• Journal of The Korean Association For Science Education
• /
• v.19 no.3
• /
• pp.479-486
• /
• 1999

This study was to inquire the effectiveness of concept mapping on the learning of biology concept. In this study the achivement acquired by the students in the classes of individual concept mapping and cooperative concept mapping were compared with those of traditional lecture on "photosynthesis and plant respiration". The concept mapping teaching methods, by individuals and groups. were more effective than traditional one. The results of analysis of covariance (ANCOVA) showed that these difference were statistically significant; individual concept mapping was more effective than traditional class result(p<.008). Also the cooperative concept mapping was effective than traditional class result(p<.0001). And the cooperative concept mapping was more effective than the individual one(p<.04). So that cooperative concept mapping is the most effective method in biology class.

• Journal of Korean Biological Nursing Science
• /
• v.17 no.4
• /
• pp.356-362
• /
• 2015

Purpose: The purpose of this study was to explore the experiences of nursing students in Korea who used concept mapping for understanding pathophysiology. Methods: The data were collected using an open-ended questionnaire from 83 sophomore nursing students after studying concept mapping in pathophysiology class. Each group consisted of five nursing students submitting four concept maps regarding cell injury, inflammation, infection, and neoplasm. After familiarity with concept mapping, the participants wrote their experiences anonymously on sheets of paper. The submitted materials were analyzed via qualitative content analysis. Results: The collected materials were classified into 3 themes, 8 categories, and 18 subcategories. Three themes emerged: (1) awareness of capabilities, (2) difficulties of completion, and (3) benefits of application. Conclusion: The study revealed that participants experienced self-capabilities, and the difficulties and benefits of concept mapping. Concept mapping also provided the opportunity for nursing students to realize communication skill improvement by active group discussion within a group.

• Journal of The Korean Association For Science Education
• /
• v.15 no.2
• /
• pp.223-232
• /
• 1995

The purpose of this study is to investigate the effect of concept mapping strategies on the learner's achievement and their attitude change in science learning. The subject was 159 male students in a middle school in Seoul. Three experimental groups were instructed with different kinds of teaching methods about the unit of photosynthesis and digestive organs. Group I was instructed with traditional teaching method, GroupII was instructed with guided concept mapping strategy, GroupIII was instructed with student-centered concept mapping strategy. The major findings of this study are as follows. 1. Student-centered concept mapping strategy was observed effective at 0.05 significance level in achievement and retention. 2. Only student-centered concept mapping strategy changed students' attitude toward science learning positively. 3. It was observed that there was very significant correlation between the learning ability and science achievement (p<0.01). 4. Student-centered concept mapping strategy was found effective in upper learning-ability group, and guided concept mapping strategy in middle learning-ability group(p < 0.05). 5. Student-centered concept mapping strategy was effective to the groups of upper and middle learning-ability in changing students' attitude toward science learning(p < 0.05).

• Journal of Korean Elementary Science Education
• /
• v.23 no.3
• /
• pp.208-218
• /
• 2004

Many elementary school students have misconception related to dissolution and solution. Moreover, they usually fail to apply the results of the experiments in their science classes to their everyday life, and also have low science achievement. Therefore, they are not interested in science, and sometimes some of them are even afraid of it. The purposes of this study is to investigate the effects of concept mapping activity on science achievement and attitude. In addition, this study also aims at presenting the teaching and learning method of utilizing concept maps in order to have the students form correct concepts. The subjects were classified into two groups one group is composed of thirty-seven students (experimental group) who were participated in concept mapping activity, and the other is composed of thirty-eight students (comparison group) who were participated in the traditional teaching method. The major findings of this study are as follows: First, the concept mapping activity has a positive effect on improving students＇ science achievement. Second, the classes using concept maps have a good influence on forming students＇ science attitude. Third, the concept mapping activity is more effective in improving science achievement of mid and low level students. In conclusion, the loaming by concept mapping activity positively influence students＇ science achievement and attitude. Particularly for the students in mid and high levels, the effect is more remarkable.

• 한국HCI학회:학술대회논문집
• /
• 2008.02b
• /
• pp.399-404
• /
• 2008

사용자 중심의 메뉴 기반 인터페이스를 설계하기 위해서는 인간의 지식 구조를 이해하는 것이 중요하다. 인간의 지식 구조를 이해하게 되면, 인터페이스를 통해서 전달된 자극들이 만들어낸 개념들이 어떠한 관계를 가지고 정신 모형(mental model)을 형성하고 있는지 알 수 있다. 인간의 지식 구조는 MDS (Multidimensional Scaling)과 Trajectory Mapping을 이용하여 Visual Concept Map 으로 나타낼 수 있고, 이것을 바탕으로 인간의 지식구조를 시각적으로 이해할 수 있다. MDS 는 인간의 머릿속에 자리잡고 있는 개념들의 상대적 위치를 알려주고, Trajectory Mapping 은 개념들 간의 연결 상태를 보여준다. 즉, Trajectory Mapping 을 통하여 개념들 간악 인지적 정보를 알 수 있다. 본 연구에서는 MDS 와 Trajectory Mapping 을 이용하여 핸드폰 메뉴로부터 전달 받은 시각적 자극들에 악해 형성된 개념들에 대한 인간의 지식 구조를 Visual Concept Map 으로 시각화하였다. 그리고 이렇게 시각화된 지식 구조를 바탕으로 메뉴 구조를 개발하였다. 본 연구 결과, MDS 와 Trajectory Mapping 을 이용한 인간의 지식 구조의 시각화는 사용자 중심의 메뉴 기반 인터페이스를 설계하는데 유용하게 쓰일 수 있을 것으로 보인다.

