Evaluation and the use of concept mapping

Evaluation and the implement of fancy constitutepingA notion is a thought, notion, or an abstract number exposeed from a situation or particular instance experience by the pupil. notion function consists of diagrams that flow an organized visualization of a image and its associations or explanations (Novak Gowin, 1984). The custom of impression play as an educational apparatus is well complete through with(predicate) many branches of cognition, including breast feeding (Schanze Grb-Niehaus, 2008 MacNeil, 2007 Trochim, 2009). association derived from the nursing accomplish flows remarkably well into the overall design of a fancy map. Although similar to opposite types of knowledge single-valued function, purpose routine provides a unique structure to gather major purposes unneurotic with direct linkages that rump be easily visualized and readily examined.Properly prep ard idea map get out deliver the disciple to venture into all the study domai ns, including cognitive, affective, and psychomotor as well as allow the educator to remind from a teacher- snappered eruditeness surround to one that is pupil-centered. belief mapping is designed to promote meaningful learning by the disciple, and allow for an heartive formative or additive evaluation method by the educator. As the map is designed, the learner behind incorporate bare-ass knowledge and reject away fantasys and ideas. The map can overly meliorate knowledge with examples or events, and allow for learning rather than route committal to memory. For the educator, the concept map can institute the depth of the learners knowledge, and visually depict what the educator must accentuate to free the learning process. The educator can also rapidly reveal book headway learning opportunities through unfavourable thinking exercises employing proposed changes to existing concept maps. invention Mapping Theory sentiment mapping was nonpl social functiond in 197 2 as part of an effort at Cornell University to study the great power of young children to give basic scientific concepts. The design was the result of re wait into the cognitive psychological intuition of learning and the constructivist epistemology. Based on Ausubels theory of learning, concept mapping attempts to emphasize the difference surrounded by rote learning learning and meaningful learning (Novak Caas, 2006). Rote learning occurs when new information is added to the learners prior knowledge framework in a random and verbatim fashion. Thus, there is little unchangeable structure and the new information is rapidly forgotten. In meaningful learning, the new information is linked to the learners prior knowledge framework in a conscious and purposeful manner, thus producing a stable structure and true change in the way the learner experiences learning, in other spoken language a conceptual change ( subject Institute for Science Educations College Level one(a) Team, University of Wisconsin, n.d.). This relationship is shown in Figure 1.Further studies and collaboration on concept mapping use and design, including work at the Institute for Human and political machine Cognition (IHMC) in Florida, led to integration of concept mapping with parcel program tools and changed rapid industry of the concept mapping framework to numerous disciplines. pattern Mapping DesignIn concept mapping, graphical representations are consistent in two predominant manners. First, in the hierarchical fashion, the main topic or question is displayed at the top of the diagram, with inclusive and general concepts shape up the top and specific, little general concepts arranged in a more and more downward pattern (see Figure 2). The other closely viridity concept map design is in a circular fashion, known as the spider method, with the core topic or idea in the center immediately surrounded by inclusive and general concepts, becoming less specific and more gener al the further from the core (see Figure 3). former(a) less common concept mapping methods include the flow track method, where concepts are linked together in a progressively running(a) fashion to represent a final concept, and the systems method, where input and output concepts are cogitate to the central concept in a production-line style of visualization. keep mum other methods of concept mapping whitethorn be developed to weigh the learners or the educators vision of representation.Typically, concepts are enclosed in boxes, circles, or other geometric shapes with the relationships place by connecting lines. There are descriptors on the connecting lines that circumscribe the nature of the relationships. judgments may also be cross-linked to show relationships in the midst of domains of knowledge or concepts located in different areas of the map (Caas, 2003). Examples, events, or executable solutions can also be included, although these may not be incase or circled, an d the connecting lines can be dashed or dotted to represent an unsubstantiated relationship.construct Mapping ConstructionMany methods can be employ to construct a concept map. In general, the process will begin as follows identify a question related to a process or problem identify the key concepts of the process or problem rank these concepts in order by identifying the most descriptive and broadest concept then narrowing the descriptions until the most specific concept is listed run low connect the concepts by links, using notations to represent the relationship surrounded by the concepts and enable meaning to the linkage provide examples, including social, personal, and