The concept map proposed by Novak is a good tool to portray knowledge structure and to diagnose students’ misconception in education. However, most of the learning concept maps have to be constructed through the suggestions of experts or scholars in related realm. It is really a complicated and time-consuming knowledge acquisition process. The study proposed to apply the algorithm of Apriori fo...

Concept maps present information in a concise and easily-understood form. Consequently, concept maps of documents are a useful vehicle for summarizing the documents’ contents. Concept-map based summaries can in turn be used as the basis for browsable indices to help guide navigation through documents to find material of interest. However, using concept maps in this role depends on the ability t...

Explicit visual representations of domain knowledge have the potential to support students engaged in scientific inquiry learning activities on an epistemic level. This can be facilitated using computational methods for the extraction of concepts from student generated knowledge artefacts such as hypotheses, concept maps, or wiki articles. We propose an application of this approach in the conte...

The proposed tool describes the subject to learn from an evolution of conceptual maps, called Pedagogical Concept Instructional Graph (PCIG), generated by the teacher. A PCIG does not order the concepts following arbitrary relationships among them as in the case of a general concept map, but the concepts are placed depending on the logical order in which they are presented to the student. After...

the concept of teacher efficacy has received significant attention in educational contexts in the recent years and has been empirically probed at 2 levels: individual teacher efficacy and collective teacher efficacy. having their origins in the social cognitive theory, teacher and collective efficacy perceptions are quite distinct constructs, each affecting educational decisions and student ach...

The most challenging aspect of constructing a concept map is not coming up with the list of concepts to include, but linking the concepts into meaningful propositions to create a coherent structure that reflects the person’s understanding of a domain. We present an algorithm which, during the process of concept mapping, takes the partially constructed map as input to mine the Web, and presents ...

The use of concept maps continues to grow worldwide, and users are consistently finding new applications and uses for the tool. However, we continue to observe difficulties in the use of the tool that seem to be consistent throughout countries and domains of use. Among them, we cite the difficulty in the construction and structure of propositions, the lack of a focus question to guide the const...

Concept maps are widely used in education, and have been acclaimed for their excellent results. For efficiently using concept maps in education, computer-based concept mapping systems have been developed. However these computer-based concept mapping systems are limited in their assessment algorithms. The assessment takes only concept nodes as the primary basis, with relation links playing only ...

Concept maps consist of both content and structure. When working with concept maps, educators give instructions for the students to follow while working on concept mapping. These instructions are usually provided in terms of conditions on the structure and the content of the maps. While educators have expectations in terms of the result of the concept mapping activity, often they are not aware ...