The effect on new knowledge and reviewed knowledge caused by the positioning task in closed concept maps

Furtado, Pedro Gabriel Fonteles; Hirashima, Tsukasa; Hayashi, Yusuke

doi:10.1186/s41039-019-0108-1

Cited by 3 publications

(4 citation statements)

References 31 publications

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“…The extended map activity encourages students to integrate newly learned information with existing cognitive structures and achieve new knowledge. In knowledge construction, the learner does not merely recall the material but also transfers previous experience to solve new problems (Furtado et al, 2019;Mayer, 2002;Prasetya et al, 2022;Xu, 2022). This study proves that achieving ER scores on EKB positively impacts students' comprehension.…”

Section: Research Questionsupporting

confidence: 55%

Interrelatedness patterns of knowledge representation in extension concept mapping

Prasetya,

Widiyaningtyas,

Hirashima

2024

RPTEL

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Extension concept mapping enhances existing maps by integrating new knowledge, yielding an additional map. This study focuses on two potential extension designs: Extended Kit-Build and Extended Scratch-Build methods. While prior research favored Extended Kit-Build for cognitive knowledge comprehension and map scores, it lacked insights into concept map-relatedness patterns. The tight connections among knowledge representations demonstrate a remarkable level of expertise and the profoundness of an individual’s understanding. This study reveals interrelatedness patterns in extension concept mapping activities that connect previous and new knowledge. The dataset was obtained from a database that accommodates the results of concept mapping activities of 55 university students on two material topics. The study employed a two-group design, wherein the experimental cohort embraced the Extended Kit-Build approach, contrasting with the control cohort’s utilization of the Extended Scratch-Build approach. Extension Relationship scores were utilized to evaluate the knowledge interrelatedness patterns in extension concept mapping. The scoring method assessed both the number and quality of concept map proposition relationships. The experimental group established a statistically more significant quantity and qualitative strength of extension relationships than those within the control group. In the experimental group, a statistically noteworthy positive correlation emerged between the scores of extension relationships and students’ comprehension.

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Section: Research Questionsupporting

confidence: 55%

Interrelatedness patterns of knowledge representation in extension concept mapping

Prasetya,

Widiyaningtyas,

Hirashima

2024

RPTEL

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“…The score of the students' concept map component is evaluated based on a comparison with the concept map expert (Furtado et al, 2019). The material organization refers to the characteristic of Marchantiophyta by Glime (2006).…”

Section: Methodsmentioning

confidence: 99%

Teacher’s questions in project-based learning: the impact on the quality of student’s concept map components

Widoretno¹,

Prabowo²,

Hardiana³

2023

RPTEL

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Teacher questions are one of the crucial components in developing students’ concept maps in project-based learning (PjBL). The study aims to measure the quality of students’ concept maps and determine the PjBL stages that accommodate concept map quality using an expanded teacher question. This research was a quasi-experiment with 335 students as participants from five senior high schools. To collect the data, teachers used open questions during the PjBL learning process with three categories: main, standard, and expanded teacher questions. The concept map data were collected from students of Biology. The student’s concept map score is calculated based on the achievement of the experts’ Concept map. Data were analyzed using Manova. The results showed that teacher questions in the PjBL stage increased the concept map component scores, especially in valid relationships and crosslink, while other components increased, no effect, and decreased. The most influential PjBL stage that accommodates concept map quality improvement is the deciding stage. Hence, our findings supported that the deciding stage of PjBL is the primary stage to improve the quality of students’ thinking. The expanded teacher’s questions in the study group, the way of collecting data, and the data analysis significantly contributed to the improvement in the quality of students’ thinking.

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“…Comparing the teacher concept map with student concept maps could portray students understanding regarding the materials [20]. Kit-Build concept map has been practically used in several kinds of learning environment and studies about Kit-Build showed its positive impact towards students understanding [12,13] and memory retention [5,6].…”

Section: Kit-build Concept Map and Its Concept Map Authoring Systemmentioning

confidence: 99%

“…Concept map has been long used to support meaningful learning [1][2][3] and helped students to understand concepts better, develop critical thinking and problemsolving skills [4]. Using concept maps in learning environment is effective to promote not only meaningful learning, but also memory retention of students; it has been confirmed in several studies [5][6][7]. Meaningful learning could also be attained in cooperative learning [8] by collaboratively constructing knowledge, exchanging ideas, embodying one's understanding, or sharing past experiences in the forms of concept maps.…”

Section: Introductionmentioning

confidence: 97%

Design and Development of Online Collaborative Learning Platform of Kit-Build Concept Map

Pinandito

Prasetya

Az-Zahra

et al. 2021

JITeCS

Self Cite

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A concept map is deemed a useful teaching and learning tool. It offers many potential advantages over just representing the students’ knowledge and understanding during learning, and have been widely used to support learning. Kit-Build concept map is one learning framework that incorporate digital concept map for its learning activities. Learning with Kit-Build concept map has been found to have better learning effects towards students' understanding and knowledge retention. Incorporating Kit-Build concept map into collaborative learning have been reported to have better outcome than the traditional collaborative learning. However, collaborative learning with Kit-Build concept map cannot be accomodated with the current Kit-Build system where learning activity is conducted online. This study presents the design and development of online collaborative learning platform of Kit-Build Concept Map. A prototype of the collaboration system to support collaborative learning with Kit-Build concept map is developed and be evaluated to portray its potential usability for further development and practical use. The result suggested that incorporating Socket.IO as a real-time communication middleware is effective to deliver online collaborative learning features into the Kit-Build system. Preliminary evaluation to the system also suggested that the system has the potential for actual use in supporting distant collaborative learning with Kit-Build concept map.

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The effect on new knowledge and reviewed knowledge caused by the positioning task in closed concept maps

Cited by 3 publications

References 31 publications

Interrelatedness patterns of knowledge representation in extension concept mapping

Interrelatedness patterns of knowledge representation in extension concept mapping

Teacher’s questions in project-based learning: the impact on the quality of student’s concept map components

Design and Development of Online Collaborative Learning Platform of Kit-Build Concept Map

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