• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.31-43
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• 2001

The purposes of this study were grasping the degree of students' understanding for course contents through the concept mapping strategy as meaningful learning in science and measuring the effect for change of conception and changing the misconception. The results of the study were as follows: 1. Before the lesson, only 10.7％ of students had scientific conception of molecular motion. Other students had various kinds of misconceptions. 2. The extent of concept formation after lesson through the using concept mapping strategy was tested. As a result, compared with the controlled group, the experimental group showed higher extent of sound concept formation (statistical significance level 0.05). 3. The differences between the experimental group and the control group were analyzed into quantitative and qualitative points of view. The results of the comparison showed that the maps of the students were well configured in the categories of the relationship, the hierarchy and the examples; while students showed lower abilities in the category of the cross-links. 4. The student's attitudes to ward concept mapping was positive. Most of the students answered that teaching strategy of concept mapping benefits them in meaningful learning outcomes.

• Korean Journal of Occupational Health Nursing
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• v.24 no.1
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• pp.1-10
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• 2015

Purpose: This study was to evaluate the strengthening process of advanced beginner's nursing competence through the concept mapping methods. Methods: This study was conducted with focus group study for 1 month from November to December 2012 (n=5). Data were analyzed through open coding, axial coding and selection coding stage. Results: Advanced beginner to represent the experience of nursing empowerment and the three categories of the nine concepts were derived. The first category is 'able to see the entire search.' This concept is to start a search query, the search process of thinking, behavior change is expected. The second category is 'behavior change through the acquisition of knowledge.', and this concept is the embodiment of knowledge, confidence rising, and action changing. The third category is 'nursing empowerment', the aesthetic, ethical, and personal knowledge acquisition, as well as self-growth. Conclusion: Advanced beginner saw the full flow through the concept mapping and obtained knowledge, and changed behavior. Thus, the concept mapping is effective to strengthen the nursing competence.

• Korean Journal of Social Welfare Studies
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• v.49 no.1
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• pp.163-190
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• 2018

The citizen-initiative has been frequently mentioned in community building project which is being promoted by Seoul City. The citizen-initiative has become an important concept in the direction of community welfare efforts. However, this concept has not been defined clearly in social welfare. In this context, the purpose of this study is to find how the practitioners of the social welfare practice field recognize the concept of citizen-initiative. In this study, concept mapping method was used to generate 59 statements about the citizeninitiative in 10 social workers in Seoul. Multidimensional scaling analysis and hierarchical cluster analysis are used to do mapping and grouping the 59 statements. The results are as follows. A total of 6 categories were derived. The six categories are named "Inducement of Participation", "Practice", "Procedure", "Awareness and Interest extension", "Expression of Opinion", "Attitude and Emotion". "Practice" category was revealed as a core category in the concept of citizen-initiative. This study is meaningful as a first step to discuss "what is the citizen-initiative?" and to make consensus in social welfare academic area and practice field.

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.37-47
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• 2015

The purpose of this study is to review the concept mapping tools and provide implications for designing tools that support collaborative learning activities. For this purpose, representative concept mapping tools - Convince Me, Knowledge Forum, Cmaptools, Mindmeister, Belvedere - was analyzed by using the 3C(Communication, Coordination, Cooperation) framework. We have applied three research methods; 1) literature review on design principles of tools, 2) heuristic evaluation, 3) focus group interview. As a result, most of comcept mapping tools supported communication functions but partialy supported coordication and cooperation features.

• Journal of the Korean earth science society
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• v.23 no.6
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• pp.461-473
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• 2002

Concept mapping is a device for representing the conceptual structure of a subject discipline in a two dimensional form which is analogous to a road map. In the teaching and learning of earth science, each concept depends on its relationships to many others for meaning. Using concept mapping in teaching helps teachers and students to be more aware of the key concepts and relationships among them. The purpose of this study is to investigate the effect of the use of concept mapping on science achievement and the scientific attitude in ocean units of earth science. The results of this study are as follows; first, the science achievement of a group of concept mapping teaching is significantly higher than that of the group of traditional teaching. Also, when the achievement levels are compared among different cognitive ability groups, the effect is more significant in mid or lower level student groups than in high level groups. The use of concept mapping is more effective when the concepts have a distinct concept hierarchy. Second, the scores of the test of ‘attitude toward scientific inquiry’ and ‘application of scientific attitude’ of the group of concept mapping teaching are significantly higher than those of the group of traditional teaching, whereas the scores of the test of ‘interest in science learning’ of concept mapping teaching is not different from those of group of traditional teaching. Third, the survey on the use of concept mapping shows a positive response across the tested groups. The use of concept mapping is more beneficial in fostering the comprehension of the topic. A concept map of student's own construction facilitates the assessment of learning, thus promising the usefulness of concept mapping as a means of evaluation. In regard to retention aspect, concept mapping is considered to be more effective in confirming and remembering the topic, while less effective in the aspects of activity and interest. In conclusion, the use of concept maps makes learning an active meaningful process and improves student's academic achievement and scientific attitude. If the concept mapping is more effectively as an active teaching strategy, more meaningful learning will be attained.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.898-909
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• 2009

