The use of concept maps continues to grow worldwide, and users are consistently finding new applications and uses for the tool. However, we continue to observe difficulties in the use of the tool that seem to be consistent throughout countries and domains of use. Among them, we cite the difficulty in the construction and structure of propositions, the lack of a focus question to guide the const...

Concept maps are widely used in education, and have been acclaimed for their excellent results. For efficiently using concept maps in education, computer-based concept mapping systems have been developed. However these computer-based concept mapping systems are limited in their assessment algorithms. The assessment takes only concept nodes as the primary basis, with relation links playing only ...

“Concept map” has been presented to know the state of learner’s understanding more easily and rapidly than an exam like an achievement test in pedagogical literature. Teacher and learners have usually been constructing the concept map on work with hands, and the work itself might be more complex and difficult. Therefore, we have presented a method to construct semi-automatically “semi-concept m...

This paper discusses both a new measurement method and a performance scoring method in comparison with concept maps drawn by individual students with the concept map drawn by the teacher. However, it is very difficult to evaluate the degree of similarity between a pair of concept maps. Therefore, this paper presents a quantitative evaluation measure of similarity between a pair of maps by consi...

Concept maps consist of both content and structure. When working with concept maps, educators give instructions for the students to follow while working on concept mapping. These instructions are usually provided in terms of conditions on the structure and the content of the maps. While educators have expectations in terms of the result of the concept mapping activity, often they are not aware ...

The qualitative analysis of concept maps produced by students and teachers from secondary and higher education consistently show the occurrence of three morphological types: spokes, chains and nets. The significance of these structures is discussed in terms of their implications for university teaching and for further learning, and supports a reconceptualisation of the notion of expertise as a ...