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Concept Mapping, Mind Mapping and Argument Mapping: What are the Differences and Do They Matter?
Higher Education
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
... 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. ...
... 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. ...
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.
... However, infographics typically use computer programs and videos to illustrate complex information through drawings. (Davies, 2011). ...
... Mind mapping model is the creative way of taking notes and was first developed by Tony Buzan, a psychologist from England (Alhusein et al., 2023;Davies, 2011). It helps students solve problems, brainstorm creative ideas, remember new vocabulary, take notes, enhance their reading skills, organize the tasks and prepare presentations (Buran & Filyukov, 2015). ...
Mind map provide a creative display of topic network under discussion in learning process. Therefore, the integration of mind map in learning media is an alternative way to increase student’s interest. We designed mind map-based learning media to deliver optical instruments material and evaluate its properness in XI grade of SMA N 15 Padang. This is an R&D research using modified Brog and Gall development used a mixed method between qualitative and quantitative approach. Learning media was validated by material expert, media expert and a physics teacher. The validation results from three validators are obtained with an average of 88%, 93% and 88% which is categorized as very worthy and this media is feasible to be applied. Student responses on media assessment showed very agree with 46.63%, agreed with 41.6%, only 9.49% chose Less Agree and 2% chose Disagree. Students admitted that the mind map was interesting, easy to use, and helpful. Therefore, the mind map learning media in optical instrument is appropriate to apply in learning process.
... For example, the Toulmin model of argumentation [Kneupper, 1978] decomposes an argument into constituent elements such as data, warrants, backing, qualifiers, and claims, and exposes their relationships diagrammatically. Similarly, the diagrammatic technique of argument mapping [Davies, 2011] decomposes an argument and organises claims, objections, and supporting evidence into a hierarchy which helps assess the overall quality of an argument and identify weaknesses. ...
Generative AI, with its tendency to "hallucinate" incorrect results, may pose a risk to knowledge work by introducing errors. On the other hand, it may also provide unprecedented opportunities for users, particularly non-experts, to learn and apply advanced software features and greatly increase the scope and complexity of tasks they can successfully achieve. As an example of a complex knowledge workflow that is subject to risks and opportunities from generative AI, we consider the spreadsheet. AI hallucinations are an important challenge, but they are not the greatest risk posed by generative AI to spreadsheet workflows. Rather, as more work can be safely delegated to AI, the risk is that human critical thinking -- the ability to holistically and rigorously evaluate a problem and its solutions -- is degraded in the process. The solution is to design the interfaces of generative AI systems deliberately to foster and encourage critical thinking in knowledge work, building primarily on a long history of research on critical thinking tools for education. We discuss a prototype system for the activity of critical shortlisting in spreadsheets. The system uses generative AI to suggest shortlisting criteria and applies these criteria to sort rows in a spreadsheet. It also generates "provocations": short text snippets that critique the AI-generated criteria, highlighting risks, shortcomings, and alternatives. Our prototype opens up a rich and completely unexplored design space of critical thinking tools for modern AI-assisted knowledge work. We outline a research agenda for AI as a critic or provocateur, including questions about where and when provocations should appear, their form and content, and potential design trade-offs.
... Concept mapping is a methodology that is often used. It shows how ideas are connected by using nodes and ties (Davies, 2011). Concept maps are organized in a hierarchy, with big ideas at the top and smaller, more specific topics below as shown in Fig. 2. ...
Learning programming is a complex process that requires understanding abstract concepts and solving problems efficiently. To support and motivate students, educators can use technology-enhanced learning (TEL) in the form of visual tools for knowledge mapping. Mytelemap, a prototype tool, uses TEL to organize and visualize information, enhancing students’ understanding and problem-solving abilities. An experiment was conducted to explore students’ use of knowledge mapping in object-oriented programming (OOP) classes, investigating the relationships between subject matter and competence mappings, the quality of students’ maps, their learning achievement, and their perceptions of mapping activities. Undertaking knowledge mapping improved students’ attitudes towards learning and was found to be a strong predictor of learning achievement. The quality of mapping as such was not related to learning achievement, but it helped students identify the knowledge they needed.
... Research has shown that visual representations of thinking can help students express the relationships between complex ideas, showcasing internal cognitive structures in a visual form, which aids in recalling key components (Davies, 2011). Thus, organizing thoughts and supplementing ideas through relevant graphics (e.g., flowcharts, mind maps, graphic organizers) can significantly enhance students' learning outcomes (Batdi, 2015;Shi et al., 2023;Stokhof et al., 2020;Zhao et al., 2022). ...
Computational thinking is regarded as an essential skill for students in the 21st century, and programming is one of the means to cultivate it. This study introduces mind mapping into graphical programming to visualize the cognitive process of computational thinking, aiming to enhance students’ computational thinking skills. After a semester of teaching experiments, independent-sample t-tests and paired-sample t-tests were conducted on the data, revealing significant improvements in both computational thinking skills and self-efficacy among the students in the experimental group. Further analysis of the data showed significant enhancements in their algorithmic thinking and modeling, as well as pattern recognition and evaluation sub-skills, while abstraction and decomposition sub-skills did not show significant improvement. Additionally, the experimental group demonstrated significant improvements to varying degrees in five dimensions of computational thinking self-efficacy: creativity, algorithmic thinking, collaboration skills, critical thinking, and problem-solving abilities.
... Research by (Aryanti et al., 2020)supports this assertion, indicating that visual learning aids such as Mind Mapping facilitate deeper understanding and better retention of subject matter. Additionally, (Davies, 2011) corroborate the findings, emphasizing that Mind Mapping enhances student engagement by providing a structured approach to learning. ...
