Concept Map

Students produce a group concept map (4/group), detailing a food, nutraceutical or pharmaceutical concept. The group decides the choice of content during the initial meetings and storyboarding of the idea(s). The content must address, in some way, a concept related to their course and should be in some way topical. The concept map can contain any form of multimedia (video, sound, audio, animation etc.) but it must be visual, engaging and creative. Supplementary assessment takes the form of an e- portfolio (to assess the journey and process) and a suite of reflective blogs and final reflection (to assess individual contribution)

Penggunaan Concept Map dan Mind Map untuk Mengembangkan Kemampuan Penalaran dan Penguasaan Konsep

This study purposes to reveal the role of concept maps and mind maps to the improvement of reasoning and mastering concept ability of high school students on the circulatory system material. The method was quasy experimental with The matching Pretest-Posttest Group Design. The population was entire class XI in SMAN 24 Bandung. The samples determined using cluster random sampling was class XI-1 and class XI-2. Class XI-1 given learning with concept maps, while the XI-2 given learning with mind maps. The instruments was questions form of reasoning and mastering concepts, questions of TOLT, questionnaire, and the results of students concept maps and mind maps. Measured aspects of reasoning and mastering concepts was cognitive dimension on the revised Bloom's taxonomy. The results showed 51.4% of the students in the map concept class was at concrete level and 48.6% was at transition level. While in mind map class, 81.8% of students was at concrete level, and 18.2% was at transition level. The average increasement of reasoning and mastering concepts from pretest and posttest. in concept map class was 0.33 (moderate) and map mind class was 0.32 (moderate).The results of t-test analysis was significant value of tcount (0.66) > 0.05. its mean there was no significant differences from concept map and mind map class. Based on the result, showed that both of these learning tools can be used to develop reasoning and mastering concepts ability, although there was no significant difference between the results of the use of concept maps and mind maps

Nodes and Arcs: Concept Map, Semiotics, and Knowledge Organization.

Purpose – The purpose of the research reported here is to improve comprehension of the socially-negotiated identity of concepts in the domain of knowledge organization. Because knowledge organization as a domain has as its focus the order of concepts, both from a theoretical perspective and from an applied perspective, it is important to understand how the domain itself understands the meaning of a concept. Design/methodology/approach – The paper provides an empirical demonstration of how the domain itself understands the meaning of a concept. The paper employs content analysis to demonstrate the ways in which concepts are portrayed in KO concept maps as signs, and they are subjected to evaluative semiotic analysis as a way to understand their meaning. The frame was the entire population of formal proceedings in knowledge organization – all proceedings of the International Society for Knowledge Organization’s international conferences (1990-2010) and those of the annual classification workshops of the Special Interest Group for Classification Research of the American Society for Information Science and Technology (SIG/CR). Findings – A total of 344 concept maps were analyzed. There was no discernible chronological pattern. Most concept maps were created by authors who were professors from the USA, Germany, France, or Canada. Roughly half were judged to contain semiotic content. Peirceian semiotics predominated, and tended to convey greater granularity and complexity in conceptual terminology. Nodes could be identified as anchors of conceptual clusters in the domain; the arcs were identifiable as verbal relationship indicators. Saussurian concept maps were more applied than theoretical; Peirceian concept maps had more theoretical content. Originality/value – The paper demonstrates important empirical evidence about the coherence of the domain of knowledge organization. Core values are conveyed across time through the concept maps in this population of conference paper

Pengaruh Strategi Pembelajaran Concept Map terhadap Prestasi Belajar Dasar Akuntansi Keuangan II Berdasarkan Tipologi Belajar

