You searched for subject:(concept mapping).
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Louisiana State University
1.
Adlaon, Ritchie.
Assessing effectiveness of concept map as instructional tool in high school biology.
Degree: MNS, Physical Sciences and Mathematics, 2012, Louisiana State University
URL: etd-07092012-114044
;
https://digitalcommons.lsu.edu/gradschool_theses/2425 
► This thesis emphasizes on an alternate instructional tool called “Concept Map”. The goal of this study was to determine the effectiveness of using concept maps…
(more)
▼ This thesis emphasizes on an alternate instructional tool called “Concept Map”. The goal of this study was to determine the effectiveness of using concept maps in improving the science achievement of 10th -grade students and compare it with a traditional approach for a Biology unit. Furthermore, the interaction of the student’s concept mapping ability and their learning gains was investigated. Both the control and the experimental groups were required to take a pre test before instruction and a posttest at the end of three weeks. The test consisting of 31 questions was used to assess learning gains on a Biology Unit about Balance in Nature. Student-constructed maps were scored using Novak’s scoring scheme. The first finding of the study was that concept map – exposed students did not perform much better than the same level students in the traditional group. The difference in the learning gains between the experimental and the control group in their unit test, though statistically significant, did not seem to be solely due to concept mapping. The second finding indicated that total scores in concept maps did not strongly predict student achievement in Science. Moreover, results showed that the levels of concept mapping ability were not associated with the concept- mapping students’ learning gains. Nevertheless, the study suggests that, when carefully integrated into the normal classroom procedure and when other contributing factors such as student motivation and preparedness, reading ability levels, time and classroom environment are considered, concept mapping has a potential to be an effective instructional strategy.
Subjects/Keywords: concept mapping
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APA (6th Edition):
Adlaon, R. (2012). Assessing effectiveness of concept map as instructional tool in high school biology. (Masters Thesis). Louisiana State University. Retrieved from etd-07092012-114044 ; https://digitalcommons.lsu.edu/gradschool_theses/2425
Chicago Manual of Style (16th Edition):
Adlaon, Ritchie. “Assessing effectiveness of concept map as instructional tool in high school biology.” 2012. Masters Thesis, Louisiana State University. Accessed March 01, 2021.
etd-07092012-114044 ; https://digitalcommons.lsu.edu/gradschool_theses/2425.
MLA Handbook (7th Edition):
Adlaon, Ritchie. “Assessing effectiveness of concept map as instructional tool in high school biology.” 2012. Web. 01 Mar 2021.
Vancouver:
Adlaon R. Assessing effectiveness of concept map as instructional tool in high school biology. [Internet] [Masters thesis]. Louisiana State University; 2012. [cited 2021 Mar 01].
Available from: etd-07092012-114044 ; https://digitalcommons.lsu.edu/gradschool_theses/2425.
Council of Science Editors:
Adlaon R. Assessing effectiveness of concept map as instructional tool in high school biology. [Masters Thesis]. Louisiana State University; 2012. Available from: etd-07092012-114044 ; https://digitalcommons.lsu.edu/gradschool_theses/2425
University of Georgia
2.
Blankenship, Tracy Lynn.
A comparative study of computer aided instructional interventions in the acquisition of content area material for high school students with mild disabilities.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/23062
► The following study is an extension of the current literature base which indicates that the use of computer generated cognitive organizers can help to facilitate…
(more)
▼ The following study is an extension of the current literature base which indicates that the use of computer generated cognitive organizers can help to facilitate student learning (Chan, Sung & Chen, 2000; Boon, Burke, Fore & Spencer,
in press; Blankenship, Ayres &Langone, 2005). This study compared the use of concept mapping software to the use of using word processing software on student learning of content area material. Four students who are currently served in Special
Education at a large suburban high school under one of the following areas: learning disability, deaf or hard of hearing, or other health impairment will participate in the study. An Adapted Alternating Treatments Design (Holcombe, Wolery & Gast,
1994) will be used to evaluate the comparative efficacy of two interventions. The first intervention was the use of a laptop computer with access to word processing software, Microsoft Word 2003, and the second intervention was the use of a laptop
computer with access to concept mapping software, Inspiration7. 6. Within each intervention condition the student read a Social Studies passage independently for 15 minutes and used the computer program available to them during that session while
reading. Students were then assessed using the dependent measure: a ten question quiz over the material covered in the passage and percent correct data was taken for each measure. It was found that the use of the concept mapping software was not more
effective than the use of the word processing software or no computer use.
