ultimately, it forms a network-like structure called a Concept Mapping (CM) ( Yu, 1997, p. 69). Its purpose is to outline the relationships between ideas and strengthen memory through a hierarchical relationship (Davies, 2011). ...
... Moreover, it was flexible enough to be applied in various learning environments, facilitating the organization of learning content, promoting learners' knowledge acquisition, and enhancing selfefficacy in English learning (Chularut & DeBacker, 2004). The CMM provides students with an effective memory tool to organize and retrieve vocabulary knowledge (Davies, 2011). ...
... CMM as a learning strategy, aids in the organization of learning content (Davies, 2011). Utilizing physical vocabulary cards, simple lines for connections, and the display of associated vocabulary are all beneficial for CM (Andoko et al., 2020). ...
... Ultimately, it forms a network-like structure called a Concept Mapping (CM) ( Yu, 1997, p. 69). Its purpose is to outline the relationships between ideas and strengthen memory through a hierarchical relationship (Davies, 2011). ...
... Moreover, it was flexible enough to be applied in various learning environments, facilitating the organization of learning content, promoting learners' knowledge acquisition, and enhancing selfefficacy in English learning (Chularut & DeBacker, 2004). The CMM provides students with an effective memory tool to organize and retrieve vocabulary knowledge (Davies, 2011). ...
... CMM as a learning strategy, aids in the organization of learning content (Davies, 2011). Utilizing physical vocabulary cards, simple lines for connections, and the display of associated vocabulary are all beneficial for CM (Andoko et al., 2020). ...
... Це метод, за допомогою якого студенти можуть зрозуміти, структурувати та запам'ятати конкретні дані шляхом візуалізації зв'язків між різними концепціями, ідеями та частинами інформації. Концептуальні карти є ієрархічними, з однією головною ідеєю або основним питанням і кількома підтемами, ключовими концепціями та пов'язаними ідеями [7]. Хоча цей метод почали використовувати з початку 1980-х років, уперше він був використаний у навчанні сестер/братів медичних у 1992 році [6]. ...
... Також з'ясовано, що цей метод підвищує креативність та мотивацію студентів і збільшує їхню наполегливість у навчанні [21]. Використання методу концептуального кар ту вання при обговоренні клінічного випадку полегшує встановлення причинно-наслідкового зв'язку та забезпечує цілісний догляд за пацієнтами [7]. Отже, використання методу концептуальних карт може допомогти студентам упорядкувати їхні знання з різних дисциплін, студенти можуть збагатити свій творчий потенціал та навчитись бачити ширшу перспективу, помічати взаємозв'язок між певними поняттями та набувати критичного мислення. ...
Article
В статті описуються та аналізуються найбільш ефективні для сестринської освіти методи активного навчання, такі як симуляція, метод наставництва, навчання за допомогою колег, навчання за допомогою інтернет-технологій, метод концептуальних карт, метод «перевернутого класу», спільне навчання, командне навчання, проблемне навчання та проєктне навчання. Застосування в освітньому процесі в закладах вищої сестринської освіти розглянутих методів активного навчання сприяє зміні освітньої парадигми від традиційного навчання, орієнтованого на надання контенту та накопичення знань, до парадигми, що підтримує активне навчання і відповідає потребам сучасних студентів та вимогам часу. Саме тому викладачам і закладам сестринської освіти варто знайомитись із методами активного навчання та адаптовувати їх до своїх освітніх програм і навчальних компонентів. Запровадження в освітнє середовище і освітній процес розглянутих методів активного навчання може на початку підвищити тривожність студентів. Запровадження цих методів також вимагає додаткових затрат часу та збільшення робочого навантаження викладачів, передбачає забезпечення відповідних умов для підготовки та адаптації цих методів. Проте, дослідження показало, що запровадження в освітнє середовище і освітній процес усіх розглянутих методів активного навчання має значні переваги. Застосування цих методів забезпечує позитивні результати в формуванні у студентів, майбутніх сестер/братів медичних, необхідних загальних та фахових компетентностей, навичок критичного та клінічного мислення, студенти стають більш підготовленими до вимог клінічних умов. А якісна сестринська освіта, в якій використовуються інноваційні та активні методи навчання також підвищуватиме якість медичних послуг.
... The study was quasi-experimental, a total of 14 students participated, and it lasted for a semester. The assessment criteria that was initially determined by the Novakian concept maps, this was, however, further refined by Davies (2011). The results of the research indicated that integrating mind maps into assessments has the potential of tapping into the thought process of students which, in turn, improves their understanding and cognitive development. ...
... The results of the research by Davies (2011) indicated that integrating mind maps into assessments has the potential of tapping into the thought process of students which, in turn, improves their understanding and cognitive development. Other than the small sample size, the other limitation of the study was the lack of longitudinal data that would have helped in the overtime comparison between the variables of the study. ...
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The teaching of mathematics still follows the traditional pattern which is identified to be ineffective and a factor responsible for the poor performance. The aim of this paper was to determine the effect of mind mapping in mathematics instruction on learner achievement, motivation and attitude in secondary schools in Nandi County, Kenya. The study used Quasi-experimental research design using pre-test and posttest. The target population for the study was 4761 form 2 students and 212 Mathematics teachers. The study adopted purposive sampling in selecting county schools followed by simple random sampling. Data was collected using Mathematics performance tests. Reliability was determined through test-retest approach and a reliability coefficient of 0.82 was obtained. Data was analyzed using mean, Standard error and t-test. The results showed that in both the pretest and posttest examinations, there was a significant difference in students' performance when subjected to both mind mapping teaching strategy and the traditional methods of teaching mathematics since the p-values were less than 0.05. This shows that generally, the use of mind maps enhances students' performance in mathematics but does not favour any gender. The study concluded that despite the difference in male and female student achievement in mathematics, greater difference was achieved when mind maps were used. It was recommended that the use of mind mapping need to be encouraged in teaching and learning owing to its positive effects on boosting students' academic achievement.
... Drawings have primarily been used in two contexts: to teach systems concepts and to assess student learning. Visual mapping tools, such as mind maps, concept maps, and visual metaphors, have been utilized as a teaching technique in academic disciplines, such as accounting, engineering, reading comprehension, biology, and medical science (Choudhari et al. 2021;Davies 2011). Mind mapping is defined as a graphic technique that allows students to imagine and explore associations between concepts in a non-linear way using words or images (FAO 2008). ...