professional examples to clarify the concept or the relationship between concepts and then continue to link, add examples, and promote the relationships. roughly constructors may find it useful to perform this design using post-it notes or index cards, and arranging their ideas on a table or smock board to a llow for ease of concept ranking, as well the ability to provide easy changes of relationships and rapid visualization of data. The novice and expert like may also use various shapes and colors to designate concepts and subconcepts to make the map clearer.Concept Mapping SoftwareAlthough concept mapping may be performed with pen, paper, and other non-electronic methods, there are a number of software system programs that can be used to provide a variety of concept maps with ranges of detail. In appendix to using traditional word-processing programs such as Microsoft Word, Microsoft PowerPoint, or Corel WordPerfect or Corel Draw to construct concept maps, specific concept mapping software has been developed. The IHMC, a coalition of Florida universities, has developed Cmap Tools, a robust concept map developer that is free for use (IHMC, 2009). This software also includes a search feature that allows the user to search a wide variety of open Cmap databases for sample concept map s.Other software programs that are specific to concept map facial expression includes Axon Idea Processor, 3D Topicscape, Inspiration, thinkerGenious, MindMapper, MindView, Semantica, SmartDraw, Spinscape, and Tinderbox. Several of these software packages are available in multiple programming formats, in addition to several(prenominal) languages, and are free for download.Concept Mapping ExampleAs an example to demonstrate concept-mapping construction, a learner is assigned to research the unsoundness process sepsis, and make a presentation to the class. The learner studies several confederate reviewed journal articles (DellaCroce, 2009 Nelson, LeMaster, Plast, Zahner, 2009 Steen, 2009) to obtain the latest information on the malady process, and decides to develop a concept map to explain the pathophysiology, risk factors, diagnostic tests, and treatments for sepsis. The learner develops a table to highlight the ideas that will be outlined on the concept map (see Table 1). Fin ally, using the CmapTools Knowledge Modeling Kit, magnetic declination 5.03, the learner prepares the concept map (see Figure 4).Preparation for Developing a Concept MapStepsResponses1. secernate a question related to a process or problemWhat is sepsis? How is it diagnosed? What are the signs and symptoms? How is it treated?2. Identify the key concepts of the process or problemInvading Microorganism, Sepsis, Inflammatory Response, organ Failure, Systemic Inflammatory Response, Septic Shock, Treatments, Risk Factors, transmission, Death3. Rank these concepts in order by identifying the most descriptive and broadest concept, then narrowing the descriptions until the most specific concept is listed last Rank1) Invading Microorganism2) Infection3) Inflammatory Response4) Systemic Inflammatory Response5) Sepsis6) Septic Shock, heartrending Sepsis7) Organ Failure8) Treatment, Risk Factors, Diagnostic Tests9) Death4. Connect the concepts by links, using notations to represent the rela tionship between the concepts and enable meaning to the linkageLinks are Pathophysiology, Leads To, Plus, Can Lead To, Organ Failure5. set up examples, including social, personal, and professional examples to clarify the concept or the relationship between conceptsdecisive Signs, Signs of Organ Failure, Criteria for Determining SepsisTable 1 Preparation for Developing a Concept MapConcept Mapping AdvantagesConcept maps provide several advantages over other methods of instruction and evaluation. Concept maps can provide the learners admission to a big picture view of the topic of interest, allowing the scholarly person to near to conceptual understanding rather than simple memorization or rote learning. This in turn can provide the student the bases for critical thinking. Concept maps are also easy to construct. Concept maps can also be used as both an instructional dodge for the educator or a learning activity for the learner. As a learning activity, the student can acquire the desired knowledge, performance, and behaviors specified by the curriculum (Caputi Blach, 2008).In situations such as developing continuing education opportunities for existing nursing staff, the use of concept mapping can aid in learning new content through visualization, as many staff opt visual or kinesthetic learning ( treat Times, 2009).In cases where students need a platform to reduce anxiety generated prior to testing due to a lack of surety on whether the critical aspects of a clinical lesson were studied, the use of concepts maps can help students organize data, determine entangled relationships between persevering data and disease processes, and provide the student with an overall picture of the interest provided to their patient (Hsu, 2004).Concept Mapping DisadvantagesAlthough concept mapping has many advantages, close to disadvantages exist. The wide variety of possible concept map designs can cartroad to additional evaluation time by the educator as students use different construction techniques. Grading of the differing concept maps may also run low to difficulties unless the educator uses strict grading criteria, such as a exposit assignment rubric. The use of concept mapping may also assume a paradigm shift by learners used to only the memorization method of learning. This can sometimes cause