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Functional Architecture for Knowledge Semantics
Published in Denise Bedford, Knowledge Architectures, 2020
A concept map takes a similar form to those we see in concept clusters, but they leverage a different method (Cañas & Novak, 2014; Heinze-Fry & Novak, 1990; Johnson & Henderson, 2011; Novak, 1990, 1995; Novak et al., 1983; Novak & Cañas, 2006; Quillian, 1963, 1967; Ruiz-Primo & Shavelson, 1996). A concept map is a way of representing nodes and links, where the nodes may represent ideas, images, words, or topics, and links represent the type of semantic relationship the ‘mapper’ determines exists (Figure 15.6). In a concept map, each word or phrase connects to another and links back to the original idea, word, or phrase. Concept maps may be machine-generated, or they may be human developed. When they are machine-generated, we are leveraging a sophisticated clustering or semantic network graphic method. When they are human developed, the source is the human being’s understanding of the context. Concept maps are essential learning and teaching tools. Concept maps can enhance meaningful learning in the sciences. A well-made concept map grows within a context frame defined by a specific focus question.
Cognitive and Perceptual Processes in Remote Sensing Image Interpretation
Published in Raechel A. White, Arzu Çöltekin, Robert R. Hoffman, Remote Sensing and Cognition, 2018
The representation of the knowledge of experts in any domain, including remote sensing, has been facilitated significantly by the use of Concept Maps. The technique of creating Concept Maps in knowledge elicitation interviews has been used to support knowledge sharing and knowledge preservation in diverse domains across the world (see Moon, Hoffman, Cañas, & Novak, 2011; Novak, 1998). Concept Maps are meaningful diagrams in which nodes represent concepts and linking lines express relations between concepts. Using the CmapTools freeware developed at the Institute for Human & Machine Cognition (IHMC) (www.ihmc.us/cmaptools/), it is possible to append any form of digital media onto the nodes in a Concept Map.
Students’ cognitive structure with regard to chemistry concepts through the Learning Cycle 8E approach
Published in Yuli Rahmawati, Peter Charles Taylor, Empowering Science and Mathematics for Global Competitiveness, 2019
S. Faustine, Y. Rahmawati, A. Ridwan, I. Ratna Kartika
The students’ cognitive structure can be identified by using concept maps, as well as free word association tests (Kurt et al., 2013). Concept maps can be used as learning aids that connect various concepts, and this helps students to understand the relationship between each concept in a topic and how to develop a topic. This study used qualitative analysis of the concept maps data. This method means that the researcher can examine the development of the students’ learning process and also provide information regarding their difficulties, knowledge, and opinions (Sen & Aykutlu, 2008). Figure 1 is an example of a concept map created by students after they had finished learning the acid-base material.
Using situation awareness measures to characterize mental models in an inductive reasoning task
Published in Theoretical Issues in Ergonomics Science, 2022
Tao Zhang, David Kaber, Maryam Zahabi
Our second objective was to examine the relationship between measures of SA and other established measures of mental models, namely concept mapping. A concept map is a pictorial representation of a domain (or task or topic) that consists of concepts represented as nodes and links connecting the nodes with each other (Freeman and Jessup 2004). The concepts are basic elements of the topic that represent events, objects or ideas. The connecting link between two concepts represents a conceptual and logical relation of the concepts in some manner. The specific relationship between two concepts can be described by labelling the connecting link in the map. Concept-link-concept triples form propositions, which are meaningful statements about some object or event (or semantic units; Novak, Gowin, and Bob (1984)). For describing, explaining and predicting a situation, it is often necessary for people to form associations between concepts and form a network of concepts in one’s mind. Therefore, concept maps are a suitable means of externalizing mental models in some visuospatial format.
Beyond the ISM code: a conceptual proposal for an integrated system within the Seven C’s approach
Published in Maritime Policy & Management, 2021
Sedat Baştuğ, Ender Asyali, Turgay Battal
After the empirical study, the conceptual model building concept was discussed. Social science researchers approach a task first with models and later with concepts that mean an identified research problem within a subject matter. They then gather data to interpret and build linkages between these concepts. According to Uys and Puttergill (2000, 19), theories are constituted through concepts, so certain aspects of a theory may be used as a conceptual framework. A conceptual framework is best depicted diagrammatically, particularly through flow charts to depict key concepts and their relationships (Huberman 1994:33; Silverman 2013). Diagrammatic representations of concepts are variously known as concept maps, integrative diagrams, systems, Venn diagrams, and conceptual modeling (Robson 2002, 63). As graphic tools, concept maps provide ‘a schematic device for representing a set of concept meanings embedded in a framework of propositions’ (Novak and Gowin 1984, 15). Concept mapping links, differentiates, and relates concepts to one another (Daley, Durning, and Torre 2016; Novak and Gowin 1984). The most general concept is placed at the top of the map. The specific concepts that relate to the general concepts are then identified and linked to each other, with the general concepts at the top forming an elegant conceptual framework for the inquiry, or a map of the literature demarcating the boundaries of the study. In this study, the conceptual framework from the literature established the proposed conceptual management model.
Predicting students’ learning style using learning analytics: a case study of business management students from India
Published in Behaviour & Information Technology, 2018
For the learner who comes under LSD2, he is either visual or verbal. Visual learners find diagrams, sketches, schematics, photographs, flow charts or any other visual representation of course material beneficial for their learning. Therefore, educators should provide audio-visual systems for these types of learners. The teacher should help them to prepare a concept map by listing key points, enclosing them in boxes or circles, and drawing lines with arrows between concepts to show connections. This effort will help the visual learners to learn quickly and thoroughly. Verbal learners learn quicker by writing summaries or outlines of course material in their own words. Working in groups can be particularly effective for them. Therefore, educators should provide a group environment for them, where they can gain understanding of material by hearing classmates’ explanations and learn even more by explaining to others.