| |  | Brazhnik, Olga | Databases and the geometry of knowledge read moreAbstract: Based on a geometrical interpretation of knowledge space, this work defines relationships between data, concepts and models, and establishes a framework for their integration. Concepts encapsulate our knowledge and provide a basis for data acquisition. They change as we learn more. Every discipline operates with a specific set of concepts organized in models. In order to co-process data collected against different concepts, we need to map the underlying concepts. Modal Intentional Actual (MIA) structure, derived from knowledge representation theory, enables the separation of data from hypotheses, and provides a consistent approach for building data models, concept mapping and defining complex relationships, which are represented by morphisms in category theory. Essential data elements from enterprise modeling techniques provide specifications for storing concepts and morphisms in a database. | 2006 |
| | | Cañas, Alberto J. | Concept Maps: Integrating Knowledge and Information Visualization read moreAbstract: Information visualization has been a research topic for many years, leading to a mature field where guidelines and practices are well established. Knowledge visualization, in contrast, is a relatively new area of research that has received more attention recently due to the interest from the business community in Knowledge Management. In this paper we present the CmapTools software as an example of how concept maps, a knowledge visualization tool, can be combined with recent technology to provide integration between knowledge and information visualizations. We show how concept map-based knowledge models can be used to organize repositories of information in a way that makes them easily browsable, and how concept maps can improve searching algorithms for the Web. We also report on how information can be used to complement knowledge models and, based on the searching algorithms, improve the process of constructing concept maps. | 2005 |
| | | Tergan, Sigmar-Olaf | Digital Concept Maps for Managing Knowledge and Information read moreAbstract: Due to the increasing amount and complexity of knowledge and information in many domains, students who self-regulate their study in e-learning scenarios often suffer from cognitive overload, as well as conceptual and navigational disorientation. Particularly, when studying in resource-based learning scenarios with complex and ill-structured subject-matter content, there is a need for both effective learning strategies and the management of knowledge and information. Advanced computer-based concept maps have the potential to foster spatial learning strategies by visualizing the knowledge and support processes of individual knowledge management, such as the acquisition, organization, representation, (self-)evaluation, communication, localization, and utilization of knowledge. In addition, they have the potential to represent and make accessible the conceptual and content knowledge of a domain, as well as information associated to it. The aim of this paper is the analysis of the potential of digital concept maps for supporting processes of individual knowledge management. Perspectives for research on the use of concept maps for individual knowledge management are outlined. | 2005 |
| | | Marshall, B. | Convergence of knowledge management and e-learning: the GetSmart experience read moreAbstract: The National Science Digital Library (NSDL), launched in December 2002, is emerging as a center of innovation in digital libraries as applied to education. As a part of this extensive project, the GetSmart system was created to apply knowledge management techniques in a learning environment. The design of the system is based on an analysis of learning theory and the information search process. Its key notion is the integration of search tools and curriculum support with concept mapping. More than 100 students at the University of Arizona and Virginia Tech used the system in the fall of 2002. A database of more than one thousand student-prepared concept maps has been collected with more than forty thousand relationships expressed in semantic, graphical, node-link representations. Preliminary analysis of the collected data is revealing interesting knowledge representation patterns. | 2003 |
| | | Beitz, J. M. | Concept mapping. Navigating the learning process. read moreAbstract: Critical thinking, meaningful learning, and concept synthesis are key phrases pervading nursing literature as educators strive to promote optimal learning and improve clinical instruction and problem solving across levels of nursing education. Concept mapping offers a state-of-the-art metacognitive approach to achievement of these important goals. The author explores concept mapping from the perspective of cognitive theory, analyzes its strengths and drawbacks, presents examples of various concept maps and graphic organizers, and suggests pragmatic applications to nursing clinical, classroom, curriculum, and research situations.
| 1998 |
| | | Ruiz-Primo, M. A. | Problems and issues in the use of concept maps in science assessment read moreAbstract: A concept map is a graph consisting of nodes representing concepts and labeled lines denoting the relation between a pair of nodes. A student's concept map is interpreted as representing important aspects of the organization of concepts in his or her memory (cognitive structure). The purpose of this article is to examine the validity of claims that concept maps measure an important aspect of students' knowledge structures in a subject domain such as science. The review led to the following conclusions: (a) an integrative working cognitive theory is needed to limit the current variation in concept-mapping techniques for assessment purposes; (b) before concept maps are used for assessment and before map scores are reported to teachers, students, the public, and policy makers, research needs to provide reliability and validity information on the effect of different mapping techniques; and (c) research on students' facility in using concept maps, on training techniques, and on the effect on teaching is needed if concept map assessments are to be used in classrooms and in large-scale accountability systems. | 1996 |
| | | Novak, Joseph D. | Concept Mapping: A Useful Tool for Science Education read moreAbstract: This article describes the genesis and development of concept mapping as a tool for science education. It also offers an overview of this special issue of the "Journal of Research in Science Teaching" and comments on the current state of knowledge representation. Suggestions for further research are made. (49 references) (Author/PR) | 1990 |
| | | Novak, J. D. | The Theory Underlying Concept Maps and How to Construct Them read moreAbstract: Sorry no abstract available for this article | 1982 |
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