Explicit visual representations of domain knowledge have the potential to support students engaged in scientific inquiry learning activities on an epistemic level. This can be facilitated using computational methods for the extraction of concepts from student generated knowledge artefacts such as hypotheses, concept maps, or wiki articles. We propose an application of this approach in the conte...

Writing assignments are ubiquitous in higher education. Writing develops not only communication skills, but also higher-level cognitive processes that facilitate deep learning. Cognitive visualizations, such as concept maps, can also be used as part of learning activities including as a form of scaffolding, or to trigger reflection by making conceptual understanding visible at different stages ...

This research study reports on the use of concept maps as an assessment tool to investigate elementary pre-service teacher knowledge about dissolving. Propositions from pre/post concept maps were scored using the total proposition accuracy scoring technique (TPA) and were also used to classify concepts as scientific or spontaneous using Vygotsky’s theory of concept development. Vygotsky (1986) ...

Concept maps, visual representations of knowledge, are used in an educational context as a way to represent students’ knowledge, and identify mental models of students; however there is a limitation of using concept mapping due to its difficulty to evaluate the concept maps. A concept map has a complex structure which is composed of concepts and their relationships that often have a weighted di...

The power of concept maps can be seen in their ability to represent the complexity of knowledge and understanding at a number of levels including the theoretical and the practical. This paper recounts the collaboration in practical applications that lead to theory building between two scholars, Holbrook Mahn, whose main research interest is sociocultural theory, and particularly the work of the...

Students’ learning experience can be affected by difficulties in understanding the interrelationships between concepts and also between topics. Concept maps have been used in many disciplines (Kremer & Gains, 1996) to structure information and express relationships between them. Their holistic approach with multiple pathways through the learning resource can make relationships and linkages betw...

Concept maps can be generated manually or automatically. It is important to recognize differences of the two types of concept maps. The automatically generated concept maps are dynamic, interactive, and full of associations between the terms on the maps and the underlying documents. Through a specific concept mapping system, Visual Concept Explorer (VCE), this paper discusses how automatically ...