• Journal of the Korean Society for information Management
• /
• v.16 no.4
• /
• pp.53-74
• /
• 1999

This paper describes concept mapping techniques for eliciting and representing knowledge. Concept mapping techniques range from very informal to very formal. Informal concept mapping techniques are usually very easy to use and understand for humans, but not for computers. Formal concept mapping techniques are computational, but humans usually find them hard to understand and use. A knowledge acquisition and representation tools which handle both kinds, and the transition from informal to formal, would be very useful. It is proposed that concept maps be regarded as basic components of any knowledge-based system, complementing text and image with formal and informl active diagrams.

• The Korean Journal of Food And Nutrition
• /
• v.23 no.1
• /
• pp.94-101
• /
• 2010

Concept mapping was used to understand the structure of customer's cafe experience. In January and February, 2009, interviews were conducted with 26 subjects residing in the Seoul-Gyeonggi area. One hundred-two statements describing cafe experience were extracted from the interview transcripts, and were sorted and rated for their importance. Concept mapping software was used to generate a concept map denoting seven dimensions of cafe experience('comfort', 'place of my own', 'pleasant atmosphere', 'personal coffee preference', 'service', 'uniqueness', and 'value'). The results provided meaningful dimensions of cafe customers' experience, which ought to be considered when planning a cafe.

• Journal of The Korean Association For Science Education
• /
• v.23 no.6
• /
• pp.617-626
• /
• 2003

Although many studies have investigated the effectiveness of concept mapping and the learning cycle, in Korea none have explored the effectiveness of concept mapping and the learning cycle combined. This study explored the effectiveness of concept mapping, the learning cycle, and a combination of concept mapping/learning cycle(CL) in high school biology class. Students' science achievement, the science related attitudes and scientific inquiry ability was measured. The results indicated that concept mapping, the learning cycle, and CL treatment were significantly different from the traditional one in science achievement(p< .05). However, the three treatments were not significantly different from each other. No significant difference exists among different learnings in high and average-ability students. But, concept mapping was the most effective in low-ability students. For the students' scientific inquiry ability, CL and learning cycle were more effective than concept mapping and traditional learning. No significant difference exists among different learnings in high-ability students. CL and learning cycle were more effective than concept mapping and traditional learning in average and low-ability students. For the students' science related attitudes, concept mapping, the learning cycle, and CL were more effective than the traditional learning. But, there was no significant difference among these three groups.

• The Journal of the Korea Contents Association
• /
• v.14 no.5
• /
• pp.107-116
• /
• 2014

The purpose of this study is to verify the applicability of concept mapping in the process of planning social welfare program based on community network. Concept mapping is a kind of decision-making method that structuralized complex ideas and presented visually. Already, concept mapping is widely utilized in counseling, nursing and public health area to plan and evaluation their program and service. For recent, effectiveness of concept mapping has been reported. Concept mapping is a effective decision-making method that they recognize outcome gap between service provider and client, reach the outcome's consensus in counseling and nursing, medical area. In this study, we conceptualized 3rd year outcomes of Community Impact Project that was supported from Busan Chest using concept mapping. This CI project intervenes children and youth who lives in Buk-gu, Busan. Concept mapping has six stages-preparation, collecting ideas, structuring statements, representing statement, interpreting the results of the analysis, applying the results. We followed these steps. The participants were working at social welfare organizations, total 11 persons. We obtained 60 statements and analyzed using multidimensional scaling. we collected 5 clusters, cluster 1 'awareness and attitude change of children and youth', cluster 2 'social system change of children and youth', cluster 3 'friendly community formation', cluster 4 'community people change', cluster 5 'service provider change'. As a result, among total 5 clusters formed, 'awareness and attitude change of children and youth' came to the strongest outcomes. When concept mapping was applied to the program planning, the consensus of the opinion came easily in the decision-making process, and the participants were empowered. In addition, clear conceptualization on each element of the program planning was made.

• Korean Journal of Social Welfare
• /
• v.59 no.3
• /
• pp.281-304
• /
• 2007

The purpose of this study is to verify the applicability of concept mapping in the process of planning of network outcomes in social welfare. Planning and evaluation of network outcomes involve many stakeholders. Recognizing the value and range of individuals' perspectives in the creation of a common framework is one of the biggest methodological challenges for planning of network outcomes. Concept mapping is a kind of methodology that creates a stakeholder-authored visual geography of ideas from a group. It uses both a quantitative and qualitative approach, including brainstorming, structuring the statement, specific analysis and data interpretation methods to produce maps that can then be used to guide planning and evaluation efforts on the issues that matter to the group. 13 network managers who work in the social welfare centers in Busan are core participants. The 50 statements on network outcomes from brainstorming session fell into six distinct clusters. After the interpretation session these clusters were rated according to the seven rating scales. This paper explores applicability of concept mapping in the process of planning of network outcomes in social welfare. Concept mapping helps stakeholders with different value and ideas about network outcomes to consensus on common conceptual framework. In addition, a multidimensional conceptualization of network outcomes was made. It will assist in designing future outcomes evaluation and guide the evaluators through a selection of key activities and outcomes.