Teenagers from 12 to 14 years old attend secondary school in Mexico, whereby they are taught history during the three years of secondary school’s duration. At this stage, history is normally taught in a mechanical manner and kids make use of procedures that are useful to memorize specific facts but not to learn meaningfully. As a result, the outcome of this process does not match the optimal ex...

Advanced computer-based concept-mapping tools are suggested to have the potential to foster spatial learning strategies and processes of individual knowledge management like the acquisition, organization, representation, (self-) evaluation, communication, localization and utilization of knowledge. In addition, they have the potential to represent not only conceptual knowledge, but also content ...

Throughout introductory tertiary statistics subjects, students are introduced to a multitude of new terms for statistical concepts and procedures. One such term, significance level, has been considered in the statistical literature. Three themes of discussion relate to this concept the problem of interpretation (and misinterpretation), the selection of an appropriate level, and the evaluation o...

The purpose of this paper is to investigate students’ perception of concept maps as a learning tool where knowledge transfer is the goal. This article includes an evaluation of the learning performance of 42 undergraduate students enrolled in a nanotech course at a university in Taiwan. Canonical correlation and MANOVA analyses were employed to examine if students’ perceptions toward concept ma...

This study describes the use of concept mapping in regard to teachers' views on the meaning of knowledge, learning, and expertise of teachers, as produced by SConSAT (Standardized Concept Structuring Analysis Task) interviews with expert and novice teachers. The study is based on the assumption that concept maps are cognitive and meta-cognitive tools that make it possible to reveal covert and o...

Concept maps can represent individual knowledge by the set of concepts and relations between them. The representation is fast, telling and natural, and besides the structural, relational knowledge that can be expressed by means of set of propositions (explicit knowledge), it is usually possible to find additional, hidden knowledge in the concept map structure (implicit knowledge). This hidden k...

The paper explores the value and use of Concept Maps in the alignment process of the strategic intent of a business. The success of strategy is often determined by a leader’s ability to translate sophisticated strategic intent into simple, actionable language and to cascade this to every level in the organization to ensure alignment. To determine the success of the communication and level of al...

Two strategies for encouraging formation of dynamic relationships in Concept Maps (CMaps) are discussed and tested, namely concept quantification and a dynamic focus question of the map. Two experiments were conducted to examine the effects of these two approaches on dynamic thinking during the CMap construction task. The first experiment examined the impact of the quantification of the root co...