A preliminary study at SDN 224 Cijambe found two key issues: students' limited understanding of Islamic Religious Education and low learning outcomes on Asmaul Husna in grade V. This study aims to: 1) examine the learning process with Mind Mapping, 2) assess learning outcomes after using this method, and 3) determine if Mind Mapping can improve student performance in PAI on Asmaul Husna material. The research, a classroom action study (PTK), used Elliot's Spiral model across two cycles, each involving planning, action, observation, and reflection stages. Conducted in grade V with 28 students, data collection utilized observation, tests, and documentation. Results showed that only 5 students (17.86%) met objectives in the pre-cycle, increasing to 8 students (28.57%) in the first cycle and reaching 20 students (71.43%) in the second cycle. Thus, Mind Mapping was found to significantly enhance learning outcomes, supporting student comprehension and engagement in PAI at SDN 224 Cijambe, Bandung.
... Spontaneous, free, intuitive thinking offers creative associations between ideas (Davies, 2011). • Lateral thinking is a tool elaborated by Edward de Bono (1970) that describes a type of thinking that is unconventional (Butler, 2010). ...
Today educational institutions participate actively in empowering students to get involved in projects, to participate but also to collaborate in this major change in order to overcome internal and external vulnerabilities in the learning process. Digital education has great potential for innovations and investments, offering huge opportunities for universities to allow digital transformation and allow students to learn in their rhythm. Academic researchers are trying to secure the vulnerabilities of the online environment in higher education through the development of multiple digital tools. The work is based on a qualitative methodological approach, through content analysis. Content analysis was used as the main technique of data collection and analysis, from the specialised literature, from international databases, regarding the importance using digital tools in the higher education environment. Based on content analysis, this research presents the most important tools that support digital collaboration among students by offering a study case for overcoming learning barriers and focusing on students' creativity in how they approach problem-solving. The study case is based on "Six Thinking Hats" and it is used to support creative thinking in achieving a good collaboration between teams in an educational project. The tools that support digital collaboration among students facilitate communication, increasing the opportunities for academia to interact with as many users as possible.
... Bubbl.us: Mind maps, a type of visual organizer, can be very effective in helping students organize their thoughts while brainstorming (Davies, 2011). Bubbl.us is a free, easy-to-use, brainstorming website that allows users to create visual tools and mind maps related to topics (Stair, 2013).Phet : PhET simulation is one of the most effective tools in science teaching today. ...
In this study, the effect of internet-based applications on the academic achievement, motivation, and awareness of Web 2.0 tools of 6th grade middle school students on "Matter and Heat" was examined. The study group consisted of 73 (experimental: 50, control: 23) 6th grade students from a public school in Istanbul, Turkey. The study was conducted with an experimental design with pretest-posttest control group among quantitative research models. In the experimental group, science lessons were taught with the support of web 2.0 tools such as Nearpod, Canva and Quizizz, while in the control group, no additional application was made and the lessons were taught as specified in the curriculum. The data of the study were collected with the “Motivation Scale in Science Education”, “Matter and Heat Achievement Test” and “Awareness Scale for Web 2.0 Tools”. T-test and one-way factor analysis (ANCOVA) test were used to analyze the data. The results of this study showed that the academic achievement test scores of the experimental group students were higher than the control group and there was a significant difference between the academic achievement test scores of the experimental and control groups. The results showed that the science motivation scores showed a significant difference in favor of the experimental group and the science motivation scores of the experimental group students who were supported with web-based applications were higher than the control group. In addition, according to the results of the one-way analysis of covariance regarding the awareness of web 2.0 tools, there was a significant difference between the experimental group and the control group in favor of the experimental group in the post-test scores. In this study, the importance of planning and implementing science lessons supported by internet-based applications at the secondary school level was revealed.
... In recent years, the use of software specifically designed to visualize thoughts and explanations has become widespread. This procedure is known by various names, such as concept mapping, mind mapping and argument mapping ( [10]). This approach has become particularly popular in education and scientific research. ...
Morphisms, structure preserving maps, are everywhere in Mathematics as useful tools for thinking and problem solving, or as objects to study. Here, we argue that the idea of operations being compatible across two domains goes beyond its mathematical use: it is a fundamental mechanism of any intelligence. We precisely define morphisms, distinguish between dynamic morphisms (on operations, binary relations) and static ones (on n-ary relations), and describe how a flexible and pluralistic use of morphisms can serve as a general framework for understanding and explanation in a wide variety of fields.
... This versatility makes them applicable to multiple language skills, providing a well-rounded learning experience (Al-Jarf, 2009). Furthermore, empirical research demonstrates that the use of mind maps in foreign language education can significantly enhance vocabulary acquisition, writing fluency, and reading comprehension (Davies, 2011). These findings are consistent with cognitive learning theories that highlight the crucial role of visual aids in supporting memory retention and overall comprehension (Paivio, 1971;Paivio & Begg, 1981). ...
This article explores the integration of mind maps and Schema Theory as effective tools for teaching English vocabulary, enhancing students' comprehension, retention, and overall learning through an EFL reading course. Participants were EFL freshmen in a university in Taiwan (N = 56, p ≤ 0.05). The subjects were randomly assigned into two groups of treatment (N=27) and control (N=29). The experiment lasted for eight 50-min lessons held in successive sessions. Both groups were to study one lesson containing about seven to 10 new/difficult words in form of a reading comprehension lesson. The treatment group received the lessons through mind mapping techniques; whereas, the control group tried to learn the words by mere contextual clues present in the passages. For the research instrument, the subjects were administered a 30-item multiple-choice vocabulary test. An independent sample T-test was used to examine the results of the experiment. At p=.031, the statistical test revealed a significant difference in the gained scores between the two groups. Additionally, the mean vocabulary gained score of 3.55 for the treatment group as opposed to the mean of 2.31 for the control group showed more target vocabulary learned by the treatment group.
