A Peer Tutoring-Based Concept Mapping Approach to Improving Students' Learning Achievements and Attitudes for a Social Studies Course

2018 ◽  
Vol 8 (1) ◽  
pp. 1-12
Author(s):  
Chien-Wen Chuang ◽  
Gwo-Jen Hwang ◽  
Wen-Jen Tsai
Keyword(s):  
Social Studies ◽  
Technology Acceptance ◽  
Concept Mapping ◽  
Peer Tutoring ◽  
Concept Maps ◽  
Concept Map ◽  
Learning Performance ◽  
Control Group ◽  
Mapping Approach ◽  
Acceptance Levels

Concept maps are well recognized as being an effective tool for helping students organize and construct their knowledge. However, previous studies have also indicated the difficulty encountered by young students in concept mapping. Therefore, how to provide an efficient strategy for enhancing students' learning achievement using concept mapping is worth studying. The purpose of this study is to explore the effects of the peer tutoring-based concept mapping approach on students' learning performance. A 5-week experiment was conducted in an elementary school social studies course in southern Taiwan. The participants were two classes of fifth graders. One class was the experimental group consisting of 33 students provided with a computerized concept map learning model based on peer tutoring, whereas the other class was the control group consisting of 32 students learning with a conventional computerized concept mapping approach. It was found that the learning achievements and the concept map scores of the students who learned with the peer-tutoring strategy were significantly higher than those students who learned with the conventional computerized concept mapping approach. Meanwhile, the result also indicated that the innovative approach is significantly helpful for improving the students' learning attitudes and technology acceptance levels.

Effect Of Instructor-Provided Concept Maps And Self-Directed Learning Ability On Students Online Hypermedia Learning Performance

2013 ◽  
Vol 10 (4) ◽  
pp. 223-234 ◽  
Author(s):  
Pao-Nan Chou
Keyword(s):  
Concept Maps ◽  
Concept Map ◽  
Learning Ability ◽  
Learning Performance ◽  
Control Group ◽  
Self Directed Learning ◽  
Control Group Design ◽  
Learning Abilities ◽  
Traditional Concept ◽  
Directed Learning

The purpose of this experimental study was to explore the instructional effectiveness of integrating varied instructor-provided concept maps into an online hypertext learning environment, and the effect of learners self-directed learning abilities on their learning performance. The research adopted a randomized posttest with two-control-group design. Two major instructional treatments were traditional and interactive concept maps embedded in the online hypertext material. One hundred twenty-six undergraduate students from a public university in the U.S. participated in the study. Student participants were segregated into two levels of self-directed learning groups. Three criterion tests, including identification, terminology, and comprehension tests, were used to measure students learning performance. Results indicated that (a) the interactive concept map was superior to the traditional concept map in facilitating students knowledge acquisition, (b) students self-directed learning abilities did not influence their learning performance, and (c) the concept mapping strategy did not increase students self-directed learning abilities.

Revisiting the use of concept maps in a large enrollment general chemistry course: implementation and assessment

2020 ◽  
Vol 21 (1) ◽  
pp. 37-50 ◽  
Author(s):  
Lance E. Talbert ◽  
James Bonner ◽  
Kiana Mortezaei ◽  
Cybill Guregyan ◽  
Grace Henbest ◽  
...  
Keyword(s):  
General Chemistry ◽  
Concept Mapping ◽  
Conceptual Understanding ◽  
Concept Maps ◽  
Concept Map ◽  
Academic Preparation ◽  
Concept Inventory ◽  
Control Group ◽  
Post Test