Subjects/Keywords: concept mapping; technology based instruction
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APA (6th Edition):
Blankenship, T. L. (2014). A comparative study of computer aided instructional interventions in the acquisition of content area material for high school students with mild disabilities. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/23062
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Blankenship, Tracy Lynn. “A comparative study of computer aided instructional interventions in the acquisition of content area material for high school students with mild disabilities.” 2014. Thesis, University of Georgia. Accessed March 01, 2021.
http://hdl.handle.net/10724/23062.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Blankenship, Tracy Lynn. “A comparative study of computer aided instructional interventions in the acquisition of content area material for high school students with mild disabilities.” 2014. Web. 01 Mar 2021.
Vancouver:
Blankenship TL. A comparative study of computer aided instructional interventions in the acquisition of content area material for high school students with mild disabilities. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10724/23062.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Blankenship TL. A comparative study of computer aided instructional interventions in the acquisition of content area material for high school students with mild disabilities. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/23062
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Cornell University
3.
Casillas, Wanda.
Cultural Responsiveness In Stem Program Planning, Implementation, And Evaluation.
Degree: MA, Human Development and Family Studies, 2012, Cornell University
URL: http://hdl.handle.net/1813/29508
► The recent increase in STEM and science-based programs targeted to minority students must be met with appropriate culturally responsive practices (Johnson, 2005). The current project…
(more)
▼ The recent increase in STEM and science-based programs targeted to minority students must be met with appropriate culturally responsive practices (Johnson, 2005). The current project was designed to investigate ways in which program evaluators and staff implement culturally responsive practices. Evaluators across the country and program staff in New York, California, and Texas were invited to participate in a multiphase
concept mapping project to 1) Brainstorm culturally responsive practices, 2) Sort or organize these statements according to themes of their own choosing, and 3) Rate each statement on importance and feasibility with respect to their practice. We summarize results of the structured conceptualization effort in comparison to the theoretical literature, discuss statistical differences between perceptions of Importance and Feasibility of practices, and suggest activities that consolidate and align practices as conceptualized by each group in a way that makes principles actionable.
Advisors/Committee Members: Trochim, William Michael (chair), Williams, Wendy M (committee member), Koslowski, Barbara Marie (committee member).
Subjects/Keywords: evaluation; culturally responsive; stem; concept mapping
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APA (6th Edition):
Casillas, W. (2012). Cultural Responsiveness In Stem Program Planning, Implementation, And Evaluation. (Masters Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/29508
Chicago Manual of Style (16th Edition):
Casillas, Wanda. “Cultural Responsiveness In Stem Program Planning, Implementation, And Evaluation.” 2012. Masters Thesis, Cornell University. Accessed March 01, 2021.
http://hdl.handle.net/1813/29508.
MLA Handbook (7th Edition):
Casillas, Wanda. “Cultural Responsiveness In Stem Program Planning, Implementation, And Evaluation.” 2012. Web. 01 Mar 2021.
Vancouver:
Casillas W. Cultural Responsiveness In Stem Program Planning, Implementation, And Evaluation. [Internet] [Masters thesis]. Cornell University; 2012. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1813/29508.
Council of Science Editors:
Casillas W. Cultural Responsiveness In Stem Program Planning, Implementation, And Evaluation. [Masters Thesis]. Cornell University; 2012. Available from: http://hdl.handle.net/1813/29508
Vanderbilt University
4.