... Software implementations of this model help students construct more argumentative essays [23]. Similarly, "argument mapping" arranges claims, objections, and evidence in a hierarchy that aids in evaluating the strengths and weaknesses of an argument [24], and software implementations help learners [25]. ...
Let's transform our robot secretaries into Socratic gadflies.
... 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. ...
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. ...
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.
... For example, the Toulmin model of argumentation [Kneupper, 1978] decomposes an argument into constituent elements such as data, warrants, backing, qualifiers, and claims, and exposes their relationships diagrammatically. Similarly, the diagrammatic technique of argument mapping [Davies, 2011] decomposes an argument and organises claims, objections, and supporting evidence into a hierarchy which helps assess the overall quality of an argument and identify weaknesses. ...
The present paper aims to explore higher education students' spreadsheet competencies and reliability through self-assessment and real-world problem-solving practices. Digital natives alleged skills and competences allowed us to hypothesize that students perform better in Excel than on paper, but the findings cannot confirm this hypothesis. However, our results indicate that students tend to inaccurately assess their spreadsheet competencies compared to their actual performance in both paper-based and Excel tasks. It has also be found that students need at least twice as much time to achieve the same high scores in the digital environment as they do on paper. The results violated the widely accepted assumption that digital native students do not need computer science education, since they are born with it. This study highlights the importance of accurate self-assessment in digital skill development and time management within higher education contexts, particularly in technology-driven disciplines.
... 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 ...
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. ...
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. ...
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. ...
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). ...
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] . ...
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. ...
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.
The current paper aims to explain the contribution of artificial intelligence technology in the development of a Ubiquitous green learning environment. By using big data for design dynamic learning environment profiles. Determined context aware based student needs. Organize learning communities based on learning outcomes.
Recent research suggests that the use of Generative AI tools may result in diminished critical thinking during knowledge work. We study the effect on knowledge work of provocations: brief textual prompts that offer critiques for and propose alternatives to AI suggestions. We conduct a between-subjects study (n=24) in which participants completed AI-assisted shortlisting tasks with and without provocations. We find that provocations can induce critical and metacognitive thinking. We derive five dimensions that impact the user experience of provocations: task urgency, task importance, user expertise, provocation actionability, and user responsibility. We connect our findings to related work on design frictions, microboundaries, and distributed cognition. We draw design implications for critical thinking interventions in AI-assisted knowledge work.
The use of mind maps and geographic maps to promote creative thinking and critical learning is examined in this article. It emphasizes how maps and other visual aids can improve students' comprehension, organization, and ability to relate to the information. Students can investigate relationships within physical locations using geographic maps, particularly when they are utilized interactively. This promotes engagement and interest. Teachers can help students to think critically about a variety of issues, including environmental changes, spatial patterns, and global links, by introducing mind mapping techniques into geography lectures. Additionally, by coming up with original concepts and solutions,students are engaging in creative problem-solving when they make their own maps or examine geographic data. By encouraging both analytical skills and imaginative thinking, this method turns geographic maps from a source of factual knowledge into a platform for the development of critical cognitive abilities. The paper recommends a number of useful exercises, such as collaborative brainstorming sessions,GIS-based research projects, and interactive map analysis. By converting standard geography instruction into an interactive and thought-provoking activity, these techniques seek to enhance the educational process. Students acquire the abilities necessary for critical and creative thinking in practical settings while also gaining a deeper comprehension of geographical ideas thanks to these resources.
Este artigo investiga a eficácia dos mapas mentais colaborativos como ferramenta de ensino e aprendizagem na disciplina de Tecnologias Aplicadas ao Ensino da Matemática II. A pesquisa, realizada com estudantes de licenciatura em Matemática, utiliza uma metodologia mista, combinando análises qualitativas e quantitativas. A geração de dados foi realizada por meio de um questionário e observações do professor. Os resultados encontrados destacam que os mapas mentais colaborativos melhoram a organização, a retenção de informações e a motivação dos estudantes. Além disso, promovem a aprendizagem colaborativa e o desenvolvimento de habilidades críticas, como criatividade e pensamento crítico. Apesar dos desafios relacionados à clareza e à organização, a ferramenta se mostra eficaz no ensino e na aprendizagem, oferecendo uma abordagem inovadora para o ensino superior. Conclui-se que os mapas mentais colaborativos não só tornaram eficazes o ensino e a aprendizagem, mas também promoveram um ambiente de ensino mais interativo e colaborativo.
Purpose
This research explores the effects of combining argument mapping (AM) with translanguaging pedagogy on the argumentative writing abilities of third-year university English as a Foreign Language students (EFL) at a Thai university. The aim is to explore synergies between AM and translanguaging to enhance students’ argumentative writing skills and contribute to language education literature.
Design/methodology/approach
A sequential mixed-method research type, utilizing a single-group pre- and post-test design, was employed. About 27 third-year EFL university students participated in 13 sessions of AM with translanguaging to facilitate their argumentative writing tasks.
Findings
Quantitative results revealed a significant difference across development of writing content and development of writing coherence as manifested in their pre- and post-test scores. ANOVA showed significant differences in students’ quiz writing performances. Additionally, the participants perceived translanguaging as a normative and respectful practice, despite being EFL learners. Qualitative findings indicated participants embraced the use of AM with translanguaging, acknowledging its benefits in enhancing their writing tasks.
Originality/value
This study highlights the innovative approach of this integration, not only for improving argumentative writing skills but also for fostering cognitive and linguistic fluency, along with critical thinking skills. This contributes to language education literature, urging further exploration of AM with translanguaging in diverse educational contexts.
