943,958 research outputs found

    Using Concept Mapping to Build Concept the Competence of School Principals

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    More and more the competence concept of school principals have an impact on two conditions, namely: (1) to develop the concept can complement and support each other; and (2) to develop the concept of possible contradict, giving rise to different interpretations. Therefore, this becomes the main issue researchers to identify the competence concept of school principals with adaptation of Jackson-Trochim method that is capable of illustrating the concept of competencies. Results of adaptation Jackson-Trochim method that school principals should have three types of competencies to lead the school effectively and efficiently. Kind of competencies are such as school leadership, instructional leadership, and operational leadership. Based on these results, the adaptationof Jackson-Trochim method to build the competence concept of school principals suggests this concept obtained may serve as a reference for school principals continue to build competencies in the futur

    Ontology mapping by concept similarity

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    This paper presents an approach to the problem of mapping ontologies. The motivation for the research stems from the Diogene Project which is developing a web training environment for ICT professionals. The system includes high quality training material from registered content providers, and free web material will also be made available through the project's "Web Discovery" component. This involves using web search engines to locate relevant material, and mapping the ontology at the core of the Diogene system to other ontologies that exist on the Semantic Web. The project's approach to ontology mapping is presented, and an evaluation of this method is described

    Concept mapping instrumental support for problem solving

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    The main theoretical position of this paper is that it is the explicit problem-solving support in concept mapping software that produces a stronger effect in problem-solving performance than the implicit support afforded by the graphical functionality of concept mapping software. Explicit problem-solving support activates cognitive functions such as knowledge representation, knowledge elicitation, knowledge reflection and knowledge creation. Concept mapping graphical instruction supports knowledge representation only. This paper reports on an experimental study that tests this assumption as measuring the effect of two types of concept mapping software on problem-solving performance, mapping production and perceived problem-solving effectiveness of 47 students randomly assigned to an experimental and a control group. The results validated empirically the theoretical position as the group that used concept mapping software with explicit problem-solving support scored significantly higher on problem-solving performance and on the most of the indicators of mapping production and perceived effectiveness of concept mapping software

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

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    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)

    Long range holographic contour mapping concept

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    Plan for generating a two dimensional contour map of a distant object with range contour intervals of a few millimeters to a few inches is accomplished by using a laser light source which has a periodically varying coherence function to form a hologram of the object

    A theoretical view on concept mapping

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    Auto‐monitoring is the pivotal concept in understanding the operation of concept maps, which have been used to help learners make sense of their study and plan learning activities. Central to auto‐monitoring is the idea of a ‘learning arena’ where individuals can manipulate concept representations and engage in the processes of checking, resolving and confirming understandings. The learner is assisted by familiar metaphors (for example, networks) and the possibility of thinking ‘on action’ while ‘in action’. This paper discusses these concepts, and concludes by arguing that maps are part of the process of learning rather than a manifestation of learning itself. Auto‐monitoring is suggested as an appropriate term to describe the process of engaging in the learning arena

    Concept mapping, mind mapping argument mapping: What are the differences and do they matter?

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    In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more comprehensible than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are available under different names: “concept mapping”, “mind mapping” and “argument mapping”. Sometimes these terms are used synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging to offer educators as yet unrealised and potentially complementary functions

    Algebraic conversions

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    An examination of the pure algebraic properties of computational type conversion leads to a new generalizations of the concept of a homomorphism for which the term conversion seems appropriate. While an homomorphism is a mapping that respects the value of all terms, a conversion is a mapping that respects the value of all sufficiently small terms. Such a mapping has practical value, as well as theoretical interest that stems from conversions forming a category. This paper gives a precise definition of the concept and demonstrates an application to formal computer science based on work completed by the author in his PhD thesis