Lenert, Matthew Charles.
Vantage: Exploring Variability in Inpatient Care Through Physicians’ Orders.
Degree: MS, Biomedical Informatics, 2018, Vanderbilt University
URL: http://hdl.handle.net/1803/13217
► The inpatient care two seemingly identical patients receive for the same initial condition may be quite different. This variability in care affects patient outcomes and…
(more)
▼ The inpatient care two seemingly identical patients receive for the same initial condition
may be quite different. This variability in care affects patient outcomes and often increases costs. The goal of measuring care variability is to identify and prioritize services for care standardization. Cost variability is the current standard surrogate measurement, but is imperfect. Each patient group varies differently due to differences in severity of illness, comorbidities, and socio-economic status. A surrogate measure based on inpatient orders could provide unique insights, because inpatient care is largely enacted through orders. The authors extracted orders from Vanderbilt University Medical Center adult [18-64] inpatients with admissions between 07/01/2013 and 12/31/2016. The authors grouped the order descriptions into higher-level UMLS concepts to account for clinically redundant actions. For example, the authors grouped medication orders by primary ingredient(s) and administration route using RxNorm. The authors derived order statistics for each clinical domain (e.g. nursing, pharmacy, radiology). The authors created a measure for order variability by averaging some of their order statistics. They tested an order variability model of the actual length of stay to the expected length of stay ratio (a standard measure of inpatient quality) against a cost variability model. Both models were adjusted for covariates derived from the literature. The authors found that order variability had a significantly better adjusted-R2 than the cost variability model. Although challenging to work with, orders have the potential to elucidate questions regarding variability and quality.
Advisors/Committee Members: Yevgeniy Vorobeychik, PhD (committee member), Randolph A. Miller, MD (committee member), Colin G. Walsh, MD MA (Committee Chair).
Subjects/Keywords: care variability; clinical concept mapping; physician orders
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APA (6th Edition):
Lenert, M. C. (2018). Vantage: Exploring Variability in Inpatient Care Through Physicians’ Orders. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13217
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Lenert, Matthew Charles. “Vantage: Exploring Variability in Inpatient Care Through Physicians’ Orders.” 2018. Thesis, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/13217.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lenert, Matthew Charles. “Vantage: Exploring Variability in Inpatient Care Through Physicians’ Orders.” 2018. Web. 01 Mar 2021.
Vancouver:
Lenert MC. Vantage: Exploring Variability in Inpatient Care Through Physicians’ Orders. [Internet] [Thesis]. Vanderbilt University; 2018. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/13217.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lenert MC. Vantage: Exploring Variability in Inpatient Care Through Physicians’ Orders. [Thesis]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/13217
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
5.
Shoop, Glenda H.
The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation.
Degree: 2012, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/15192
► Attention in medical education is turning toward instruction that not only focuses on knowledge acquisition, but on developing the medical students’ clinical problem-solving skills, and…
(more)
▼ Attention in medical education is turning toward instruction that not only focuses on knowledge acquisition, but on developing the medical students’ clinical problem-solving skills, and their ability to critically think through complex diseases. Metacognition is regarded as an important consideration in how we teach medical students these higher-order, critical thinking skills.
This study used a mixed-methods research design to investigate if
concept mapping as an artifact may engender metacognitive thinking in the medical student population. Specifically the purpose of the study is twofold: (1) to determine if
concept mapping, functioning as an artifact during problem-based learning, improves learning as measured by scores on test questions; and (2) to explore if the process of
concept mapping alters the problem-based learning intragroup discussion in ways that show medical students are engaged in metacognitive thinking.
