scholarly journals A Concept Tree of Accounting Theory: (Re)Design for the Curriculum Development

2019 ◽  
Vol 9 (2) ◽  
pp. 111 ◽  
Author(s):  
Yining Zhou
Keyword(s):  
Curriculum Development ◽  
Concept Mapping ◽  
Teaching Practices ◽  
Concept Map ◽  
Rapid Expansion ◽  
Mapping Approach ◽  
Accounting Theory

This study contributes to both accounting and concept mapping literature through the depiction of a concept tree based on the Accounting Theory curriculum, which has undergone recent and rapid expansion of its knowledge and has hence outgrown the previous limited mapping work. This tree-shaped concept map not only accounts for a particular mapping approach little studied and scarcely exemplified in literature, but also signifies a creative model that graphically interprets the sophisticated system of accounting theories and concepts as well as their complex interrelationships. In teaching practices, this concept tree has attested a potential to promote curriculum development, as evidenced in sequence and cohesion of topics and by being linked meaningfully to exam design.

A Peer Tutoring-Based Concept Mapping Approach to Improving Students' Learning Achievements and Attitudes for a Social Studies Course

2018 ◽  
Vol 8 (1) ◽  
pp. 1-12
Author(s):  
Chien-Wen Chuang ◽  
Gwo-Jen Hwang ◽  
Wen-Jen Tsai
Keyword(s):  
Social Studies ◽  
Technology Acceptance ◽  
Concept Mapping ◽  
Peer Tutoring ◽  
Concept Maps ◽  
Concept Map ◽  
Learning Performance ◽  
Control Group ◽  
Mapping Approach ◽  
Acceptance Levels

Concept maps are well recognized as being an effective tool for helping students organize and construct their knowledge. However, previous studies have also indicated the difficulty encountered by young students in concept mapping. Therefore, how to provide an efficient strategy for enhancing students' learning achievement using concept mapping is worth studying. The purpose of this study is to explore the effects of the peer tutoring-based concept mapping approach on students' learning performance. A 5-week experiment was conducted in an elementary school social studies course in southern Taiwan. The participants were two classes of fifth graders. One class was the experimental group consisting of 33 students provided with a computerized concept map learning model based on peer tutoring, whereas the other class was the control group consisting of 32 students learning with a conventional computerized concept mapping approach. It was found that the learning achievements and the concept map scores of the students who learned with the peer-tutoring strategy were significantly higher than those students who learned with the conventional computerized concept mapping approach. Meanwhile, the result also indicated that the innovative approach is significantly helpful for improving the students' learning attitudes and technology acceptance levels.

Concept Mapping zum Lernen aus Texten

2008 ◽  
Vol 22 (2) ◽  
pp. 119-125 ◽  
Author(s):  
Tatjana S. Hilbert ◽  
Matthias Nückles ◽  
Alexander Renkl ◽  
Carla Minarik ◽  
Angelika Reich ◽  
...  
Keyword(s):  
Concept Mapping ◽  
Concept Map

Concept Mapping ist eine Lernstrategie, die insbesondere das bedeutungsvolle Lernen unterstützt. Ziel dieser Studie war es, den Nutzen von kognitiven und/oder metakognitiven Prompts auf den Lernerfolg beim Lernen durch Concept Mapping zu untersuchen. Die teilnehmenden Schülerinnen und Schüler (N = 112, Durchschnittsalter: 17.20 Jahre) erzielten einen signifikant besseren Lernerfolg, wenn sie durch Prompts beim Anfertigen einer Concept Map unterstützt wurden. Gemischte Prompts waren dabei im Vergleich zu nur kognitiven bzw. nur metakognitiven Prompts nicht effektiver, offensichtlich regte bereits die Verfügbarkeit von Prompts die Lernenden zu systematischerem Lernverhalten an. Als Fazit dieser Studie lässt sich festhalten, dass Prompts als Hilfestellung bei der Anwendung einer neuen Lerntechnik sehr wohl positive Effekte haben. Eine Follow-Up-Messung ohne Prompts zeigte jedoch, dass die einmalige Unterstützung durch Prompts nicht ausreichte, um die Lerntechnik weiterhin selbstständig erfolgreich anzuwenden.

Concept mapping in the preschool setting: Curriculum development, instruction, and assessment

2010 ◽  
Author(s):  
Janice Hunter ◽  
Heather Monroe-Ossi ◽  
Linda Goudy ◽  
Stephanie Wehry
Keyword(s):  
Curriculum Development ◽  
Concept Mapping ◽  
Preschool Setting

scholarly journals Perceived Impeding Factors for Return-to-Work after Long-Term Sickness Absence Due to Major Depressive Disorder: A Concept Mapping Approach

PLoS ONE ◽  
2014 ◽  
Vol 9 (1) ◽  
pp. e85038 ◽  
Author(s):  
Gabe de Vries ◽  
Hiske L. Hees ◽  
Maarten W. J. Koeter ◽  
Suzanne E. Lagerveld ◽  
Aart H. Schene
Keyword(s):  
Major Depressive Disorder ◽  
Depressive Disorder ◽  
Return To Work ◽  
Concept Mapping ◽  
Sickness Absence ◽  
Major Depressive ◽  
Mapping Approach

scholarly journals Adverse Effects of Electronic Cigarette Use: A Concept Mapping Approach

2015 ◽  
Vol 18 (5) ◽  
pp. 678-685 ◽  
Author(s):  
Eric K. Soule ◽  
Aashir Nasim ◽  
Scott Rosas
Keyword(s):  
Adverse Effects ◽  
Concept Mapping ◽  
Electronic Cigarette ◽  
Cigarette Use ◽  
Mapping Approach

Concept Maps as a Technique for Organizing, Analyzing, and Transforming Knowledge

2021 ◽  
pp. 762-777
Author(s):  
Michael Tang ◽  
Janelle M. Johnson
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Concept Map ◽  
Cognitive Styles ◽  
Thinking Maps ◽  
Academic Fields ◽  
Definition Of ◽  
Mind Maps ◽  
Teaching Learning ◽  
Mapping Theory

The chapter begins with the origins of concept maps as a tool to promote constructivist learning, an educational philosophy and practice, and is followed by a concept map taxonomy. A definition of concept maps is provided and the main differences between Mind Maps©, Thinking Maps®, and Concept Maps are discussed with Thinking Maps classified as a type of concept map that is separate and different from both other maps. The chapter then offers a second definition of the term “concept maps,” with a detailed discussion of Thinking Maps resulting in a new taxonomy of knowledge or concept maps. The authors then investigate integrating concept maps with cognitive styles theory to determine if concept mapping might have a neuro-psychological basis and if mapping theory can be related to different academic fields and professions. The chapter concludes that the use of concept mapping can promote more holistic and effective teaching, learning, and practice in STEM education.

Factors influencing the admission decision for complexity intervention units: A concept mapping approach

2019 ◽  
Vol 121 ◽  
pp. 116
Author(s):  
Petra Caarls ◽  
Maarten van Schijndel ◽  
Guido van den Berk ◽  
Annette Boenink ◽  
Dolf Boerman ◽  
...  
Keyword(s):  
Concept Mapping ◽  
Factors Influencing ◽  
Mapping Approach ◽  
Admission Decision
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