Concept maps have been adopted extensively in teaching and assessment. Assessment schemes, including the closeness index and the N-G method, have also been widely applied to evaluate the quality of students’ concept maps. Teachers must make great efforts to evaluate students’ concept maps, because present concept map assessment schemes do not reveal ways to help them improve such maps. Addition...

Research on the effectiveness of concept maps on learning has long being neglecting three critical issues; i.e., the schematically structured maps, learners’ perceptions of the maps, and the various ways of presenting concept structures. When concepts are associated by logical or causal rather than by subsumption relations, variations in selecting concepts and describing their relations may pre...

Concept mapping is widely used in educational and other settings to aid knowledge construction, sharing, and comparison; concept maps are also used as a vehicle for assessing understanding. To aid the concept mapping process, projects at Indiana University and the Institute for Human & Machine Cognition (IHMC) are developing “intelligent suggesters” to support users as they build concept maps, ...

In scientific research there is often the need to increase the organization of data and to optimize communication of results either in a conference or as a scientific article. Researchers should be able to externalize their critical thinking, their problem solving skills and their ability to interconnect knowledge. Concept maps are pedagogical tools that help researchers to structure their prac...

In this study I examine the value of concept maps as instruments for assessment of conceptual understanding, using the maps to compare the knowledge of function that students enrolled in university calculus classes hold. Twenty-eight students, half from nontraditional sections and half from traditional sections, participated in the study. Eight professors with PhDs in mathematics also completed...

This paper discusses a knowledge-based model for the design and development of units of learning and teaching aids. The idea behind this model originates from both the analysis of the open issues in instructional authoring systems, and the lack of a well-defined process able to merge pedagogical strategies with systems for the knowledge organization of the domain. In particular, it is presented...

The goal of this thesis is to investigate methods for computerized tutoring support that is adapted to the individual student. In particular, we are concerned with providing such assistance to students solving exercises in domains where a complete or accurate problem-solving model is infeasible. We propose to do this by using concept maps as a means for students to model their own knowledge. Co...

The flexibility of concept mapping enables users to construct a wide range of maps for a given domain. This variation raises the question of what constitute “good” concept maps. This paper contributes towards answering this question by presenting the development and evaluation of a tool for automatic classification of concept maps based on a topological taxonomy. In addition to showing successf...

A comprehensive systematic review concerning the usage of concept maps in chemistry education (CMiCE) is not available literature. Therefore, this study attempts to conduct a CMiCE using bibliometric analysis. Within scope main aim study, articles related were searched on Web Science (WoS) database through “ALL= (“concept* map*”) and ALL=(“chem*”) query. Data analysis was done Microsoft Excel, ...