... Concept mapping, on the other hand, is more structured and less pictorial. It provides a hierarchical tree structure among concepts, and cross-links using connective phrases, such as "leads to," "results from," or "part of," are used to show connections among concepts (Davies 2011). In a case study examining student learning at university level in the UK, Hay and colleagues (2008) argued that the use of concept mapping as a visual tool puts the student as the central agent in learning and helps them make connections in their learning (as opposed to linear learning). ...
Article
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As future decision-makers, students must develop interdisciplinary, systems thinking skills to make effective management decisions; however, systems thinking remains challenging for many students. Here, we use the Food-Energy-Water (FEW) Nexus as a framework to examine how drawings can help students cultivate systems thinking skills. Drawings can be tools to make implicit mental models of systems connections explicit for instructors to better comprehend student learning. Our goal was to understand how drawing can help students make connections across systems compared to using only verbal explanations. In 2021, we interviewed undergraduates, asking them to draw and verbally explain the FEW Nexus. Analysis revealed that student drawings showed an increase in the number of connections that half of students could describe when compared to verbal-only explanations. Instructors may benefit from this study by recognizing areas where students might struggle to understand FEW Nexus connections, where additional course emphasis is needed, and how drawings can help assess student learning.
... Therefore, mind mapping can provide students with a framework for thinking, guide them to expand the depth and breadth of thinking to produce innovative ideas and concepts related to the topic step by step, and help them better carry out knowledge integration, problem solving and innovative thinking. Moreover, scholars have further reported that mind mapping has great potential for helping students develop diverse cognitive skills, including organizing and integrating information, creative thinking, critical thinking, visual thinking, problem solving, and learning and memory (Buzan & Buzan, 2006;Davies, 2011). Several researchers have also reported the effectiveness of mind mapping in 5E cyclical repetitive practice as it helps students integrate the new knowledge with their existing knowledge. ...
... It is worth noting that the experimental group believed that mind mapping had the advantage of being "well written and well illustrated," which helped them clarify accurate knowledge and improve their concentration. Mind mapping could help students clarify their own thoughts, and make the brain work more clearly (Buzan & Buzan, 2002;Davies, 2011;Fu et al., 2019). Thus, it helped the experimental group understand the entire context of art appreciation and the features of artworks, and further apply the acquired knowledge to digital painting creation. ...
Article
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Fostering students’ critical thinking and creative thinking is an important aim in education. For example, art courses not only focus on artwork creation, but also on theoretical knowledge for identifying artworks. In the conventional lecture-based instruction mode for theoretical knowledge delivery, students’ learning outcomes could be affected owing to the lack of student-teacher interactions, and hence researchers have started to employ interactive learning technologies, such as robots, to cope with this problem. However, without proper guidance and support, students’ learning outcomes in such an interactive learning mode could be limited. To improve students’ learning effectiveness, this study proposed a mind mapping-assisted robot (MM-R) approach for an art course. A quasi-experimental design was adopted to explore the effects of the proposed learning approach on students’ performance in art appreciation, digital painting creation, creative thinking tendency, and critical thinking awareness. A total of 48 students from two classes in a university in central Taiwan were recruited to participate in this study. One class was the experimental group (n = 25) adopting the MM-R approach, while the other class was the control group (n = 23) adopting the conventional robot (C-R) approach. The results indicated that the integration of the MM-R approach improved students’ learning achievement, performance in digital painting creation, creative thinking tendency, and critical thinking awareness.
... Exploratory action research in a university setting made it possible to collect qualitative data from weekly follow-up meetings, a survey, and videotaped statements. Concept maps created (Davies, 2011) from 260 verbatim excerpts illustrate the hierarchical relationships between critical factors and their psychosocial effects. The results show three critical factors. ...
... la nature de chaque lien étant décrite par un mot). Ces cartes sont souvent utilisées en analyse qualitative pour illustrer les liens et les relations hiérarchiques entre les concepts et les regroupements thématiques (Davies, 2011 ...
Article
p>Many organizations are considering reconfiguring their workspaces to optimize them. While studies (Brunia et al., 2016; Dunford et al., 2013; Hoendenvanger et al., 2016) on open and flexible spaces tend to show mixed results, it is important to consider experimenting and transitioning to these new spaces so that they best meet the needs of the change recipients and the organization. A pilot project was built for recipients to experiment with new spaces. A support team followed 15 cohorts of about 15 people for two to three months each, over three years. Exploratory action research in a university setting made it possible to collect qualitative data from weekly follow-up meetings, a survey, and videotaped statements. Concept maps created (Davies, 2011) from 260 verbatim excerpts illustrate the hierarchical relationships between critical factors and their psychosocial effects. The results show three critical factors. The diversity and flexibility of the layouts facilitated adaptation and created a sense of increased performance by meeting the needs for focus, privacy, and teamwork. Physical proximity contributed to increased social interaction and accessibility to colleagues and managers, leading to collaboration and a sense of well-being. Change management fostered the perception of organizational support and spatial appropriation. Change management practitioners and leaders might consider a transition period of a few months for learning and monitoring of recipient groups before final decisions are made. The results obtained need to be contextualized and could vary by type of position. The effects of these spaces in the long term and consideration of tasks performed during the days spent in the office would be interesting leads for future studies.</p
... We might also have followed other knowledge engineering approaches that are not causality-specific, such as conceptual models, mind maps and flow charts [17][18][19][20]. However, we primarily needed a causal knowledge base in order to understand what interventions might help (and how) prevent the progression of infection to severe disease, as well as what factors might bias or affect testing and diagnosis. ...
... - (14) Ventilatory insufficiency (15) Hypoxemia (23) Abnormal contractility (27) Pul. hypertension (20) Other thrombosis (26) Reduced cardiac output (28) Multi-organ failure (31) ...
Preprint
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COVID-19 appeared abruptly in early 2020, requiring a rapid response amid a context of great uncertainty. Good quality data and knowledge was initially lacking, and many early models had to be developed with causal assumptions and estimations built in to supplement limited data, often with no reliable approach for identifying, validating and documenting these causal assumptions. Our team embarked on a knowledge engineering process to develop a causal knowledge base consisting of several causal BNs for diverse aspects of COVID-19. The unique challenges of the setting lead to experiments with the elicitation approach, and what emerged was a knowledge engineering method we call Causal Knowledge Engineering (CKE). The CKE provides a structured approach for building a causal knowledge base that can support the development of a variety of application-specific models. Here we describe the CKE method, and use our COVID-19 work as a case study to provide a detailed discussion and analysis of the method.
... Ideas or concepts in mind maps can be connected to any other related concept. They are termed association maps that is, they help learners to imagine and make connections between concepts (Davies, 2011). Mind maps contains three basic features. ...
