Auto‐monitoring: Theoretical touchstone or circular catch‐all?

Until I read Ray McAleese's paper, I perhaps had a rather simplistic psychologist's view of concept mapping. It was, I felt, a technique - one of several - that helped learners to articulate their burgeoning understanding of some topic, providing a canvas on which to record, expand and manipulate their knowledge. The activities involved in concept mapping could be linked to well-known psychological principles of understanding, memorization and learning: effort, elaboration and depth of processing; generation and enactment effects; encoding specificity and encoding variability; the distinctions between explicit and implicit representations; metacognitive strategies and reflection, and so forth (Hammond 1993). These psychological underpinnings, while not in any sense providing an integrated 'theory' of concept mapping, give a view of when and why the use of concept mapping might be effective in some situations and not in others, and how different concept mapping tools differ in the claims they are making about their educational use (Trapp, Reader and Hammond 1992)

A PROPOSAL TO REFINE CONCEPT MAPPING FOR EFFECTIVE SCIENCE LEARNING

Concept maps are found to be useful in eliciting knowledge, meaningful learning, evaluation of understanding and in studying the nature of changes taking place during cognitive development, particularly in the classroom. Several experts have claimed the effectiveness of this tool for learning science. We agree with the claim, but the effectiveness will improve only if we gradually introduce a certain amount of discipline in constructing the maps. The discipline is warranted, we argue, because science thrives to be an unambiguous and rigorously structured body of knowledge. Since learning science may be seen as a process where a novice is expected to be transformed into an expert, we use the context of learning science for making the proposal. Further, we identify certain anomalies in the evaluation of concept maps, and suggest that the evaluation should be based on semantics of the linking words (relation types) and not on graphical criteria alone.\u

Concept mapping and other formalisms as mindtools for representing knowledge

We seek to provide an alternative theoretical perspective on concept mapping (a formalism for representing structural knowledge) to that provided by Ray McAleese in this issue of ALT-J (auto-monitoring). We begin with an overview of concept maps as a means of describing a learner's knowledge constructs, and then discuss a broader class of tools, Mindtools, of which concept maps are a member. We proceed by defining Mindtools as formalisms for representing knowledge, and further elaborate on concept maps as a formalism for representing a particular kind of knowledge: structural knowledge. We then address McAleese's use of the term auto-monitoring and some of the steps in his model of concept maps. Finally, we describe some limitations of concept mapping as a formalism and as a cognitive learning strategy

PEMBELAJARAN BIOLOGI MENGGUNAKAN MODEL ACCELERATED LEARNINGMELALUICONCEPT MAPPING DAN MIND MAPPING DITINJAU DARI KREATIVITAS DAN KEMAMPUAN VERBALSISWA (PembelajaranSistemPeredaranDarahManusiauntukSiswaKelasXI IPA SMA Negeri 3 SukoharjoTahunAkademik 2012/2013)