In an effort to improve student conceptual understanding and help students better connect pre-existing knowledge to new ideas, a concept map assignment was implemented in a first-year college level general chemistry course. This implementation included a quasi-experiment that was carried out in discussion group recitation sections within a third-quarter general chemistry course. Students enrolled in a single section of the course were divided into two groups in which a concept map treatment was compared to a control group that completed short journal entries. Comparison of a concept inventory post-test using an independent samples t-test indicates students in the concept map treatment appear to perform better than the students in the journal control group (t = 2.34, mean difference = 0.844, p < 0.05). However, a multi-variable regression analysis in which the concept inventory post-test scores were compared between the treatment and control groups, while traits related to incoming academic preparation were held constant, suggests there was no significant difference in performance (unstandardized b = 0.222, p = 0.540). The quality of the students’ concept maps was also evaluated and correlated to student performance on the concept inventory, and it appears students who were better at concept mapping made greater gains in conceptual understanding (Pearson's r = 0.295, p < 0.05). When the relationship between the quality of concept mapping and concept inventory post-test was determined while holding constant covariates related to incoming academic preparation, the unstandardized B coefficient was positive, but was not significant at the p = 0.05 level (unstandardized b = 0.215, p = 0.134) This study does not provide unequivocal evidence that a concept map treatment leads to greater gains in conceptual understanding compared to a control population, or that students with better concept mapping skills performed better on the concept inventory instrument. Nevertheless, a template for implementing a concept map assignment in a large enrollment course is provided, and the results presented herein might prompt chemistry instructors to consider including concept map assignments in their instructional toolbox.

scholarly journals The Impact of Using Indicative Concept Map Technique of Teaching on Students’ Reading Comprehension in the Region of Kurdistan A Co- Research Paper Submitted

لارك ◽  
2019 ◽  
Vol 1 (10) ◽  
pp. 1-18
Author(s):  
Nada Jabbar Abbas ◽  
Kusai Tawfiq Ghazal
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping ◽  
Concept Maps ◽  
Concept Map ◽  
Mapping Technique ◽  
Control Group ◽  
Control Groups ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

           Reading skill has not been given enough care by the teachers of English language in the classrooms so students are no more good readers. As a result students should be aware of the strategies that they can follow when they start reading in order to make the reading process a fruitful process. One of the reading techniques that help students comprehend what they read is the concept mapping technique of teaching (CM). The researchers conducted a study to investigate the effect of using the indicative concept mapping technique  on the students' reading comprehension achievement . Therefore, this study tries to answer the following question: “Is there a statistically significant difference between the mean scores attained by the experimental group and those attained by the control group on reading comprehension on the post-test that can be attributed to the concept mapping technique”?           To answer this question, the researchers selected two groups of students randomly to form the experimental and the control groups with (20) students for each group. The two groups set for pre-test to assure that the two groups are equivalent. The experimental group was taught reading comprehension (RC) lessons through the use of indicative concept map technique. On the other hand, the controlling group was taught by the traditional technique of teaching reading comprehension.            The findings revealed that there are significant differences between the mean scores attained by the experimental group and those attained by the control group in favor of the experimental group due to the use of Concept mapping technique; therefore, the researchers rejected the null hypothesis and accepted the alternative one which indicates that there is a significant differences between the experimental and the control groups. The researchers recommended in light of the findings that the students should be encouraged to follow the concept mapping technique while reading and to engage students in such activities that allow them to transfer more and more lessons into different types of concept maps.

Effects of two forms of concept mapping on L2 reading comprehension and strategy awareness

2019 ◽  
Vol 10 (2) ◽  
pp. 93-116
Author(s):  
Ehsan Rassaei
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping ◽  
Reading Strategies ◽  
Concept Maps ◽  
Concept Map ◽  
Control Group ◽  
L2 Reading ◽  
Mapping Techniques ◽  
L2 Reading Comprehension ◽  
Experimental Group

AbstractThe present study investigates the effects of two concept mapping strategies, guided concept mapping and concept map correction, on second language (L2) reading comprehension during eight instructional sessions. The study also aims to examine the effects of these concept mapping techniques on learners’ awareness of other reading strategies. The participants included 56 intermediate level Persian EFL learners enrolled in three intact EFL classrooms. The three intact classes were designated as two experimental groups and one control condition. Learners in one experimental group were asked to do guided concept mapping by reading a text in each session and completing a partially filled concept map of the text afterwards. The participants of the second experimental group were provided with a similar text in each session along with its concept map in which some concepts were wrongly incorporated and were asked to revise the concept map. Participants of the control group were asked to read the same texts without doing any concept mapping activity. Reading comprehension pre- and post-tests and a strategy awareness questionnaire were used as dependent measures. Analysis of the participants’ post-test comprehension scores revealed that both concept mapping techniques were effective for promoting the participants’ reading comprehension skill. Meanwhile, the results indicated that map correction was more effective than guided concept mapping for promoting reading comprehension. The findings also revealed that drawing concept maps enhances learners’ awareness of other reading strategies.