The results showed that students in the problem-based learning
concept-
mapping groups used more metacognitive thinking patterns than those in the problem-based learning discussion-only group, particularly in the monitoring component. These groups also engaged in a higher level of cognitive thinking associated with reasoning through mechanisms-of-action and breaking down complex biochemical and physiologic principals. The students disclosed in focus-group interviews that
concept mapping was beneficial to help them understand how discrete pieces of information fit together in a bigger structure of knowledge. They also stated that
concept mapping gave them some time to think through these concepts in a larger conceptual framework. There was no significant difference in the exam-question scores between the problem-based learning
concept-
mapping groups and the problem-based learning discussion-only group.
Advisors/Committee Members: Susan M Land, Dissertation Advisor/Co-Advisor, Roy Clariana, Committee Member, Priya Sharma, Committee Member, Paul Joseph Eslinger, Special Member.
Subjects/Keywords: Metacognition; concept mapping; problem-based learning
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APA ·
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Manager
APA (6th Edition):
Shoop, G. H. (2012). The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15192
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Shoop, Glenda H. “The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation.” 2012. Thesis, Penn State University. Accessed March 01, 2021.
https://submit-etda.libraries.psu.edu/catalog/15192.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Shoop, Glenda H. “The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation.” 2012. Web. 01 Mar 2021.
Vancouver:
Shoop GH. The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation. [Internet] [Thesis]. Penn State University; 2012. [cited 2021 Mar 01].
Available from: https://submit-etda.libraries.psu.edu/catalog/15192.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Shoop GH. The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/15192
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Open Universiteit Nederland
6.
Dekker, Ineke.
Kwaliteiten van Mbo-docenten voor Passend Onderwijs
.
Degree: 2017, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/7927
► In 2014 is in Nederland de regeling Passend Onderwijs van kracht geworden. Alle scholen krijgen de opdracht om hun onderwijs toegankelijk en passend te maken…
(more)
▼ In 2014 is in Nederland de regeling Passend Onderwijs van kracht geworden. Alle scholen krijgen de opdracht om hun onderwijs toegankelijk en passend te maken voor leerlingen met een handicap of leerprobleem. Om docenten in het middelbaar beroepsonderwijs (mbo) doelgericht te kunnen ondersteunen in de ontwikkeling van hun kwaliteiten voor passend onderwijs, is het nodig om hierop meer zicht te hebben. Uit literatuuronderzoek in de periode 2011-2015 blijkt echter dat er nauwelijks onderzoek in het mbo is gedaan naar de kwaliteiten van docenten voor passend onderwijs. Dit onderzoek heeft als doel de kwaliteiten van mbo-docenten voor passend onderwijs, het belang van deze kwaliteiten en de moeite die het kost om deze te verwerven, in kaart te brengen.
In dit onderzoek waren in totaal waren 22 docenten, 2 teamleiders, 4 interne en 4 externe begeleiders, 5 studenten en 5 ouders van 2 opleidingsclusters betrokken. Bij 1 opleidingscluster deden alle 13 docenten mee. De docenten van het andere opleidingscluster konden zich opgegeven, wanneer ze belangstelling hadden. De andere participanten zijn gevraagd door de onderzoeker. In het onderzoek is gewerkt met Group Concept Mapping (GCM) om de kwaliteiten in kaart te brengen. GCM kent 6 fasen: 1) voorbereiden, 2) genereren van de kwaliteiten, 3) groeperen en waarderen van de kwaliteiten wat betreft het belang en de moeite, die het verwerven kost, 4) analyseren van de data, 5) interpreteren van de resultaten en 6) plannen maken voor de benutting van de resultaten. Vanaf de derde fase is gebruik gemaakt van Concept Systems® Global MaxTM.
De data-analyse, met onder andere multidimensional scaling en hiërarchische clusteranalyse, resulteerde in een lijst van in totaal 100 gegenereerde kwaliteiten voor mbo-docenten in passend onderwijs. Deze kwaliteiten zijn samengevoegd in 12 clusters en weergegeven in een overzicht, waarin meer gelijke kwaliteiten dichter bij elkaar geplaatst zijn. Van elke kwaliteit en cluster kwaliteiten is de waardering wat betreft het belang en de moeite die het mbo-docenten kost om deze te verwerven, aangegeven. De verschillen tussen de waarderingen van beide opleidingsclusters zijn klein.