The present study examined the influence of the technological environment and the technological mediation on argumentative interactions among university students. Eighty-two students, paired in dyads, participated in discussions on an academic task in different settings (face-to-face, chat, video call), and with or without technological mediation for diagramming arguments. A higher prevalence of co-construction was observed compared to arguments, opposition, and integration, with significant variations depending on the interaction environment and the presence or absence of technological mediation. Comparisons revealed higher levels of used arguments, combined stance elaboration, and post-opposition integration in the face-to-face environment. On the other hand, technological mediation was associated with higher levels of arguments. Personal changes in opinions were also explored, showing significant associations with the environment as the shift towards more integrative opinions predominated in the face-to-face setting. The article concludes by highlighting the relevance of studying of these variables in argumentative interactions within academic environments.
Розвиток критичного мислення стає надзвичайно актуальним у часи інтенсивних соціальних змін. Сучасний світ вимагає постійного пристосування до нових політичних, економічних та інших обставин, а також ефективного вирішення проблем, багато з яких непередбачувані. У цьому контексті необхідність розвитку критичного мислення учнів є незаперечною. Тільки таким чином ми можемо відповідати вимогам світового співтовариства та демократії і розвиватися як особистість. Відповідно до цих потреб стає питання розвитку критичного мислення у майбутніх спеціалістів, вчителів математики. Розвиток критичного мислення майбутніх вчителів можна забезпечувати декількома підходами. Наприклад: розвиток проблемного мислення, метод роботи через співпрацю, навчання аналізу та доведенню та метод з використанням когнітивних карт. Одна з основних проблем дослідження когнітивних карт — застосування їх в освітньому процесі, у викладацькій, навчальній та практичній діяльності. Статтю присвячено дослідженню когнітивних карт як інструмента для розвитку критичного мислення майбутніх вчителів математики. Когнітивні карти є однією з технологій навчання, яка може задіяти різні аспекти мислення у студентів і тим самим покращити якість їх знань. Також вони можуть значно доповнювати тестові методи контролю знань, оскільки вони сприяють розумінню та оперуванню навчальним матеріалом, а не механічному запам'ятовуванню. Когнітивні карти можна використовувати для роботи з індивідуальними завданнями, порівняння різних математичних концепцій, які потребують аналізу, для організації групової роботи, створення проєктів, вирішення проблем. В статті на-ведено переваги та недоліки використання когнітивних карт для подальшого аналізу їх практичності та доцільності їх використання в різних видах роботи.
This article examines how the introduction of pedagogical interventions in the art history survey class, made by using concept maps beyond an initial brainstorming phase and rather as an active-learning strategy in aid to developing thematic papers, impacts students' perception of their usefulness. The qualitative and quantitative data gathered included two questionnaires, one submitted periodically throughout the semester and one after the concept map and term paper were completed. Additionally, this study presents a visual analysis of three sample sets of students' concept maps to illustrate the levels of deep, surface, and non-learning. The results reveal that assigning students the task of developing the concept map and the paper in tandem throughout the semester presents some pros and cons. By using concept maps, students reflect more deeply on the nature of connections between two ideas, on the process of narrowing down the main theme, and on the overall structure of the concept map. However, students' perception of the concept map's usefulness beyond an initial brainstorming phase is diversified, and the sets of concept maps developed produce mixed results relative to surface learning, deep learning, and non-learning. The limitations of such use of concept maps include possible correlations between learning and motivation.
Block-based visual programming tools are widely used in elementary education. Nonetheless, these tools alone may not ensure the spontaneous and efficient acquisition of concepts and skills in computational thinking (CT). Using mind mapping as a form of scaffolding to facilitate the visualization of abstract thinking processes may enhance the effectiveness of programming instruction. This study therefore investigated the effects of mind mapping-based scaffolding that integrates five CT skills on elementary students’ CT development. Eighty-six fifth-grade students participated in our pretest-posttest quasi-experimental study. In the experimental group, mind mapping-based scaffolding was used to help students learn programming, while in the comparison group it was not used. The results showed that both groups achieved significant improvements in concept understanding and skill development; however, students instructed using mind mapping-based scaffolding obtained notably superior performance in understanding CT concepts and mastering CT skills. The results also revealed that the students had positive perceptions of mind mapping-based scaffolding, although challenges were also identified. This study enriches the relevant empirical research and offers insights for practitioners on designing effective scaffolding to promote students’ CT development.
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
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,
Dek
Let’s transform our robot secretaries into Socratic gadflies.
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.
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.
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
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.
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.
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.
Context Tools to assess the evolving conceptual framework of
physicians-in-training
are limited, despite their critical importance to physicians'
evolving clinical
expertise. Concept mapping assessment (CMA) enables teachers to
view students'
organization of their knowledge at various points in
training.Objective To assess whether CMA reflects expected differences and
changes in the
conceptual framework of resident physicians, whether concept
maps can be scored
reliably, and how well CMA scores relate to the results of
standard in-training
examination.Design, Setting, and Participants A group of 21 resident physicians (9 first-year and 12
second- and third-year
residents) from a university-based pediatric training program
underwent concept
map training, drew a preinstruction concept map about seizures,
completed
an education course on seizures, and then drew a postinstruction
map. Maps
were scored independently by 3 raters using a standardized
method. The study
was conducted in May and June 1999.Main Outcome Measures Preinstruction map total scores and subscores in 4
categories compared
with postinstruction map scores; map scores of second- and
third-year residents
compared with first-year residents; and interrater correlation
of map scores.Results Total CMA scores increased after instruction from a mean
(SD) preinstruction
map score of 429 (119) to a mean postinstruction map score of
516 (196) (P = .03). Second- and
third-year residents scored significantly
higher than first-year residents before instruction (mean [SD]
score of 472
[116] vs 371 [102], respectively; P =
.04), but not
after instruction (mean [SD] scores, 561 [203] vs 456 [179],
respectively; P = .16). Second- and
third-year residents had greater
preinstruction map complexity as measured by cross-link score
(P = .01) than first-year residents.