Explicit teaching of problem categorization using concept mapping, and an exploratory study of its effect on student achievement and on conceptual understanding – the case of chemical equilibrium problems

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Antonios Bakolis ◽  
Dimitrios Stamovlasis ◽  
Georgios Tsaparlis
Keyword(s):  
Student Achievement ◽  
Problem Solving ◽  
Concept Mapping ◽  
Conceptual Understanding ◽  
Chemical Equilibrium ◽  
Concept Maps ◽  
Equilibrium Problems ◽  
Solution Process ◽  
Control Group ◽  
Long Term Memory

Abstract A crucial step in problem solving is the retrieval of already learned schemata from long-term memory, a process which may be facilitated by categorization of the problem. The way knowledge is organized affects its availability, and, at the same time, it constitutes the important difference between experts and novices. The present study employed concept maps in a novel way, as a categorization tool for chemical equilibrium problems. The objective was to determine whether providing specific practice in problem categorization improves student achievement in problem solving and in conceptual understanding. Two groups of eleventh-grade students from two special private seminars in Corfu island, Greece, were used: the treatment group (N = 19) and the control group (N = 21). Results showed that the categorization helped students to improve their achievement, but the improvement was not always statistically significant. Students at lower (Piagetian) developmental level (in our sample, students at the transitional stage) had a larger improvement, which was statistically significant with a high effect size. Finally, Nakhleh’s categorization scheme, distinguishing algorithmic versus conceptual subproblems in the solution process, was studied. Dependency of problem solving on an organized knowledge base and the significance of concept mapping on student achievement were the conclusion.

Concept Maps as a Technique for Organizing, Analyzing, and Transforming Knowledge

2021 ◽  
pp. 762-777
Author(s):  
Michael Tang ◽  
Janelle M. Johnson
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Concept Map ◽  
Cognitive Styles ◽  
Thinking Maps ◽  
Academic Fields ◽  
Definition Of ◽  
Mind Maps ◽  
Teaching Learning ◽  
Mapping Theory

The chapter begins with the origins of concept maps as a tool to promote constructivist learning, an educational philosophy and practice, and is followed by a concept map taxonomy. A definition of concept maps is provided and the main differences between Mind Maps©, Thinking Maps®, and Concept Maps are discussed with Thinking Maps classified as a type of concept map that is separate and different from both other maps. The chapter then offers a second definition of the term “concept maps,” with a detailed discussion of Thinking Maps resulting in a new taxonomy of knowledge or concept maps. The authors then investigate integrating concept maps with cognitive styles theory to determine if concept mapping might have a neuro-psychological basis and if mapping theory can be related to different academic fields and professions. The chapter concludes that the use of concept mapping can promote more holistic and effective teaching, learning, and practice in STEM education.

Applying Augmented Reality to a Mobile-Assisted Learning System for Martial Arts using Kinect Motion Capture

2016 ◽  
Vol 14 (3) ◽  
pp. 91-106
Author(s):  
Wen-Chun Hsu ◽  
Ju-Ling Shih
Keyword(s):  
Augmented Reality ◽  
Technology Acceptance ◽  
Martial Arts ◽  
Dimensional Space ◽  
Cognitive Learning ◽  
Learning System ◽  
Learning Performance ◽  
Control Group ◽  
Viewing Angle ◽  
Free Viewing

In this study, to learn the routine of Tantui, a branch of martial arts was taken as an object of research. Fitts' stages of motor learning and augmented reality (AR) were applied to a 3D mobile-assisted learning system for martial arts, which was characterized by free viewing angles. With the new system, learners could rotate the viewing angle of an image freely in a three-dimensional space, zoom in or zoom out the image, and adjust its playback speed. The experimental participants were divided into two groups, i.e., the experimental group (EG) and the control group (CG). The same coach instructed the EG through the 3D mobile-assisted learning system with AR capability while the CG was taught through a 2D video-based learning system on common mobile devices. Finally, a one-way ANOVA was performed to investigate the differences in learning performance between the two groups. Also, questionnaire surveys and interviews were conducted to understand whether the 3D free viewing angle of AR was helpful to cognitive learning of motor skills, learning motivation, learning satisfaction, and conditions of technology acceptance. It is expected that this findings herein will contribute to mobile-assisted learning and martial arts teaching in the future.

Integrating concept maps into a medical student oncology curriculum.