Article
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The purpose of this study is to determine the comparative effectiveness of the use of concept map and mind map graphic organizers on students' learning outcomes in organic chemistry. This research adopted a quasi-experimental design involving a 3X2 pre-test post-test non-randomized and non-equivalent control group design. The study is premised on the dual coding theory of cognition, and involved 183 respondents whom were purposively selected from three intact classes. Data for the study was gathered through an organic chemistry achievement test whose reliability was determined through a test retest method and a reliability index of 0.74 was obtained. Data was analyzed using t-test and Analysis of Covariance. Findings show that there was a significant difference between the achievement of students taught organic chemistry using concept map graphic organizers and those taught with the mind map graphic organizer (F(1,118)= 7.04, p<.05). Using t-test statistics, findings also indicated that there was no significant difference in the achievement of male and female students when exposed to either concept map (t(75)= .47, p = .63) or mind map graphic organizer (t(42)= .64, p = .52). Hence, it was concluded that mind map is a more effective tool for learning organic chemistry when compared to the concept map. Irrespective of students' gender, either of concept map or a mind map can help improve students' achievement in organic chemistry.
... These results prompt reflection in light of educational perspectives discussed by various authors. Some researchers have emphasized the importance of diagrams in the learning process, considering them powerful visual tools for organizing information and facilitating knowledge retention (Davies, 2011). However, these results suggest that despite their cognitive potential, diagrams may not have fully captured the interest of the surveyed students. ...
Article
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Interactive learning methods as fundamental tools of the competency-based educational approach, usher in a dynamic learner-centred educational experience. By transcending the traditional barriers of instruction, they encourage the acquisition and development of skills, while stimulating engagement and understanding. A literature review, grounded in modern didactics and cognitive psychology, underscores the efficacy of interactive learning methods in cultivating learners' transversal and professional skills. Focusing on nursing students, the research aims to explore their perceptions of these methods, utilizing a quantitative, cross-sectional, and descriptive model during the 2022-2023 academic year. The survey involved 10 students enrolled in the "Caregiver-care receiver relationship" course, assessing their overall perception, assimilation, and interest. Notably, a teaching scenario was devised for evaluation purposes. Results indicated a high satisfaction rate, with 60% of participants rating the interactive learning methods as excellent and 30% as good. Concerning assimilation, workshop sessions received the highest preference score at 43/50, followed by diagramming and case studies at 30/50. Interactive presentations scored 27/50, while role plays scored 20/50. In terms of interest, workshops led with a score of 41/50, indicating substantial participant engagement. Case studies and role-playing activities closely followed with scores of 38/50 and 34/50 respectively, demonstrating a noteworthy level of interest. Interactive presentations and diagrams, with scores of 19/50 and 18/50 respectively, showed a moderate level of interest. In conclusion, our work emphasizes on the one hand, the importance of teacher flexibility and dynamism, advocating for ongoing refinement of methods to align with evolving student preferences, on the other hand, the positive reception, particularly for workshops and case studies, suggests strong support for their integration into learning programs.
... An initial deductive analysis will examine the use of pragmatism. An inductive and iterative thematic analysis will identify patterns and themes in the data, drawing on thematic analysis and iterative dialogue and analysis among team members (Davies, 2011). This process will be supported by ATLAS.ti ...
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Introduction The Philosophy of Pragmatism has been recognized for its importance in the initial development of occupational therapy in the early twentieth century in the United States. This perspective has regained attention as an approach that is fruitful for understanding contemporary challenges in the field. Despite this renewed interest, there are no review studies that examine the affordances of pragmatism in the occupational therapy and occupational science peer-review literature. Objective To present the scoping review protocol. Method The protocol was developed guided by the Joanna Briggs Institute methodology. Results This protocol presents a comprehensive plan to conduct the scoping review. The study aim is to identify the state of knowledge about how the philosophy of pragmatism has been addressed in occupational therapy and occupational science in peer-reviewed literature in the past ten years, specifying subquestions. The inclusion criteria encompasses English, Spanish and Portuguese peer-reviewed literature (conceptual and research studies), with any population and in any physical, geographic, field of practice, and cultural context. The protocol presents the collaborative team strategy for searching databases (PsycINFO, Scopus, Web of Science, MedLine, and Embase) and for selection of papers. Data extraction will include key information from the papers presented in an evidence table. The use of pragmatism in theoretical and methodological aspects will be extracted from the papers, and thematically analyzed. Conclusion We inform the research community about our intentions to understand the repercussions of pragmatism in occupational therapy and occupational science by making publicly available the comprehensive plan for conducting the study.
... (2) descriptive analysis to identify meaningful words and phrases; (3) selective analysis to identify thematic patterns within and across participants through mind-mapping approaches (Buzan & Buzan, 2003, Davies, 2011Northcott, 1996); and (4) holistic analysis to identify overall patterns emerging across the data. Throughout the analysis the researchers focused on students' descriptions of their lived experiences of learning about and practicing mindfulness, while remaining attuned to the phenomenological existentials (Merleau-Ponty, 1945Heidegger, 1927Heidegger, /2008van Manen, 2014) of lived time (temporality), lived body (corporeality), lived space (spaciality), and lived relations (relationality) in the data. ...
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It is widely acknowledged that healthcare practitioner well-being is under threat, as many factors like excessive workloads, perceived lack of organizational support, the rapid introduction of new technologies, repercussions of the COVID-19 pandemic, and other factors have transformed the health care workplace. Distress, anxiety and burnout are on the rise, and are particularly concerning for health professions’ students who must navigate challenging academic and clinical demands, in addition to personal responsibilities. While not a panacea for the systemic issues at play, ‘mindfulness practices’ have shown some promise in supporting students to navigate stressful environments. Yet despite calls for more phenomenological studies, little is known about health professions students’ lived experiences of learning about and using mindfulness in higher education contexts. The objective of this hermeneutic phenomenological study was to inquire into the first-hand lived experiences of health professions students by examining their written reflections on learning about and using mindfulness in a higher education context. The study reports on themes identified in an analysis of students’ phenomenological reflections written during and following a mindfulness elective course offered at a Canadian University. The analysis revealed four predominant themes: (a) reframing perceptions, (b)‘being’ while ‘doing’, (c) witnessing the struggle, and (d) compassion for self and others. In a time when health professionals are increasingly under strain, and systemic reform is needed but slow to take shape, the findings of this study reveal potential affordances of mindfulness for helping students to navigate the myriad of challenges they face. The findings are unique in their in-depth exploration of students’ reflections on the experience of learning about and engaging in ‘mindfulness practices’ in a higher education context. The findings contribute first-hand perspectives to the evolving field of mindfulness education research and generate new conversations about mindfulness education in the health professions curriculum.