The CMA score had a weak to no
correlation with the American Board of Pediatrics In-training
Examination
score (r = 0.10-0.54). Interrater
correlation of
map scoring ranged from weak to moderate for the preinstruction
map (r = 0.51-0.69) and moderate to
strong for the postinstruction
map (r = 0.74-0.88).Conclusions Our data provide preliminary evidence that concept mapping
assessment
reflects expected differences and change in the conceptual
framework of resident
physicians. Concept mapping assessment and standardized testing
may measure
different cognitive domains.
There are different versions of concept mapping. The purpose of this paper is to compare some of them and to explicate the main differences. Proper concept mapping methods include all methods of knowledge graphic presentation that are clearly based on the seminal writings of Novak and his research group from 1981 to 2002. Some writers may use the term concept mapping, although one of the most basic requirements is not fulfilled: No meaningful propositions are produced out of linked concepts. Sometimes no links at all are present, only concepts spread in a conceptual space. In "the Novakian Standard Concept Mapping Format" there are some unnecessarily complex rules. Critical reflection on alternative ideas about concept mapping may suggest alternative and better ideas in the future.
This article develops the concept-mapping method as a tool for enhancing teaching quality in higher education. In particular, it describes how concept mapping can be used to transform abstract knowledge and understanding into concrete visual representations that are amenable to comparison and measurement. The article describes four important uses of the method: the identification of prior knowledge (and prior-knowledge structure) among students; the presentation of new material in ways that facilitate meaningful learning; the sharing of 'expert' knowledge and understanding among teachers and learners; and the documentation of knowledge change to show integration of student prior knowledge and teaching. The authors discuss the implications of their approach in the broader context of university level teaching. It is not suggested that university teachers should abandon any of their tried and tested methods of teaching, but it is shown how the quality of what they do can be significantly enhanced by the use of concept mapping.
The study described in this paper has examined whether concept mapping can be used to help students to improve their learning achievement and interests. The participants were 124 students from two classes enrolled in an advanced accounting course at the School of Management of a university in Taiwan. The experimental data revealed two important results. First, adopting a concept mapping strategy can significantly improve students' learning achievement compared to using a traditional expository teaching method. Second, most of the students were satisfied with using concept mapping in an advanced accounting course. They indicated that concept mapping can help them to understand, integrate and clarify accounting concepts and also enhance their interests in learning accounting. They also thought that concept mapping could be usefully used in other curriculum areas.
In this paper, we offer an innovative teaching tool for finance instruction, mind mapping,
which visually depicts concepts and their interrelationships in a non-linear way. We review the
considerable literature on the pedagogical benefits of graphics, describe how to design a mind map, recommend how to introduce students to mind mapping, and present examples of mind maps for introductory finance. The appendix provides information on commercial mind mapping software.
Despite the huge increase in the number of qualitative research studies conducted, using concept maps as a methodological research strategy has received little attention in recent literature. This paper will discuss the connections between qualitative research and concept maps. Additionally, four strategies for incorporating concept maps in qualitative research will be presented along with sample maps for each strategy. Finally, advantages and disadvantages of using concept maps in qualitative research will be discussed.
This article presents concept mapping as an alternative method to existing code-based and word-based text analysis techniques for one type of qualitative text data—open-ended survey questions. It is argued that the concept mapping method offers a unique blending of the strengths of these approaches while minimizing some of their weaknesses. This method appears to be especially well suited for the type of text generated by open-ended questions as well for organizational research questions that are exploratory in nature, aimed at scale or interview question development, and/or developing conceptual coding schemes. A detailed example of concept mapping on open-ended survey data is presented. Reliability and validity issues associated with concept mapping are also discussed.
In this article, the authors offer a powerful teaching tool, the graphic syllabus, to help instructors meet the unique challenges of teaching introductory finance. This tool, a visual representation of the topical organization of the course, supplements and clarifies the text syllabus. The authors explain the instructional advantages of graphics, describe how to design a graphic syllabus, and provide an example of one for the introductory finance course. In the Appendix, they enumerate the available graphics software for composing a graphic syllabus.
People generally develop some degree of competence in general informal reasoning and argument skills, but how do they go beyond this to attain higher expertise? Ericsson has proposed that high-level expertise in a variety of domains is cultivated through a specific type of practice, referred to as'deliberate practice'. Applying this framework yields the empirical hypothesis that high-level expertise in informal reasoning is the outcome of extensive deliberate practice. This paper reports results from two studies evaluating the hypothesis. University student participants completed 12 weeks of deliberate practice in informal reasoning. Quantity of practice was recorded by computer, and additionally assessed via self report. The hypothesis was supported: students in both studies showed a large improvement, and practice as measured by computer, was related to amount of improvement in informal reasoning. These findings support adopting a deliberate practice approach when attempting to teach or learn expertise in informal reasoning.
Developed by Tony Buzan in 1970, mind mapping is a revolutionary system for capturing ideas and insights horizontally on a sheet of paper. This paper illustrates the technique of mind mapping, and highlights its specific applications in a variety of contexts based on our work in executive education and in management development consulting. Positive outcomes of the approach are described as well as reactions of executive students to mind mapping. We conclude with a rationale of why we believe mind mapping works with executives.