2019 ◽  
Vol 37 (15_suppl) ◽  
pp. 10506-10506
Author(s):  
Sam Brondfield ◽  
Allen Seol ◽  
Katherine Hyland ◽  
Arianne Teherani ◽  
Gerald Hsu
Keyword(s):  
Medical Student ◽  
Concept Mapping ◽  
San Francisco ◽  
Concept Maps ◽  
Assessment Tool ◽  
Clinical Performance ◽  
Pearson Correlation ◽  
Concept Map ◽  
Knowledge Retention ◽  
Cancer Type

10506 Background: Proliferating knowledge domains have prompted medical schools to reconsider how best to facilitate multidisciplinary learning. Concept maps promote knowledge retention and integration; however, the feasibility and utility of integrating concept maps into a medical student oncology curriculum as a learning and assessment tool have not previously been described. Methods: In 2015-2016, all 152 second-year University of California, San Francisco (UCSF) medical students in a hematology/oncology course produced a concept map about a single cancer type over four weeks. Two of three graders independently scored each map using a standard rubric. We used linear regression to calculate the Pearson correlation coefficient between graders and between concept map scores and preclinical examination scores, USMLE Step 1 scores, and clerkship grades. We sent course evaluations to 50 randomly selected students (as is typical in the UCSF curriculum) and performed an inductive content analysis of open-ended comments about concept mapping. Results: We graded all 152 concept maps. Inter-rater reliability was excellent ( r = 0.95 or greater between the graders). Concept map scores did not correlate with preclinical or clinical performance. 43 of 50 students (86%) rated the helpfulness of concept mapping on a 5-point agreement scale (1=strongly disagree; 5=strongly agree). The median rating was 3, and the mean (SD) rating was 2.81 (1.44). 22 of 50 (44%) students submitted comments about concept mapping. Some (9 of 22) found concept mapping useful, expressing themes such as “learning the material better” and delving into the “details.” Others (7 of 22) did not, expressing themes such as preferring “other study methods” and feeling that concept mapping was “busy work” or “stressful.” Conclusions: Integrating concept maps into a medical student oncology curriculum was feasible, and we demonstrated reliability evidence as an assessment tool. Future studies should explore whether integrating concept maps earlier in medical school, producing multiple concept maps over time with training and feedback, or developing concept maps collaboratively may increase utility as a learning and assessment tool.

scholarly journals Collaborative and Multilingual Approach to Learn Database Topics Using Concept Maps

2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
Ana Arruarte ◽  
Iñaki Calvo ◽  
Jon A. Elorriaga ◽  
Mikel Larrañaga ◽  
Angel Conde
Keyword(s):  
Engineering Education ◽  
Concept Mapping ◽  
Concept Maps ◽  
Basque Country ◽  
Concept Map ◽  
Mapping Technique ◽  
Cognitive Tools ◽  
Computer Engineering ◽  
The University ◽  
Multilingual Approach

Authors report on a study using the concept mapping technique in computer engineering education for learning theoretical introductory database topics. In addition, the learning of multilingual technical terminology by means of the collaborative drawing of a concept map is also pursued in this experiment. The main characteristics of a study carried out in the database subject at the University of the Basque Country during the 2011/2012 course are described. This study contributes to the field of concept mapping as these kinds of cognitive tools have proved to be valid to support learning in computer engineering education. It contributes to the field of computer engineering education, providing a technique that can be incorporated with several educational purposes within the discipline. Results reveal the potential that a collaborative concept map editor offers to fulfil the above mentioned objectives.

scholarly journals Developing higher-order thinking skills with concept mapping: A case of pedagogic frailty

2017 ◽  
pp. 348-365 ◽  
Keyword(s):  
Critical Thinking ◽  
Locus Of Control ◽  
Concept Mapping ◽  
Concept Maps ◽  
Reflective Thinking ◽  
Concept Map ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

Concept maps have been proposed as a tool that can help develop and exercise higher-order thinking skills, including critical thinking, reflective thinking, synthesis, analysis, among others. In this paper, we review how the different aspects of constructing a concept map can help develop and exercise these skills, and discuss why most students never reach the level of concept mapping skills required to exercises their higher-order thinking skills, in what we propose is a case of pedagogic frailty involving the ‘Pedagogy and Discipline’ and ‘Locus of Control’ dimensions.

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