Lina Artuty Widyasari, 2013.Pembelajaran Biologi Menggunakan Model Accelerated Learning melalui Concept Mapping dan Mind Mapping ditinjau dari Kreativitas dan Kemampuan Verbal Siswa. (Pembelajaran Materi Sistem Peredaran Darah Manusia untuk Siswa Kelas XI IPA Semester I SMA N 3 Sukoharjo Tahun Ajaran 2012-2013). TESIS. Pembimbing I: Dr. H. Sarwanto, M.Si., II: Dr. Baskoro Adi Prayitno, M.Pd. Program Studi Pendidikan Sains, Program Pascasarjana, Universitas Sebelas Maret, Surakarta. ABSTRAK Penelitianinibertujuan untuk mengetahui pengaruh penggunaan model accelerated learning melalui concept mapping dan mind mapping, kreativitas, kemampuan verbal, dan interaksinya terhadap prestasi belajar biologi. Penelitian ini menggunakan metode kuasieksperimen. Populasinya adalah semua siswa kelas XI IPA SMA N 3 Sukoharjo tahun ajaran 2012/2013, terdiri dari 4 kelas. Sampel diambil dengan teknik purposive sampling, terdiri dari 2 kelas. Kelas pertamauntuk model accelerated learning melalui concept mapping dan kelas kedua untukmodelaccelerated learning melalui mindmapping.Teknik pengumpulan data prestasi belajar kognitif, psikomotor, kreativitas, dan kemampuan verbal menggunakan metode tes, sedangkan data prestasi afektif menggunakan angket. Uji hipotesis menggunakan analisis variansi tiga jalan dengan desain faktorial 2x2x2. Hasil penelitian menunjukkan bahwa: 1) ada pengaruh pembelajaran biologi menggunakan model accelerated learning melalui concept mapping dan mindmappingterhadap prestasi belajar kognitif dan afektif tetapi tidak untuk ranah psikomotor, 2) ada pengaruh kreativitas terhadap prestasi belajar kognitif, afektif, dan psikomotor, 3) ada pengaruh kemampuan verbal terhadap prestasi belajar kognitif, afektif, dan psikomotor, 4) tidak ada interaksi antara penggunaan model accelerated learning melalui concept mappingdanmindmappingdengan kreativitas terhadap prestasi belajar kognitif, afektif, dan psikomotor, 5) tidak ada interaksi antara penggunaan model accelerated learning melalui concept mapping dan mindmappingdengan kemampuan verbal terhadap prestasi belajar kognitif, afektif, dan psikomotor, 6) tidak ada interaksi antara kreativitas dengan kemampuan verbal terhadap prestasi belajar kognitif, afektif, dan psikomotor, 7) tidak ada interaksi antara metode pembelajaran, kreativitas, dan kemampuan verbal terhadap prestasi belajar kognitif, afektif, dan psikomotor. Berdasarkanhasilpenelitian, disarankanbagi guru agar menerapkan model dan metode pembelajaran yang sesuaidengankarakteristikmateri, memperhatikanfaktor internal siswa, sertamelatihsiswamembuatpemetaankonsep. Kata kunci: model accelerated learning, concept mapping, mind mapping, kreativitas, kemampuan verbal. Lina Artuty Widyasari, 2013.BiologyLearning Using Accelerated Learning Modelthrough Concept Mapping and Mind Mapping OverviewedfromCreativity dan Verbal Abilities of Students. (Study On Human Blood Transportation Learningfor Students in Grade XI IPASenI SMA N 3 Sukoharjo in the Academic Year of 2012- 2013). Thesis. 1st advisor: Dr. H. Sarwanto, M.Si., 2nd: Dr. Baskoro Adi Prayitno, M.Pd. Program Study of Science Education, Post-graduate Program of Sebelas Maret University, Surakarta. ABSTRACT The research purposed to determine the effect of the use accelerated learning model through concept mapping and mind mapping, creativity, verbal abilities,and its interaction between each variable toward biologycal students achievement. The researchused quasi eksperiment method. The population was all students in grade XI IPA of SMA N 3 Sukoharjo in the academic year of 2012/2013, consisted of 4 classes. The sample was taken using purposive sampling, consisted of 2 classes. The first class was treated using accelerated learning model through concept mapping andthe second class was treatedusing accelerated learning model through mind mapping. The data was collected using test method for student cognitive, and psycomotorachievement, students’ creativity and students’ verbal ability, and questionaire method for student affective achievement. The hypothesis were tested using three ways analysis of variance with 2x2x2 factorial design. The result showed that: 1) there was an effect of biologycal learning using accelerated learning model through concept mapping and mind mappingtowardstudents cognitiveand affective achievement, but not forpsycomotor achievement, 2) there was an effect of students’creativity toward cognitive, affective, and psycomotor achievement, 3) there was an effect of students’ verbal ability toward cognitive, affective, and psycomotor achievement, 4) there was not an interaction between usingaccelerated learning modelthrough concept mapping and mind mapping with students’creativity towardcognitive, affective, andpsycomotor achievement, 5) there was not aninteraction between using accelerated learning model through concept mapping andmind mapping with verbal ability toward cognitive, affective, and psycomotor achievement, 6) there was not an interaction between students’ creativity with students’ verbal ability toward cognitive, affective, and psycomotor achievement, 7) there was not an interaction between learning methods, students’ creativity, and students’ verbal ability toward cognitive, affective, and psycomotor achievement. Based from the research, teachers are advised to apply the learning models and methods according to the characteristic of the material, pay attention to the internal factors of students, and train students make concept/mind mapping. Keyword: acceleratedlearning model, concept mapping, mind mapping,students’ creativity,students’ verbal ability

Editorial: Mapping power in adult education and learning

Power is […] a contested terrain where different notions of power are put into play and debated by researchers. And current change in adult education and learning policies and practices calls for further such debate. We have used the concept of ‘mapping’ as part of the title for this thematic issue, so as to signify the need to map power, i.e. to describe the working of power within practices of adult education and learning. To create debate, there is a need for ‘description’, made by drawing on the different theorizations of power. For this thematic issue we have thus invited papers that engage in mapping power in adult education and learning. (DIPF/Orig.

A Memory Model for Concept Hierarchy Representation and Commonsense Reasoning

Most associative memory models perform one level mapping between predefined sets of input and output patterns1 and are unable to represent hierarchical knowledge. Complex AI systems allow hierarchical representation of concepts, but generally do not have learning capabilities. In this paper, a memory model is proposed which forms concept hierarchy by learning sample relations between concepts. All concepts are represented in a concept layer. Relations between a concept and its defining lower level concepts, are chunked as cognitive codes represented in a coding layer. By updating memory contents in the concept layer through code firing in the coding layer, the system is able to perform an important class of commonsense reasoning, namely recognition and inheritance

Keefektifan Model Cooperative Learning Tipe Numbered Heads Together (NHT) dan Concept Mapping terhadap Kemampuan Kerjasama dan Peningkatan Penguasaan Konsep Peserta Didik SMA pada Topik Pencemaran Lingkungan