difficulty as the learner transitions to the new method of learning. Concept Mapping Use in information DomainsThe cognitive domain includes knowledge and skill training. As cognitive learning occurs, the learner is able to recall facts, patterns, and concepts that will result in the exploitation of intellect. Concept mapping is primarily based on the cognitive domain, as the learner combines concepts into a framework that can develop critical conceptions and critical thinking.The affective domain includes learning that is based on our interaction with our environment through feelings, values, motivations, and attitudes. Concept mapping draws into the affective domain through the construction of the framework, and the use of the environment to provide definition to the concept, and the use of values, attitudes, and feelings to link the concepts together to promote understanding.The psychomotor domain includes learning in the physical domain, such as movement, coordination, and development of motor skills. Psychomotor learning is measured through speed, precision, and techniques in execution. Concept mapping lends well to learning in the psychomotor domain, as the learner physically constructs the concept map using a variety of tools and software.Concept Mapping in breast feeding EducationConcept mapping is used at several levels in nursing education. By using concept mapping as a learning process in nursing undergraduate education, the educator can develop and refine critical thinking skills in the learner through generating ideas, promoting nonlinear relationships between patient data and complex disease processes, and forcing the learner to visualize the application of nursing theory to nursing practice (Abel Freeze, 2006 Phelps, Wallen, Cusack, Castro, Muehlbauer, et al., 2009).One of the most common uses of concept mapping in nursing is the use of concept mapping to demonstrate the nursing process in cathexis planning. Each atom of the nursing process ( judging, diagnosis, planning, intervention, and evaluation) can be presented around a disease process or patient problems can be identified and relationships established between the problems to develop a holistic perspective of patient care (Taylor Wros, 2007). See Figure 5.Concept mapping can also be used effectively in formative, as well as summative assessment. In the formative assessment, the educator can provide a service line concept map with the major concept listed and several basic relationships identified prior to actors line. The student can use the concept map during the lecture to identify further concepts and relationships, an d build upon the baseline concept map to develop their knowledge base. Once the lecture is terminate, the educator can use the learners maps to tax the effectiveness of their lecture, as well as the effectiveness of the learners attention, by examining the completed concept maps and comparing these maps to the lectures objectives (MacNeil, 2007). The baseline concept map can also be developed by the learner prior to class, such as in a homework assignment, and then completed during lecture as well.Figure 5 Sample care plan concept map (Ackley Ladwig, 2006).In a summative assessment, the educator can require a summative concept map at the end of the course to appraise overall course objectives, as well as provide the learner with a valuable tool for future reference.Concept Mapping liaison in a Learner Centered EnvironmentConcept mapping has been used in both undergraduate and graduate nursing as an analytical tool to organize existing knowledge, synthesize new knowledge, and p rioritize information in a logical, visual sequence. Concept mapping develops nonlinear cognitive function that can promote critical thinking and clinical decision making in curbs (Wilgis McConnell, 2008). This makes concept mapping an ideal dodge to switch the classroom from a teacher-centered to a learner-centered environment the learner can develop, adapt, and draw their learning instantly from the concept map. Concept maps can be used by learners individually, or in small groups, to simplify complex processes and engage students in the learning process (Harrelson, 2006).As study guides, the concept maps can replace traditional question and answer study handouts with a visual map that can promote meaningful learning unconnected to rote memorization (Caputi Blach, 2008).SummaryConcept maps represent a cooperative learning dodging developed to take advantage of the difference between rote learning and meaningful learning. Concept maps can be used in all aspects of both unde rgraduate and graduate nursing, and can be used to facilitate education in all learning domains. As learners begin to analyze clinical data, the learner can begin to develop their critical thinking skills and begin to plan comprehensive care for their patients. As learners begin to study disease processes, the learners can appreciate the effects of interventions directly on patient outcomes. Educators can use concept mapping as a teaching, as well as evaluation strategy.ReferencesAbel, W., Freeze, M. (2006, kinsfolk). Evaluation of concept mapping in an associate degree nursing program. journal of nurse Education, 45(9), 356-364. Retrieved magisterial 30, 2009, from CINAHL with unspoiled text database.Ackley, B. J. Ladwig, G.B. (2006). Nursing Diagnosis Handbook, (7th ed.). Missouri Mosby Elsevier.All, A., Huycke, L. (2007, May). serial publication concept maps tools for concept analysis. ledger of Nursing Education, 46(5), 217-224. 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