... Mapping, broadly conceived, has been looked to for educational purposes due to its usefulness with comprehension and conceptual learning (Avery et al., 1996) and spatial reasoning (Bednarz et al., 2006). While semantic-based mapping, such as concept, mind, and argument mapping (Davies, 2011), has been utilized within education spaces for five decades now (Novak & Cañas, 2006), and geographic information systems (GIS) have been utilized within geography and ecology subject area classrooms (Perkins et al., 2010), more recent work has taken up mapping in interdisciplinary ways to support critical education work. ...
Article
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A hyper-standardized and alarmist educational climate in the U.S. propagates deficit discourses about students and creates a roadblock for teachers seeking to center their students' lives through critical and multicultural pedagogies. Scholars have called for attention to mapping as a pedagogical tool to unearth and push back against sociospatial injustice. In line with this, I offer the tool of critical geospatial mapping and provide two examples of how its application allowed preservice and in-service teachers to see the previously unseen strengths and resiliencies of historically-marginalized and multicultural communities. This allowed them to critique and reframe deficit narratives.
... One of them was mind mapping, which has been used to cohesively cluster, visualise, and link ideas as an interconnected network resembling how our thought process works (Davies, 2011;Zahedi and Heaton, 2016;Bae et al., 2020). Mind mapping can be an effective tool that helps individuals find associations between their ideas. ...
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Introduction Data-enabled design (DED) is a design approach where research data is integrated with design praxis in an iterative and hands-on fashion, and it has been successfully applied to design for people in the healthcare domain. However, how to utilise DED as a more broadly applicable approach that facilitates design for larger populations in semi-public spaces remains an open question. Understanding the advantages and challenges of applying DED in various contexts is crucial to guide design researchers further and prevent methodological mismatch. Methods In this article, we report on applying DED in an open, semi-public context with a large population of visitors. Here, DED was applied in projects with student design researchers who had limited control over the data gathered from people in the context. Results We share the results of a two-week design workshop that involved sixteen student design researchers and was organised in collaboration with Särkänniemi, one of Finland’s largest theme parks. Using design proposals and reflections from five teams, we investigate the use of DED in this context, reporting on perceived challenges, barriers, successes and future directions for taking the DED approach into similar (semi-)public contexts. Discussions We conclude with reflections from the workshop organisers’ point of view and share the feedback from our industry collaborator, highlighting challenges and opportunities in translating the DED approach to a new domain.
... Davies provides a summary of concept mapping software tools and features [11]. Kane and Trochim [12] explored concept mapping for planning and evaluation. ...
... One such tool is mind mapping (Buzan & Buzan, 2002), which encourages participants to organize pieces of data and their interactions by drawing connections (Crowe & Sheppard, 2012). Mind mapping creates a visualization of ideas (Buzan & Buzan, 2002), but it allows for creativity and can encourage brainstorming (Davies, 2011). A similar tool is concept mapping (Trochim, 1989) which creates a map based on hierarchical prioritization of ideas (Trochim et al., 2004). ...
Article
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Visual tools such as diagrams and mapping are effective research methods that help engage the community in the process and encourage active participation in generating potential solutions to a complex health problem. In participatory research, these methods help bridge potential communication gaps between community partners and academics. We present the steps we undertook to evaluate barriers to completing recommended breast and cervical cancer screenings. We engaged a community advisory board (CAB) of women who had been enrolled in the National Breast and Cervical Cancer Early Detection Program to investigate barriers to receiving recommended screenings and to brainstorm potential solutions to address the barriers. We describe the tools we used in the process: fishbone diagrams, mind mapping, and concept mapping. We were able to identify and categorize potential solutions to increase screening rates under four themes: 1) communication; 2) scheduling; 3) transportation; and 4) providers. Real-time updates and feedback loops facilitated by these tools create a continuous dialogue between researchers and community partners, which strengthens the relationship between academic and community collaborators and ensures that the research remains responsive to the evolving dynamics of the community.
... ‫الخرائط‬ ‫فعالية‬ ‫في‬ ‫تساهم‬ ‫التي‬ ‫النظرية‬ ‫األسس‬ ‫استكشاف‬ 3 ) ‫الذهنية.‬ ‫الخرائط‬ ‫لرسم‬ ‫فعالية‬ ‫األكثر‬ ‫والتقنيات‬ ‫األدوات‬ ‫تحديد‬ 4 ) ‫مختلفة.‬ ‫مجاالت‬ ‫في‬ ‫اإلبداع‬ ‫لتحفيز‬ ‫الذهنية‬ ‫الخرائط‬ ‫تطبيق‬ 5 ) ‫الذهنية.‬ ...
... ‫الخرائط‬ ‫فعالية‬ ‫في‬ ‫تساهم‬ ‫التي‬ ‫النظرية‬ ‫األسس‬ ‫استكشاف‬ 3 ) ‫الذهنية.‬ ‫الخرائط‬ ‫لرسم‬ ‫فعالية‬ ‫األكثر‬ ‫والتقنيات‬ ‫األدوات‬ ‫تحديد‬ 4 ) ‫مختلفة.‬ ‫مجاالت‬ ‫في‬ ‫اإلبداع‬ ‫لتحفيز‬ ‫الذهنية‬ ‫الخرائط‬ ‫تطبيق‬ 5 ) ‫الذهنية.‬ ...
... Argüman haritasını Davies (2011) bir argümanda bulunması gereken ögelerin yer aldığı ve bu ögeler arasındaki bağlantıların belirli bir düzen içinde sunulduğu şema olarak ifade etmektedir. Dijital argüman haritaları ise kağıt-kaleme gerek olmadan bilgisayar ortamında oluşturulabilmektedir. ...
... This approach is centered in graphically representing relationships between ideas, through mind, argument and concept maps [287,290] . The three types of maps are differentiated by seven issues: purpose (the purpose of a mind map is to associate ideas, the purpose of an argument map is to infer claims, and the purpose of a concept map is to relate concepts), structure, level of abstraction, nodes, linking devices, linking words and language register [291] . ...