Penelitian ini bertujuan untuk mengetahui ada atau tidaknya pengaruh: 1) model Cooperative Learning tipe Numbered Heads Together (NHT) terhadap kemampuan kerjasama dan penguasaan konsep peserta didik 2) concept mapping terhadap kemampuan kerjasama dan penguasaan konsep peserta didik 3) kombinasi antara model Cooperative Learning tipe NHT dan Concept Mapping terhadap kemampuan kerjasama peserta didik dan 4) kombinasi antara model Cooperative Learning tipe NHT dan concept mapping terhadap penguasaan konsep peserta didik SMA Negeri 1 Kota Tidore Kepulauan. Penelitian ini merupakan jenis penelitian eksperimen semu yang menggunakan desain Nonrandomized Control Group Pretest-Posttest dengan tiga variasi perlakuan dan satu kontrol. Populasi dalam penelitian ini adalah seluruh peserta didik kelas X yang berjumlah 206 orang yang terbagi menjadi enam kelompok belajar. Empat kelompok belajar yang dijadikan sampel yaitu peserta didik kelas X1 dengan perlakuan strategi concept mapping, X2 dengan perlakuan kombinasi antara model Cooperative Learning tipe NHT dan concept mapping, X3 dengan perlakuan tanpa Cooperative Learning tipe NHT dan concept mapping (konvensional), dan X6 dengan perlakuan model Cooperative Learning tipe NHT. Pengumpulan data dilakukan dengan: a) melakukan penilaian performansi untuk mengukur kemampuan kerjasama dan b) metode tes yang dilakukan melalui pretest dan postest untuk mengukur penguasaan konsep. Hasil penelitian adalah sebagai berikut. 1) Model Cooperative Learning tipe NHT berpengaruh terhadap kemampuan kerjasama peserta didik dengan nilai rata-rata kemampuan kerjasama yaitu 32,3143 (sangat tinggi), tetapi tidak berpengaruh terhadap penguasaan konsep peserta didik dengan rata-rata pretes yaitu 61,1429 (tinggi) dan posttest 71,2857 (tinggi). 2) Concept mapping tidak berpengaruh terhadap kemampuan kerjasama peserta didik dan penguasaan konsep peserta didik dengan rata-rata pretest 62,9167 (tinggi) dan posttest 71,2500 (tinggi). 3) Kombinasi antara model Cooperative Learning tipe NHT dan concept mapping berpengaruh terhadap kemampuan kerjasama peserta didik, dengan nilai rata-rata kemampuan kerjasama peserta didik, yaitu 33,2812 (sangat tinggi). 4) Kombinasi antara model Cooperative Learning tipe NHT dan concept mapping berpengaruh terhadap penguasaan konsep peserta didik dengan nilai pretest 62,1875 (tinggi) setelah posttest menjadi 76,5625 (sangat tinggi)

Implementasi Strategi Pembelajaran Contextual Teaching and Learning (Ctl) Dan Concept Mapping Berbasis Multiple Intelligence Terhadap Prestasi Belajar Akuntansi Mahasiswa Program Studi Pendidikan Ekonomi STKIP Hamzanwadi Selong Lombok Timur

This research aimed to find out: (1) differences in learning achievement of accounting student who use the Contextual Teaching and Learning and Concept Mapping instructional strategy, (2) differences in learning achievement of accounting student who had high category and low category of multiple intelligence, (3) interaction effect between kategory miltiple intelligence, CTL and Concept Mapping.This study was a experiment. The research was desained by Simple Randomized Subyect Design faktorial 2x2. The research population was II grade Economic Education of Stkip Hamzanwadi. The sample was taken by using nonprobability sampling kuota, obtained 39 students as an CTL class and 38 other in same grade as Concept Mapping class. The data collection was taken by document, questionnaire and test method. Document method was used for finding the Authentic Assesment and the UAS score Basic of Accounting I, as balance test for CTL and Concept Mapping learning. Questionnaire method was used to know the category multiple intelligences of students. Test method was used to know learning achievement of Accounting student.The conclusion of this research were that: (1) There were differences in learning achievement of accounting student who used the Contextual Teaching and Learning and Concept Mapping instructional strategy. (2) There were differences in learning achievement of student who had the high category and the low category of multiple intelligence. (3) There was an interaction effect between kategory miltiple intelligences, Contextual Teaching and Learning and Concept Mapping instructional strategy. The everage learning achievement accounting of CTL class higher than the Concept Mapping class, and different category of multiple intelligences to effect different of learning achievement

Mapping the e-Learning Assessment Domain: Concept Maps for Orientation and Navigation

Concept or Topic Maps have long been used as a method of categorizing and organizing information about a domain. Building them can help people conceptualize an area and spot trends or gaps, and as a presentation method they quickly provide an overview and general impression of a space. We are currently constructing a Reference Model of the Assessment Domain that takes the form of a highly interlinked dynamic website. This represents the assessment domain via the software, projects, standards and use cases of which it is composed. In this paper we present our efforts to create complimentary concept maps of the assessment domain, not as an overview, but for navigation and orientation within the domain. These concept maps, which model resources and activities independently, have been corroborated with practitioners in the e-learning community