In this study, we investigated the influences of the role-playing analogy in chemistry concept learning on mapping understanding and mapping errors by analogical reasoning ability level. Seventh-graders (N=151) at a middle school were assigned to the comparison group and the experimental group. The students of the experimental group were taught with the 'running in the circle' role-playing analogy. After the students were taught about 'the relation between volume and pressure of gas', the test of mapping understanding in the next class and the retention test four weeks later were administered. The students with typical mapping errors were also interviewed to investigate their mapping processes. The results revealed that the role-playing analogy in chemistry concept learning improved mapping understanding and its retention regardless of analogical reasoning ability level. It was also found that the students in the experimental group had fewer mapping errors than those in the comparison group. However, there were similar patterns of mapping errors in both groups, and there were no significant differences in the frequencies of each type of mapping errors by analogical reasoning ability level. Educational implication of these findings are discussed.

• The Journal of the Korea Contents Association
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• v.15 no.1
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• pp.140-151
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• 2015

This study apply concept mapping to realize of client participation and self-determination in social welfare program for the mental disorders. They are relatively easily marginalized in decision-making process of their program. But realization of client participation and self-determination is directly connected with effect of service. For this reason, we confirmed the applicability of concept mapping in program planning that support client participation. Case of this study is social welfare program of B community psychiatric rehabilitation center located in the A city. This program is community interchange service for the mental disorders. Interchange type is to have a food with the mental disorder and the solitary elderly. We took advantage of the concept mapping to derive the outcomes that are expecting the mental disorders and mental health social workers. Concept mapping was proceeding in six steps; preparation stage ${\rightarrow}$ idea collection stage ${\rightarrow}$ structuralization stage ${\rightarrow}$ analysis stage ${\rightarrow}$ interpretation stage ${\rightarrow}$ application stage. Participants were a total of 25 people including the mental disorders and community psychiatric rehabilitation center employees. The participants produced 42 statements. Sorting results, the mental disorders produced 6 clusters; community psychiatric rehabilitation center employees produced 3 clusters. The mental disorders classified better detail than community psychiatric rehabilitation center employees. Two group were found gap of expected outcomes each other, went narrowed it. They agreed 3 expected outcomes finally. We identified empirically the usefulness of concept mapping to realize self-determination and program participation.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.277-288
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• 2019

Purpose: This study aimed to examine the effects of team-based learning using concept mapping on critical thinking disposition and metacognition on college of nursing students. Methods: A non-equivalent control group pretest-posttest design was used. The experimental group was provided team-based learning using concept mapping. The control group was provided team-based learning. A total of 77 nursing students participated. Results: The experimental group increased significantly in critical thinking, however, there were no significant differences in critical thinking or metacognition between the two groups. The four essential themes extracted were as follows: (1) Expanding the scope of thinking; (2) Strengthening learning competency; (3) Enhancing communication skill; and (4) Burden of new learning method. Conclusion: The findings indicate that team-based learning using concept maps may be an effective teaching-learning method for nursing students.

• Journal of The Korean Association For Science Education
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• v.14 no.3
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• pp.285-292
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• 1994

The purpose of this study is to investigate the misconception about circulatory / excretional system and to determine the effectiveness of two teaching strategies. The subject was 214 middle school students. The control group was instructed with the traditional teaching method.On the other hand, the experimental group was taught with the concept mapping teaching method. Then the effectiveness of the two teaching strategies were compared in terms with the changes of their conceptions about circulatory/excertional system. The major findings of this study are as follows. 1. The major misconception types were identified. 1) The function of blood is only transportation. 2) The artery is equal to arterial blood. 3) The colon and the anus are also excretional organs. 4) Urine is formed from the bladder. 5) Urine and feces are also excrement. 2. Different conceptional change was observed between control group and experimental group at 0.05 significance level. The concept mapping strategy was more effective than traditional teaching method. 3. No significent difference was found between male and female students in the effectiveness of concept mapping strategy.

• Korean Journal of Childcare and Education
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• v.16 no.5
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• pp.105-126
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• 2020

Objective: This study aimed to reveal pre-service early childhood teachers' perception of children's environmental education using concept mapping and demonstrating its importance. Methods: Based on Kane and Trochim's(2007) procedure, 33 pre-service early childhood teachers conducted brainstorming and statement writing, and then the importance of selected statements were rated by 202 pre-service early childhood teachers. Selected statements were analyzed through multidimensional scaling and hierarchical cluster analysis. Results: Pre-service early childhood teachers perceived children's environmental education as concept mapping with 2-dimensions and eight clusters. The following eight clusters were established (1) daily practice through hands on experience, (2) nature environment, (3) recognizing and coping with environmental issues, (4) environmental preservation practices, (5) environmental sensitivity and consideration, (6) purpose of children's environmental education, (7) necessity for children's environmental education (8) Practice through connection with child's home and community. And then among the eight clusters, the most important was recognized as 'daily practice through hands on experience', and among the statements 'young children learn through the method of playing in nature and experience nature' was considered the most important. Conclusion/Implications: Based on these results, we discuss the importance of children's environmental education of pre-service early childhood teachers and how to support to develop teacher's training program.