Complex reasoning and argumentation are central to legal practice. Software-supported argument mapping may be able to help lawyers reason and argue more effectively. This article describes Rationale", a generic argument mapping software package, and reviews some evidence that using it can help improve reasoning, i.e. make people smarter. It then explores three different explanations for this potential benefit: usability, complementation and semi-formality. First, argument mapping software can be more usable for reasoning activities than traditional methods because it can inherit the wisdom gained through decades of research and experience into usability, can exploit a wider range of representational resources, and is designed specifically to support reasoning activities. Second, such software works by complementing the strengths and weaknesses of our natural or inbuilt cognitive capacities. Third, it helps shift reasoning and argumentation into a semi-formal mode, a kind of sweet spot between the laxness of everyday reasoning and the straightjacket of formal logic.
With the advent of structured programming and GOTO-less programming a method is needed to model computation in simply ordered structures, each representing a complete thought possibly defined in terms of other thoughts as yet undefined. A model is needed which prevents unrestricted transfers of control and has a control structure closer to languages amenable to structured programming. We present an attempt at such a model.
This study evaluated concept maps spontaneously constructed by applicants (N = 502) in a medical school entrance examination. In all, 36 maps were produced. Concept maps were evaluated for content of relevant terms and for the number of interrelationships indicated. The aim was to determine whether including relevant ideas on a concept map is related to the learning of those ideas. Because concept maps are effective tools for making the structure of knowledge explicit, it was hypothesized that the quality and content of spontaneously made maps would be related to improvement in the comprehension of text material. Understanding was assessed in terms of success in essay-type tasks designed to measure the ability to define, explain, and apply statistical knowledge. The results indicated that merely including the relevant concepts in a map has little effect on the comprehension of those concepts, whereas the extent and complexity of concept maps plays a powerful role in the understanding of scientific texts.
The authors’ goal in working with university academics is to support an intellectual process of close examination of instructional decisions, making explicit the rationale and intentionality underlying those decisions. Subject matter understanding is the primary point of reference in this process. The focus of the research described here is the use of an unstructured form of concept mapping to support academics in the analysis of course content as the first step in a course design process. While some academics with whom the authors have worked have been initially skeptical about concept mapping, the large majority of them, in the end, report that they value the process and what they gained from it. The findings show that the concept mapping process provided an alternate means to rethink course content, one that highlighted relationships among concepts, encouraged a view of the course as an integrated whole, and frequently provided the occasion to make explicit the types of thinking required in the course.
Concept mapping is described repeatedly in the literature as a tool that can support and enhance students' learning in science classrooms. Despite such endorsements, the use of concept mapping as a basis for classroom activities in UK secondary schools does not seem to be widespread. Some of the flaws in the supporting literature are highlighted. The two main barriers to the extensive adoption of concept mapping as an integral component of typical classroom strategies are seen as the epistemological beliefs of classroom teachers and the underlying philosophy of the curriculum that they are asked to deliver. In conclusion, concept mapping is seen as a tool that may support learning within an appropriate teaching ecology. Such an ecological perspective may require, for some, a re-conceptualization of the teacher's role in which teaching, learning and change are seen as integrated components of effective teaching.
In 3 experiments, students read expository passages concerning how scientific devices work, which contained either no illustrations (control), static illustrations of the device with labels for each part (parts), static illustrations of the device with labels for each major action (steps), or dynamic illustrations showing the "off" and "on" states of the device along with labels for each part and each major action (parts-and-steps). Results indicated that the parts-and-steps (but not the other) illustrations consistently improved performance on recall of conceptual (but not nonconceptual) information and creative problem solving (but not verbatim retention), and these results were obtained mainly for the low prior-knowledge (rather than the high prior-knowledge) students. The cognitive conditions for effective illustrations in scientific text include appropriate text, tests, illustrations, and learners. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In a multi-study naturalistic quasi-experiment involving 269 students in a semester-long introductory philosophy course, we investigated the effect of teaching argument diagramming (AD) on students’ scores on argument analysis tasks. An argument diagram is a visual representation of the content and structure
of an argument. In each study, all of the students completed pre- and post-tests containing argument analysis tasks. During the semester, the treatment group was taught AD, while the control group was not. Methodological problems with the first study were addressed in the second. The results were that among the different pre-test achievement levels, the scores of low-achieving students who were taught AD increased significantly more than the scores of low-achieving students who were not taught AD, while the scores of the high-achieving students did not differ significantly between the treatment and control groups. The results for intermediate-achieving students were mixed. The implication of these studies is that learning AD significantly improves low- and intermediate-achieving and students’ ability to analyze arguments.
Many teachers see major difficulties in maintaining academic standards in today's larger and more diversified classes. The problem becomes more tractable if learning outcomes are seen as more a function of students' activities than of their fixed characteristics. The teacher's job is then to organise the teaching/learning context so that all students are more likely to use the higher order learning processes which "academic" students use spontaneously. This may be achieved when all components are aligned, so that objectives express the kinds of understanding that we want from students, the teaching context encourages students to undertake the learning activities likely to achieve those understandings, and the assessment tasks tell students what activities are required of them, and tell us how well the objectives have been met. Two examples of aligned teaching systems are described: problem-based learning and the learning portfolio.
Many teachers see major difficulties in maintaining academic standards in today's larger and more diversified classes. The problem becomes more tractable if learning outcomes are seen as more a function of students’ activities than of their fixed characteristics. The teacher's job is then to organise the teaching/learning context so that all students are more likely to use the higher order learning processes which “academic” students use spontaneously. This may be achieved when all components are aligned, so that objectives express the kinds of understanding that we want from students, the teaching context encourages students to undertake the learning activities likely to achieve those understandings, and the assessment tasks tell students what activities are required of them, and tell us how well the objectives have been met. Two examples of aligned teaching systems are described: problem-based learning and the learning portfolio.