Thesis
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Four real cases of fires and explosions in Colombia were used as the basis for an education program that aimed at training undergraduate and graduate engineering students in fire and explosion safety. A systematic review of the Emerging Technologies (ETs) available indicated those more important for fire and explosion safety. The four real cases of fires and explosions in Colombia were selected from a pool of incidents collected from the local industry as those more suitable for education processes. The educational program was based on four premises: i) Application of Bloom’s taxonomy; ii) Empowering and fostering students' autonomy; iii) Use of real-life problems; iv) Application of modules in mandatory courses. The program was implemented in courses of different engineering undergraduate and graduate programs The program evaluation was conducted by comparing the perspective that experts and students had regarding the competencies required in fire and explosion safety, before and after the students were exposed to the educational modules. In general the students' perception of competencies regarded as important for fire and explosion safety increased after exposure to the education program.
... It provides a structured framework that enhances students' comprehension, critical analysis, and communication skills. By integrating reading, mind mapping, and sharing, the RMS model supports students in constructing knowledge, making connections, and developing a deeper understanding of the subject matter [33]. Overall, the RMS teaching model is designed to promote student engagement, cultivate higher-order thinking skills, and facilitate a collaborative learning environment in educational settings. ...
Article
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In the field of educational sciences, combining various research studies is essential for the development of key competencies such as digital and mathematical literacy. However, there is a research gap in understanding the challenges of implementing the Reading, Mind Mapping, and Sharing (RMS) teaching model in Indonesian schools, which requires a model customised for the unique context of the Indonesian education system. The objective of this research is to assess the impact of the RMS teaching model on students' digital and mathematical literacy. The study employed a quasi-experimental design, consisting of two experimental classes and one control class. The first experimental class used the RMS teaching model with brainstorming techniques. The second experimental class used the RMS teaching model without brainstorming. The control class followed standard instruction based on the school curriculum. During the even semester, a total of 96 secondary school students from two different schools in Bandar Lampung, a province in Indonesia, participated in both the experimental and control groups. Data collection was carried out using a questionnaire and a test. To analyse the data, Winstep and SPSS applications were used. The study's findings supported for the effectiveness of the RMS teaching model combined with the brainstorming method in enhancing students' mathematical literacy and digital literacy. Students who were taught this approach demonstrated higher mathematical literacy skills compared to those who received instruction using the RMS teaching model and direct instruction methods. This model can act as a guide for teachers to modify their approaches creating a captivating learning atmosphere that matches the requirements of students.
... Memos were used to explore the themes identified within the coded excerpts. We discussed observations about the themes and their relationships using conceptual mapping to identify the superordinate themes across the memos (Davies, 2011). To construct our final themes we used memos and meeting notes. ...
Article
The existing, primarily quantitative literature suggests that for emerging adult college students (EACS), wellbeing has a complex relationship with sociopolitical development (i.e., the development of one’s awareness of and capacity to transform societal oppressions) that merits further unpacking. This study aimed to understand EACS’ reflections on their wellbeing and sociopolitical development pre-pandemic and during the pandemic, from 2019 to 2022. We conducted participatory, in-depth interviews with 27 diverse EACS across the USA (M age = 21.7; SD = 0.8) in November 2022; 52% cisgender women, 19% transgender and gender diverse; 48% LGBQ+; 33% Asian, 33% White, 15% Black, 11% Multiracial, and 7% Latine. Using thematic analysis, we found that wellbeing, especially mental health, was a precursor for sociopolitical development. Simultaneously, wellbeing in the forms of safety, belonging, and self-actualization motivated and supported sociopolitical development. Ultimately, many participants reported a recursive and reciprocal relationship between wellbeing and sociopolitical development. We also found that participants faced ongoing challenges related to their developmental trajectories through emerging adulthood and contextual experiences within an oppressive sociopolitical context and the COVID-19 pandemic. We encourage developing ways to support wellbeing within spaces that aim to foster sociopolitical development.
... Therefore, this study puts forward the following hypothesis: if teachers use geographic subject mind maps in a standardized way, they can significantly improve students' geographical synthetic thinking skills; at the same time, it is assumed that the level to which teachers apply geographic subject mind maps while teaching in the experiment impacts the improvement of students' geographical synthetic thinking skills. Development of a model to improve students geographical synthetic thinking A mind map begins with a focal point, using connecting words to represent the hierarchical relationships between levels of concepts (Davies, 2010), as illustrated in Fig. 1. Systems thinking focuses on the interactions, feedback, and impacts among system elements and the relationship between the system and its external environment. ...
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The term “geographical synthetic thinking” is taken from the latest Chinese version of the “Geography Curriculum Standards” (General High School 2017 edition, Compulsory Education 2022 edition) and is one of the four core competencies prioritized in the teaching of geography at the secondary-school level. This study proposes that using geographic subject mind maps improves students’ geographical synthetic thinking and develops a set of geographic subject mind map (GSMM) drawing standards for teachers and matching standards and suggestions for teaching applications. Seven geography teachers and their students from eight class sections in seven provinces and cities in China were recruited to participate in the study. The teachers taught students how to use geographic subject mind maps designed to develop students’ geographical synthetic thinking in the geography classroom. After 4–5 experimental lessons, the geographical synthetic thinking level of the 267 valid student participants showed a significant improvement, with a statistically significant difference between pretest and posttest scores. The teachers’ level of application of geographic subject mind maps in teaching was significantly and positively correlated with the students’ improvements in geographical synthetic thinking, demonstrating that the standardized use of geographic subject mind maps in accordance with teaching application standards can effectively improve students’ geographical synthetic thinking levels.
... U procesu kreiranja mape uma dolazi do slobodnog, spontanog razmišljanja, a cilj je pro-Slika 3: Rešenje zadatka pomoću tehnike mape uma nalaženje kreativnih asocijacija izmedu ideja. Zbog toga, mape uma se mogu smatrati i mapama asocijacija [3]. ...
Conference Paper
Glavni cilj rada je da predstavi mogćnost integracije Moodle platforme (Modular Object-Oriented Dynamic Learning Environment) u nastavni proces, pomoću zadataka koji su prezentovani učenicima u obliku mape uma. Ovaj rad pruža uvid u prednosti integracije platforme u nastavni proces i daje preporuku za njenu upotrebu u obrazovnom okruženju, kao i preporuku za primenu mapa uma tokom nastavnog procesa sa ciljem poboljšanja postignuća učenika iz matematike, dok u isto vreme predstavlja metodu izvođenja nastave pomoću koje će nastavnici moći učiniti nastavu matematike interesantnijom i zanimljivijom za učenike. Ovaj pristup bi trebalo da ima značajan pozitivan uticaj na motivaciju, angažovanje i dostignuća učenika.
