Concept-map-based knowledge models are widely used for knowledge capture and sharing. When libraries of concept maps are available, those concept maps can provide a useful context for understanding new documents, and the new documents can provide useful annotations to the knowledge models—if the right documents can be associated to the right concept maps. This paper presents ongoing research on...

Comprehension and learning with hypertexts is challenging due to the nonlinearity of such digital documents. Processing hypertexts may involve navigation and comprehension problems, leading learners to cognitive overhead (DeStefano & LeFevre, 2007). Concept maps have been added to hypertexts to reduce the cognitive requirements of navigation and comprehension. The current chapter explores the l...

Concept mapping systems used in education and knowledge management emphasize flexibility of representation to enhance learning and facilitate knowledge capture. Collections of concept maps exhibit terminology variance, informality, and organizational variation. These factors make it difficult to match elements between maps in comparison, retrieval, and merging processes. In this work, we add an...

Quantitative concept mapping, in contrast with qualitative approaches, is rigorous scientifically and permits statistical analyses of data about concept learning. This study extends past quantitative research on the structure of student concept learning in pulmonary physiology. Pathfinder scaling is used to derive concept maps for medical and veterinary students and their physiology instructors...

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 ...

In this report an unsupervised and knowledge-based algorithm for concept sense disambiguation in concept maps is proposed. Concept maps are graphical tools for organizing and representing knowledge, based on concepts and labeled interconnections among them, forming propositions. The disambiguation process is carried combining Magnini’s domain, context information and the gloss. It’s supported i...

Concept maps have been widely used in education as tools for knowledge representation in both teaching and learning. Built on rigorous learning theories, concept mapping is a technique that is easy to learn and use. Therefore, concept map construction tasks can be incorporated into teaching effectively. By analyzing students’ concept maps, we can assess their learning and gain insights into the...

For one and the same domain several alternative concept maps may exist, originating from different world views or purposes. Some of these concept maps may be valid, however not all of them. Thus, strategies for empirically and objectively validating concept maps in the respective context are necessary. We outline two methodological approaches for empirically validating concept maps, one for giv...

The effectiveness of concept maps in mathematics education was examined through review of relevant empirical research studies. Concept maps are identified by Novak as useful tools in learning and assessment, comprising concepts connected by linking phrases that form propositions relevant to a particular knowledge domain, organized in a hierarchical structure. To examine claims of the effectiven...

This text is devoted to a literature review of concept maps and concept mapping. An overall idea emerges : on the one hand, concept maps are useful tools for designers, to structure their products, but, on the other hand, ready-made concept maps might not be so useful for learning. For the learner, the process of creating and/or modifying concept maps seems to be much better. Evidence is collec...