In three experiments, students read expository passages concerning how scientific devices work, which contained either no illustrations (control), static illustrations of the device with labels for each part (parts), static illustrations of the device with labels for each major action (steps), or dynamic illustrations showing the "off" and "on" states of the device along with labels for each part and each major action (parts-and-steps). Results indicated that the parts-and-steps (but not the other) illustrations consistently improved performance on recall of conceptual (but not nonconceptiual) information and creative problem solving (but not verbatim retention), and these results were obtained mainly for the low prior-knowledge (rather than the high prior-knowledge) students. The cognitive conditions for effective illustrations in scientific text include appropriate text, tests, illustrations, and learners.
The author describes how concept maps were used in place of nursing care plans to reduce care planning paperwork in fundamentals and medical-surgical clinical courses in acute care facilities. In addition to less paperwork, clinical concept mapping enhances students' critical thinking skills and clinical reasoning because students and faculty can clearly and succinctly visualize priorities and identify relationships in clinical patient data.
Part 1: Learning and Teaching in Higher Education 1.Introduction 2.Ways if Understanding Teaching 3.What Students Learn 4.Approaches to Learning 5.Learning form the Student's Perspective 6.The Nature of Good Teaching in Higher Education 7.Theories of Teaching in Higher Education Part 2: Design for Learning 8.The Goals and Structure of a Course 9.Tecahing Strategies for Effective Learning 10.Assessing for Understanding Part 3: Evaluating and Improving the Quality of Teaching and Learning 11.Evaluating the Quality of Higher Education 12.What Does it Take to Improve Teaching?
Edward Tufte states in his introduction, “Graphics are instruments for reasoning about quantitative information.” This book is for those who have never considered the combined use of points, lines, coordinate systems, numbers, symbols, words, shading, and color. It covers the two and one-half centuries of evolution since the legendary William Playfair began the development of a language of graphic design.
Students who have completed applied statistics courses often lack knowledge of the interconnections among the important concepts they have studied. According to a cognitive network model of knowledge, they lack connected understanding about statistics, and so are unable to apply these concepts. Connected understanding can be represented visually in the form of a map. Mapping techniques, including graphic organizers and concept maps, are useful: (1) for instructional planning, (2) as a learning tool, and (3) for assessment. We discuss each of these uses in statistics education, with an emphasis on assessment.
The assessment is presently looked at not only as a process of evaluating the student's knowledge of a specific subject, but at its own didactic function. As such, the assessment allows the teacher to organize and regulate the teaching process and, with the simultaneous access to assessment and metacognition tools, it seeks to reinforce the student's control over his learning process, hence facilitating the student's meaningful learning. In this communication, several examples are given that show how conceptual maps may be useful in an assessment that seeks not only to find if the student has acquired the knowledge that is a part of the objectives previously defined, but also find out what the student knows, understands, or is able to achieve on his own. The students' creation of conceptual maps not only contributed to a refinement of their cognitive structuring, but also improved their emotional and social behaviour. 1 It is important to reinforce the didactic role of assessment It is classically known that assessment had eminently social functions such as classification, selection, certification and students' placement. With the advent of cognitivism and upon recognizing that assessment was fundamental in the development of the teaching process and that the time during assessment could (and should) be used as an excellent time for learning, a reinforcement of the assessment's prescriptive character occurred, and henceforth assessment began to have a relevant didactic character. As such, assessment started to assume important roles such as organizing and regulating the teaching process, reinforcing the student's control over his own learning and facilitating meaningful learning. Assessment assumed its condition of an intrinsically subjective process (even the so called objective instruments only eliminate subjectivity related to correction, not classification criteria or elaboration options) and became a much more multifaceted process that assumed several forms and employed various instruments as needed to reach specific goals. While classic assessment favored grading and ranking aspects, primarily for administrative purposes, modern assessment favored didactic aspects, hence becoming much more prescriptive. Besides involving a sound conception, widening the process of gathering and interpreting information, and making well founded judgments, assessment assumed the need for making the right decisions, based upon well founded thought (Beeby, 1977, Tenbrink, 1981), becoming more formative, and even more forming. In fact, traditional formative assessment ("évaluation formative", in French), which is very retroactive in nature and primarily related to the teacher's pedagogic strategies, in which the teacher seeks to control the student's process, is being supplemented by a forming assessment (évaluation formatrice"), where the emphasis resides in the student's learning process under the student's control, therefore becoming more proactive than retroactive (Bonniol, 1986, p. 126 and Abrecht, 1994, p. 49).