... Despite the benefits of using concept-association strategies, educators face several challenges when integrating them into their courses. These challenges include a lack of training or familiarity with the concept mapping technique, difficulty in designing maps smoothly, visual complexity, and students' lack of understanding of the nature of concept maps (Abadiano et al., 2001;Davies, 2011;González et al., 2008;Harrison & Gibbons, 2013;Trevisani et al., 2016). Some students may struggle to create concept maps due to a lack of understanding, while others may memorise the creation process without comprehending the underlying concepts (Baig et al., 2016;Veronese et al., 2013). ...
Research
Background This paper examines the use of augmented reality (AR) as a concept‐association tool in schools, with the aim of enhancing primary school students' learning outcomes and engagement. Conflicting findings exist in previous studies regarding the cognitive load of AR‐enriched learning, with some reporting reduced load and others indicating increased demand and poorer performance. Understanding these implications is essential for effectively leveraging AR in education. The study offers a fresh perspective on the potential of AR technology in improving educational experiences
... The observed positive effects of argument maps could be attributed to the fact that argument maps focus students on individual argumentation skills by dividing them into small chunks unlike concept maps and text-outliners (Harrell, 2011). Additionally, argument maps visualise argumentation skills through coloured boxes and arrows thus it makes it easier to generate and analyse argumentation skills (Davies, 2011). The review also identified that sentence openers improve not only the quality of argumentation skills but also promote evaluation of them (Yang et al., 2022). ...
... Synthesis Maps | In order to store and share all the collected data, to represent the complex interconnections between information, methods, tools and actors involved in the MS process, a mapping activity has been done to create a visual narrative of the MS and at the same time defining the referring system boundaries (Jones and Bowes 2017;Sevaldson 2011). Mapping is a common practice in the design field, but not every map type has the same purpose, due to the different focus in the nodelinks hierarchies (Davies 2011;Eppler 2006). Synthesis maps, among others, have been chosen as the best visualization mode to constructively and systematically foster learning or knowledge sharing. ...
Chapter
The shift towards new economic models is rapidly modifying the way we conceive our products in a systemic way. Diverse business strategies have been developed to tempt companies in adopting new visions, while governmental regulations are pushing towards a strong paradigmatic change of the industrial production to valorize raw materials use. To manage the quantity and the quality of resources deployed into artifacts a material selection (MS) activity is necessary. Several MS theories, methodologies and tools have been studied in research since years. However, their implementation in the dynamics of industrial companies’ routine is difficult to pursue, mainly if their introduction needs to fit in well-defined working paths. Direct cooperation with an Italian company’s employees has been crucial to understand that finding a new MS approach supporting new economic models’ visions without neglecting its traditional pillars and the industrial needs is missing. By adopting a mixed methodology, the research has been oriented to participatory action research, to ground MS activity. Hence, a novel MS approach is proposed: considering technical, hedonic and ethic aspects of raw materials, MS has been investigated interdisciplinary, intending it as an organic activity between different company departments. The proposed work represents a starting point for interpreting the MS task as a process enhancing the way materials are deployed into industrial companies, since they need to build core competencies to facilitate product and components cascading, with prompt intervention on product design activity in the daily practice.
... Despite the benefits of using concept-association strategies, educators face several challenges when integrating them into their courses. These challenges include a lack of training or familiarity with the concept mapping technique, difficulty in designing maps smoothly, visual complexity, and students' lack of understanding of the nature of concept maps (Abadiano et al., 2001;Davies, 2011;González et al., 2008;Harrison & Gibbons, 2013;Trevisani et al., 2016). Some students may struggle to create concept maps due to a lack of understanding, while others may memorise the creation process without comprehending the underlying concepts (Baig et al., 2016;Veronese et al., 2013). ...
Article
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Background This paper examines the use of augmented reality (AR) as a concept‐association tool in schools, with the aim of enhancing primary school students' learning outcomes and engagement. Conflicting findings exist in previous studies regarding the cognitive load of AR‐enriched learning, with some reporting reduced load and others indicating increased demand and poorer performance. Understanding these implications is essential for effectively leveraging AR in education. The study offers a fresh perspective on the potential of AR technology in improving educational experiences. Objectives The primary goal of this research was to evaluate the effectiveness of an AR‐assisted concept‐association strategy for improving essential knowledge acquisition and skills outcomes, increasing cognitive load, and increasing self‐efficacy and learning motivation among primary school students. Methods A quasi‐experimental design with a control group was employed to investigate the effectiveness of the intervention. Results and Conclusions The results demonstrate that the implementation of the AR‐assisted concept‐association strategy effectively enhanced essential knowledge acquisition and skills outcomes, increased cognitive load, and increased self‐efficacy and learning motivation among primary school students. These findings highlight the potential of AR technology to improve the learning experience and engagement of primary school students. The study contributes to the existing literature on the effectiveness of AR technology in education, suggesting future research directions. Ultimately, it offers a practical solution for improving the learning experience by presenting a new approach for teaching using AR technology.
... Thus, by visually simplifying unnecessary verbal information, the concept maps can reduce the extraneous cognitive load. Furthermore, the graphical and relational structure of concept maps can provide a higher degree of organization when compared to traditional text; this increased organization can assist students in structuring their learning materials into schemas or activating and reorganizing relevant schemas, thus reducing the extraneous cognitive load (Amadieu et al., 2009;Davies, 2011;Rivet & Krajcik, 2007). By providing a visual representation of otherwise verbal information and logically organizing the information, concept maps can be beneficial for low-achieving students and students experiencing learning difficulties (Kirschner, 2002;Sweller, 1994). ...
Preprint
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This study aims to evaluate the effectiveness of concept maps on science achievement among elementary and secondary education students, including low-achieving students. A systematic search located 55 studies about concept mapping in science achievement published in peer-reviewed journals and dissertations between 1980 and 2020. We extracted 58 independent standardized mean difference effect sizes from 55 eligible studies involving 5,364 students from Grade 3 to Grade 12 who used concept maps for learning in physics/earth science, chemistry, and biology that met the specified design criteria. A random-effects model meta-analysis revealed that the mean effect size was moderate for overall science (g = 0.776). The mean effect sizes varied from moderate to large based on the subject area (g = 0.671 for biology; g = 0.590 for chemistry; g = 1.040 for physics and earth science); these differences between groups were not statistically significant (p = 0.220). Concept maps were generally associated with increased science learning across several learning and teaching conditions, and methodological features (low-achieving students, higher teaching guidance, intermediate grades, low- or middle-income countries, journal publications, and late year of publication). However, we found significant heterogeneity in most subsets. Implications for future research and practice recommendations are discussed.
