This paper locates concept mapping within the theoretical framework of cultural historical activity theory. Cultural historical activity theory provides an analytic tool for understanding how concept maps can act as ‘stimulimeans’: a cultural artefact that can mediate the performance of subjects (Vygotsky, 1978). Concept maps possess Vygotsky’s double nature: they not only enable students to en...

Concept maps are an effective way of representing a person’s understanding of a domain of knowledge. Technology can further help by making it easy to construct and modify that representation, to manage large representations for complex domains, and to allow groups of people to share in the construction of the concept maps. CmapTools is a software environment developed at the Institute for Human...

The potential application of concept maps in knowledge discovery is examined using a framework comprising usability, learnability, and task & technology fit. An online survey and follow-up interviews indicated that teachers and administrators at the Ministry of Education in Singapore were comfortable in using concept maps. They expressed that concept maps should to be integrated with search eng...

The ASM General Meeting Program Book and concept maps are used to engage students in exploring the diversity of microbiology subdisciplines and help them vicariously experience the meeting. Preactivity questionnaires ask students to list different microbiology subdisciplines and build concept maps based on the list. Students then examine the Program Books and generate an itinerary listing the t...

The paper presents a novel concept for collaborative descriptors between deeply learned and hand-crafted features. To achieve this concept, we apply convolutional maps for pre-processing, namely the convovlutional maps are used as input of hand-crafted features. We recorded an increase in the performance rate of +17.06% (multiclass object recognition) and +24.71% (car detection) from grayscale ...

A pervasive notion in the literature is that complex concept maps reflect greater knowledge and/or more expert-like thinking than less complex concept maps. We show that concept maps used to structure scientific writing and clarify scientific reasoning do not adhere to this notion. In an undergraduate course for thesis writers, students use concept maps instead of traditional outlines to define...

Science, technology, engineering, and mathematics (STEM) learning in schools may be considered fundamental to the society of twenty-first century. All around globe, efforts are underway ...