Latar belakang: Strategi pembelajaran concept map diduga merupakan variabel yang memiliki pengaruh dengan prestasi belajar dan tipologi belajar sebagai variabel moderator dalam hubungan kasual strategi pembelajaran concept map dengan prestasi belajar. Tujuan dari penelitian ini adalah untuk mengetahui: (1) seberapa besar pengaruh strategi pembelajaran Concept Map terhadap prestasi belajar Dasar Akuntansi Keuangan II. (2) seberapa kuat tipologi belajar memoderasi terhadap hubungan kausal strategi pembelajaran Concept Map terhadap prestasi belajar Dasar Akuntansi Keuangan II. Metode: Penelitian ini termasuk penelitian kuantitatif dengan pendekatan deskriptif. Populasi penelitian ini adalah seluruh mahasiswa semester III Program Studi Pendidikan Akuntansi FKIP UMS Tahun Akdemik 2012/2013. Pengambilan sampel dilakukan dengan cara quota random sampling. Teknik pengumpulan data yang digunakan adalah metode observasi, dokumentasi, tes dan angket. Data diperoleh melalui observasi untuk prestasi belajar afektif dan psikomotorik, angket untuk strategi pembelajaran concept map dan tipologi belajar, tes untuk menilai prestasi belajar dasar akuntansi keuangan II. Hasil: Pengujian Hipotesis menggunakan SEM dengan Program LISREL 8.8. diperoleh hasil sebagai berikut: (1) strategi pembelajaran Concept Map berpengaruh sangat kuat terhadap prestasi belajar Dasar Akuntansi Keuangan II. (2) tipologi belajar memoderasi sangat besar terhadap hubungan kausal strategi pembelajaran Concept Map terhadap prestasi belajar Dasar Akuntansi Keuangan II

Concept map: testing analytical criteria

Concept maps are an important instrument for following-up learning processes, and demand the comprehension of their construction methods. The purpose of this study is to present and discuss conceptual maps and their analysis criteria elaborated by students enrolled in the Master Program Teaching in Health Sciences. The selection of analysis criteria were:the quantity and quality of concepts, levels of hierarchy, number of interrelations, words of connection and propositions which express logical meaning, structure of the map: sequential or network, representativeness of contents and creativity. Data were systematized regarding quantitative and qualitative dimensions. Hierarchical structures of rich conceptual meaning and representativeness of the analyzed themes were identified. It was concluded that the construction processes led the students to establish relationships between new contents and their previous knowledge thus creating new possibilities of integration. The analysis was effective as an instrument for the teacher in the health area to develop evaluative practices engaged in the student's learning processes.Os Mapas Conceituais constituem importante instrumento para acompanhar a aprendizagem, demandando compreender os processos de construção. Este trabalho se propõe a apresentar e discutir critérios de análise de mapas conceituais elaborados por pós-graduandos do Mestrado Ensino em Ciências da Saúde. Os critérios de análise foram: quantidade e qualidade de conceitos, níveis de hierarquia, número de inter-relações, palavras de enlace e proposições com significado lógico, estrutura do mapa, representatividade dos conteúdos e criatividade. Identificaram-se estruturas hierárquicas de significativa riqueza conceitual e representatividade dos temas trabalhados. Acredita-se que o processo de construção levou aos alunos a estabelecerem relações entre os novos conteúdos e seus conhecimentos prévios, criando maiores possibilidades de integração. A análise empreendida mostrou-se valiosa como uma ferramenta de trabalho para o professor da área da saúde, para desenvolver práticas avaliativas comprometidas em apreender os processos de aprendizagem dos alunos.Universidade Federal de São Paulo (UNIFESP) EPM Centro de Desenvolvimento do Ensino Superior em SaúdeUNIFESP-EPM CEDESSUniversidade Federal de São Paulo (UNIFESP) CEDESS Programa de Pós-Graduação Ensino em Ciências da SaúdeUniversidade Federal de São Paulo (UNIFESP) EPM CEDESSUNIFESP, EPM, Centro de Desenvolvimento do Ensino Superior em SaúdeUNIFESP, EPM CEDESSUNIFESP, CEDESS Programa de Pós-Graduação Ensino em Ciências da SaúdeUNIFESP, EPM, CEDESSSciEL