... Thus, by visually simplifying unnecessary verbal information, the concept maps can reduce the extraneous cognitive load. Furthermore, the graphical and relational structure of concept maps can provide a higher degree of organization when compared to traditional text; this increased organization can assist students in structuring their learning materials into schemas or activating and reorganizing relevant schemas, thus reducing the extraneous cognitive load (Amadieu et al., 2009;Davies, 2011;Rivet & Krajcik, 2007). By providing a visual representation of otherwise verbal information and logically organizing the information, concept maps can be beneficial for low-achieving students and students experiencing learning difficulties (Kirschner, 2002;Sweller, 1994). ...
Article
Full-text available
This study aims to evaluate the effectiveness of concept maps on science achievement among elementary and secondary education students, including low-achieving students. A systematic search located 55 studies about concept mapping in science achievement published in peer-reviewed journals and dissertations between 1980 and 2020. We extracted 58 independent standardized mean difference effect sizes from 55 eligible studies involving 5,364 students from Grade 3 to Grade 12 who used concept maps for learning in physics/earth science, chemistry, and biology that met the specified design criteria. A random-effects model meta-analysis revealed that the mean effect size was moderate for overall science (g = 0.776). The mean effect sizes varied from moderate to large based on the subject area (g = 0.671 for biology; g = 0.590 for chemistry; g = 1.040 for physics and earth science); these differences between groups were not statistically significant (p = 0.220). Concept maps were generally associated with increased science learning across several learning and teaching conditions, and methodological features (low-achieving students, higher teaching guidance, intermediate grades, low- or middle-income countries, journal publications, and late year of publication). However, we found significant heterogeneity in most subsets. Implications for future research and practice recommendations are discussed.
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This study aimed to discover the EFL students' viewpoints on the difficulties they encountered when writing in English, as well as their strategies for overcoming these hurdles. This study was conducted on EFL students in a senior high school in Medan. This research involved the involvement of twenty-nine eleventh-graders. The researchers utilized a questionnaire and an interview to collect data following their research themes. The questionnaire aims to identify the barriers students face when writing in English. The questionnaire was sent using a Google form with closed-ended questions based on Bryne's (1988) categories and a five-point Likert scale (strongly agree, agree, neutral, disagree, and strongly disagree). Subsequently, an interview was conducted with a subset of participants (n = 5) specifically chosen to elicit further information about their strategies for overcoming writing difficulties. The interview was recorded using a cell phone by the researchers. Before data processing, the audio cassette was transcribed word-for-word. Thus, data collected with three instruments were analyzed using three approaches: frequency count for questionnaire data and content analysis for interview data. According to the findings, students encountered linguistic (grammar, vocabulary, language use, sentence construction) and psychological issues when composing English texts (lack of teacher instruction and feedback). There are no cognitive appearance issues. The students use mind mapping, translating materials from Indonesian to English, maintaining practice, and peer evaluation to overcome their writing difficulties. This research was expected to contribute to minimizing the difficulties experienced by students in writing English through the strategy revealed in this study
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This study, conducted as classroom action research (PTK), aims to assess the effectiveness of using LKPD based on pictorial riddles and crossword puzzles in accommodating diverse learning styles and enhancing students' verbal and visual representation abilities. The research was carried out at SMPN 35 Bandung during the odd semester of 2023/2024, with a focus on students in class VII F, totaling 36 participants. Employing a descriptive qualitative approach, purposive sampling was utilized for subject selection. Findings indicate that crossword puzzle-based LKPD effectively enhances students' verbal-to-verbal representation abilities. Additionally, pictorial riddle-based LKPD proves successful in improving both visual-to-verbal and visual-to-visual representation abilities. This suggests that utilizing LKPD based on pictorial riddles and crossword puzzles can address deficiencies in representation abilities stemming from students' learning style preferences.. Pendahuluan Ilmu Pengetahuan Alam (IPA) merupakan landasan bagi perkembangan Ilmu Pengetahuan dan Teknologi (IPTEK). IPA mempunyai pengaruh penting dalam kehidupan sehari-hari. Perserta didik yang mempelajari Ilmu Pengetahuan Alam dan keterlibatannya dengan fenomena sehari-hari akan memberikan mereka pemahaman yang lebih baik pada tingkat yang lebih tinggi (El Achkar dkk., 2019; Lu dkk., 2020). Oleh karena itu pembelajaran IPA pada tingkat SMP seharusnya dapat mengakomodasi kebutuhan peserta didik akan pemahaman konsep IPA yang berkaitan langsung dengan kehidupan sehari-harinya. Namun menurut Susanti, dkk (2017) penguasaan kompetensi IPA peserta didik dalam kehidupan sehari-hari di sekolah masih rendah. Dalam penelitiannya semua peserta didik menagitkannya di kelasnya belum memiliki kompetensi IPA untuk dapat dengan kehidupan sehari-hari. Padahal menurutnya kompetensi IPA seharusnya tidak hanya mempersiapkan para peserta didik bekerja dalam suatu profesi. Kompetensi IPA dibutuhkan untuk menyelesaikan masalah-masalah yang akan peserta didik hadapi dalam kehidupan sehari-hari. Menurut Trianto (2014) penguasaan kompetensi IPA dalam kehidupan sehari-hari harus dapat membuat peserta didik mengamati dengan indera dan memahami materi yang tidak dapat diamati dengan indera. Peserta didik perlu mengeksplorasi alam secara sistematis. Peserta didik seharusnya tidak hanya memiliki penguasaan terhadap suatu kumpulan pengetahuan yang berupa fakta, konsep atau prinsip saja. Peserta didik perlu memiliki proses penemuan dalam proses mempelajari IPA. Sejalan dengan itu Nurmalasari (2016) mengatakan pendidikan IPA di sekolah sebaiknya menjadi wahana bagi perserta didik untuk memperoleh pemahaman yang lebih mendalam tentang alam sekitar. Masalahnya,
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The investigation tried to explore the significant difference on the treatments: before, during and after using Bubble Mind Map on L2 Writing Performance. The 30 participants of L2 learners at Islamic higher education in Kalimantan involved in the study. The study applied a quasi-experimental using repeated measure design. The analysis revealed that the sphericity assumption was not violated x2 (2)=13.80, p=0.001. The means score of writing differed significantly across three periods of times (F (2, 58)=81.84, p= 0.006). Therefore, there was a significance difference effect of time on the treatments given. A post hoc pairwise comparison showed an improvement in the means of writing score between during and after the treatments. It was said that there was a significant difference amongst before, during and after the treatments. To sum up, the treatment using Bubble Mind Map could improve learners’ writing score at 3.43 during the treatment and 9.80 after the treatment.