Provost David L. Potter of George Mason University chaired a joint task force and presented a report entitled ``Powerful Partnerships : A Shared Responsibility for Learnin'' in June 1998. The main goal is to make a difference in the quality of student learning. Further, it is important to assess this difference and document it. Clifford O. Young, Sr., & Laura Howzell Young of California State University, San Bernardino argue that a new paradigm for assessment, a learning paradigm, must be constructed to measure the success of new kinds of educational practices. Using two survey instruments, the Instruction Model Learning Model Questionnaire (IMLMQ) and the Student Evaluation of Teaching Effectiveness (SETE), they compared students' responses to the course when taught with traditional methods and with interactive methods. The results suggest that neither instrument effectively measures the kinds of learning promoted under the new paradigm. Linn, Baker, & Dunbar recommend that these newer assessment practices should be more authentic, that is, to involve students in the actual or simulated performance of a task or the documentation of the desired competency in a portfolio. Cerbin says that one of the most unfortunate consequences of a summative emphasis is that it inhibits open and productive discussions about teaching; in essence, it marginalizes the types of activity that could lead to better teaching (Cerbin, 1992). William Cerbin, who is the Director of the Center for Effective Teaching and learning, University Assessment Coordinator, and Professor of Psychology at the University of Wisconsin-LaCrosse is a recognized expert in the areas of cognition, language, and development. Edgerton, Hutchings, & Quinlan indicate that Teaching Portfolios may contain evidence of students' learning, but such information is optional, and when included, it may be only one of many pieces of material. Seldin, also supports this and stresses that the interplay between the instructor and the learner should be carefully observed and monitored. Forrest says that Student Portfolios, which document learning in more detail, seldom reveal how teaching contributes to students' progress. Cerbin further indicates that a course portfolio is essentially, a like a manuscript of scholarly work in progress. In this example, it is a work that explains what, how, and why students learn or do not learn in a course. In this paper, the author reports on a dozen techniques that could perhaps be used to document assessment of student learning. References : Cerbin, W. (1993). Fostering a culture of teaching as scholarship. The Teaching Professor, 7(3), 1-2. Edgerton, R., Hutchings, P., & Quinlan, P. (1991). The teaching portfolio: Capturing the scholarship in teaching. Washington, DC: American Association for Higher Education. Forrest, A. (1990). Time will tell: Portfolio-assisted assessment of general education. Washington, DC: American Association for Higher Education. Linn, R., Baker, E., & Dunbar, S. (1991). Complex, Performance-based Assessment: Expectations and Validation Criteria. Educational Researcher, 20 (8), 15-21. Narayanan, M. (2003). Assessment in Higher Education: Partnerships in Learning. Paper presented at the 23rd Annual Lilly Conference on College Teaching, Miami University, Oxford, OH. Seldin, P. (1991). The teaching portfolio. Bolton, MA: Anker. Young, C. O., Sr., & Young, L. H. (1999). Assessing Learning in Interactive Courses. Journal on Excellence in College Teaching, 10 (1), 63-76.
This paper looks at the need for a better understanding of the impediments to critical thinking in relation to graduate student work. The paper argues that a distinction is needed between two vectors that influence student writing: (1) the word-level–sentence-level vector; and (2) the grammar–inferencing vector. It is suggested that much of the work being done to assist students is only done on the first vector. This paper suggests a combination of explicit use of deductive syllogistic inferences and computer-aided argument mapping is needed. A methodology is suggested for tackling assignments that require students to ‘make an argument’. It is argued that what lecturers understand tacitly, now needs to be made a focus of deliberate educational practices.
In this conceptual article, the authors describe an alternative course structure that joins learning key marketing concepts to creative problem solving. The authors describe an approach using a convergent-divergent-convergent (CDC) process: key concepts are first derived from case material to be organized in a marketing matrix, which is then used as the platform for creation of a marketing plan through various forms of creativity resulting in four maps developed through mind mapping, the technique of focus for divergent thinking in this article. Finally, the matrix format returns to summarize the key concepts, models, and major decisions identified during the first two phases. The student benefits from theCDCprocess in learning marketing both through the (re)discovery of what is well-established marketing knowledge and also through creative learning to solve practical problems continually in flux.
Purpose
This paper aims to describe a method of teaching that is based on Novak's concept‐mapping technique.
Design/methodology/approach
The paper shows how concept mapping can be used to measure prior knowledge and how simple mapping exercises can promote the integration of teachers' and students' understandings in ways that are meaningful.
Findings
The concept‐mapping method facilitates quick and easy measures of student knowledge‐change so that teachers can identify the parts of the curriculum that are being understood and those that are not. This is possible even among very large student groups in the 50‐minute slots that are allocated to so much teaching in higher education.
Research limitations/implications
Concept mapping is discussed in the wider context of student learning style. The styles literature has been criticised because it tends to encourage undue labelling of people or behaviours. The approach described here also uses “labels” to typify learning (using the terms non‐learning and rote or meaningful learning to identify different qualities of change).
Originality/value
The difference in this approach is that terms are attached to empirical measures of learning outcome, not to personal or psychological styles. Concept mapping makes learning visible so that the actual quality of the learning that has occurred can be seen and explored. Using concept mapping in the course of teaching means that learning is no longer a complex and intractable process, measurable only by proxy, but an observable phenomenon.
Concept mapping is an activity with numerous uses in the biology classroom. Its value in planning, teaching, revision, and assessment, and the attitudes of students and teachers towards its use, are discussed. Comments made are illustrated with excerpts from interviews with teachers and students who were involved in classroom concept mapping exercises. The use of expert maps for scoring is described, and some of the pitfalls are considered. Finally, the value of concept mapping as an aid to reflective practice is discussed.
Describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose. Ss were asked questions about the meaning of the passages and also about how they set about reading the passages, thus allowing for the examination of processes and strategies of learning and the outcomes in terms of what is understood and remembered. It was posited that learning has to be described in terms of its content. From this point differences in what is learned, rather than differences in how much is learned, are described. It was found that in each study a number of categories (levels of outcome) containing basically different conceptions of the content of the learning task could be identified. The corresponding differences in level of processing are described in terms of whether the learner is engaged in surface-level or deep-level processing. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Increased use of problem-based approaches to medical education has highlighted the challenges of curricular revision and interdisciplinary development. Venturing beyond disciplinary boundaries can be difficult, despite a desire to create interdisciplinary courses and adopt new ways of teaching. Concept mapping is an effective tool for developing an integrated curriculum. This article includes examples of concept maps that represent an entire veterinary curriculum, specific courses, and case-based exercises. The author argues that concept mapping is a valuable tool for curriculum development of any scope or discipline, but is particularly helpful for creating interdisciplinary courses and case-based exercises.
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
Two groups of 20 first-year students were asked to read three sections of a textbook. After the first two sections the groups received different types of question. One group received questions which demanded a thorough understanding of the meaning of the passage. The other group was given detailed factual questions. After the final section of reading a common set of questions of both types was asked. Besides providing further evidence of qualitative differences in learning, the experiment showed that students did adapt their way of learning to their conception of what was required of them.
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.