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В статье излагается опыт применения интеллект-карт для чтения лекций по информатике студентам университета. На занятиях в вузе преподаватель часто сталкивается с непониманием учебного материала студентами. Изменить отно- шение к лекциям может применение интеллект-карт, то есть представление материала лекции в виде карты, в центре которой располагается основная идея. Исследование показало, что интеллект-карты могут использоваться и на лекциях по информатике. Сформулировано несколько рекомендаций по внедрению интеллект-карт в процесс обучения.
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Learning how teachers are using grammatical knowledge in lesson planning can provide light on promising pedagogical trends. A new method called "mind mapping" has been proposed as a viable tool for language teaching. As a result, the focus of this experimental study is to determine whether or not the use of mind mapping had a substantial impact on students’ achievement of grammar. The sample of this study is Iraqi EFL 1st intermediate school students in Al-Razi intermediate school for boys in Baghdad governorate/ Rusafa 3 for the academic year 2023/2024. data of this study is gathered from the pre and post- test grammar exam scores. When it came to teaching grammar, the experimental group are taught through mind mapping, whereas the control group was given the traditional method of memorizing. The result of this study shows that the use of the mind mapping strategy as a way of teaching significantly improved students' grammatical achievement. In summary, many researchers and academics believe that the changes to grammar instruction in FL classrooms have beneficial effects on grammar instruction, as shown by their practical and empirical classroom
Chapter
Despite four decades of research demonstrating the positive impact of computer-aided diagramming tools on student learning, there remains a lack of research that identifies the cognitive strategies used by students (and enabled by the tools) to create higher-quality maps and achieve deeper understanding. This chapter reports two studies examining students’ cognitive processes to construct argument and causal maps using the computer-aided diagramming tool jMAP. Students’ mapping actions were mined and used to develop algorithms to detect and measure students’ use of backward, forward, breadth-first, and depth-first reasoning. The first study revealed that observing the placement of the first five nodes in relation to previously moved nodes in students’ argument maps was sufficient to predict map scores and that the ratio between the use of backward versus forward and the use of breadth versus depth-first processes (not individual frequency counts) predicted map scores. The study found that students’ backward and depth-first processing correlated with higher map scores. In contrast, analysis of causal maps (using the same algorithms) showed that all reasoning processes produced maps of similar quality, with backward processing contributing significantly more to map scores than depth-first processing. These differences in findings reflect the differences in task demands between constructing argument and causal maps and provide insights into why and when specific processes produce higher-quality maps. They also offer guidance on developing future diagramming tools and algorithms for automating map analysis and presentation of dynamic support for enhancing student learning, understanding, and problem-solving skills.
Chapter
This chapter conceptualises research as a nonlinear journey influenced by a myriad of potential contextual forces. That journey is merely one facet of a researcher’s life, comprising experiences that occur at specific times, places, and circumstances; experiences that should be regularly recorded to provide a source of information for continual reflection. The contextual complexities surrounding the journey emerge because the researcher is human (influenced by their own contexts and identity as a researcher) undertaking research on, with, or about other humans (influenced by their own contexts, identities, and roles) and/or the handiworks they produce. Importantly, the researcher is not the sole owner, shaper, and experiencer of their research journey, others will exert influence and share an interest in its outcomes. Achieving convincing research outcomes benefits from pluralist systemic thinking: pluralist - envisaging multiple potential pathways the research could follow; systemic - understanding contextual influences, feedback, and feedforward. Importantly, the researcher is not the arbiter of what counts as convincing, that role resides in the various audiences/stakeholders with and for which the researcher aspires to share research outcomes. In this light, planning plays an important yet limited role, because some influences, constraints, and opportunities cannot be anticipated at the outset.
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The search for new, authentic science assessments of what students know and can do is well under way. This has unearthed measures of students' hands‐on performance in carrying out science investigations, and has been expanded to discover more or less direct measures of students' knowledge structures. One potential finding is concept mapping, the focus of this review. A concept map is a graph consisting of nodes representing concepts and labeled lines denoting the relation between a pair of nodes. A student's concept map is interpreted as representing important aspects of the organization of concepts in his or her memory (cognitive structure). In this article we characterize a concept map used as an assessment tool as: (a) a task that elicits evidence bearing on a student's knowledge structure in a domain, (b) a format for the student's response, and (c) a scoring system by which the student's concept map can be evaluated accurately and consistently. Based on this definition, multiple concept‐mapping techniques were found from the myriad of task, response format, and scoring system variations identified in the literature. Moreover, little attention has been paid to the reliability and validity of these variations. The review led us to arrive at the following conclusions: (a) an integrative working cognitive theory is needed to begin to limit this variation in concept‐mapping techniques for assessment purposes; (b) before concept maps are used for assessment and before map scores are reported to teachers, students, the public, and policy makers, research needs to provide reliability and validity information on the effect of different mapping techniques; and (c) research on students' facility in using concept maps, on training techniques, and on the effect on teaching is needed if concept map assessments are to be used in classrooms and in large‐scale accountability systems. © 1996 John Wiley & Sons, Inc.
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This article examines concepts and propositions from a theoretical perspective, and establishes the need for and develops an extension to Concept Maps (CMaps), called Cyclic Concept Maps (Cyclic CMaps). Cyclic CMaps are considered to be an appropriate tool for representing knowledge of functional or dynamical relationships between concepts. CMaps, on the other hand, are viewed as an appropriate tool for representing hierarchic or static knowledge. The two maps complement each other and collectively capture a larger domain of knowledge, thus forming a more effective knowledge representation tool. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 741–766, 2005
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This study sought further evidence of the concurrent validity of concept mapping as a research and evaluation tool in science education. Specifically, the study examined the extent to which differences exist in the concept maps of advanced college biology majors (N = 25) and beginning nonmajors (N = 25) in the domain of mammals. Furthermore, it explored whether these differences are reflected in the way subjects assign class membership as revealed in a card sorting task. The results indicate that concept maps of biology majors are structurally more complex than those of nonmajors and that differences in the structural complexity and organizational patterns depicted in concept maps are reflected in the underlying dimensions used to assign class membership. Together, these findings suggest that the concept map provides a theoretically powerful and psychometrically sound tool for assessing conceptual change in experimental and classroom settings.