De resultaten geven het mbo gelegenheid om de professionele ontwikkeling van de kwaliteiten van docenten voor passend onderwijs vorm te geven. Zo maakt het overzicht van de 100 kwaliteiten helder waarop de professionele ontwikkeling zich moet richten en biedt de weergave in de clustermap het mbo de kans om een eerste passende aanzet te kiezen. De waardering van de kwaliteiten wat betreft het belang en het moeite van het verwerven, maakt gerichte keuzes mogelijk. De 2 teams in het onderzoek hebben hun eigen plannen voor benutting van de resultaten gemaakt.
Subjects/Keywords: docenten;
mbo;
passend onderwijs;
kwaliteiten;
concept mapping
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APA ·
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Manager
APA (6th Edition):
Dekker, I. (2017). Kwaliteiten van Mbo-docenten voor Passend Onderwijs
. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/7927
Chicago Manual of Style (16th Edition):
Dekker, Ineke. “Kwaliteiten van Mbo-docenten voor Passend Onderwijs
.” 2017. Masters Thesis, Open Universiteit Nederland. Accessed March 01, 2021.
http://hdl.handle.net/1820/7927.
MLA Handbook (7th Edition):
Dekker, Ineke. “Kwaliteiten van Mbo-docenten voor Passend Onderwijs
.” 2017. Web. 01 Mar 2021.
Vancouver:
Dekker I. Kwaliteiten van Mbo-docenten voor Passend Onderwijs
. [Internet] [Masters thesis]. Open Universiteit Nederland; 2017. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1820/7927.
Council of Science Editors:
Dekker I. Kwaliteiten van Mbo-docenten voor Passend Onderwijs
. [Masters Thesis]. Open Universiteit Nederland; 2017. Available from: http://hdl.handle.net/1820/7927
7.
Brown, Eleanor.
What are the barriers to accessing psychological therapy in Qatar : a concept mapping study.
Degree: Thesis (D.Couns.Psych.), 2018, University of the West of England, Bristol
URL: https://uwe-repository.worktribe.com/output/873339
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.737796
► Background: Mental health problems are highly prevalent throughout the world; however, all too frequently individuals do not receive treatment. Psychological therapy is a potentially successful…
(more)
▼ Background: Mental health problems are highly prevalent throughout the world; however, all too frequently individuals do not receive treatment. Psychological therapy is a potentially successful intervention but barriers to its access, which are likely to be country specific, could be better understood. Aims: The aim of this paper was to identify the perceived barriers to accessing psychological therapy for people living in Qatar from the perspective of clinicians and policymakers involved in designing and delivering mental health care. Method: A mixed methodology known as concept mapping was used to investigate the views of mental health clinicians and policymakers. Concept mapping invites participants to first brainstorm the issue, in this case potential barriers to accessing psychological therapy in Qatar (qualitative data). Participants then sort barriers into groups (clusters) and rate each barrier in terms of perceived importance (quantitative data). Differences between the views of the two participant groups were also observed. The data were analysed using principle component analysis, cluster analysis, descriptive statistics and t-tests. Results: 15 clinicians and 11 policymakers took part in the study. They generated a total of 251 potential barriers that were consolidated into 80 statements. A nine-cluster concept map was produced from the results of all 26 participants. These clusters were labeled as; Stigma, Impact of the family, Cultural implications, Stigma impacting on reality, Cross-cultural Therapy, Workforce and training, Local (mis)understanding of therapy, Structural problems within the country and East meets West. The individual level barriers of stigma, family and culture were rated as being more important than organizational level barriers. The only statistically significant difference found between the views of clinicians and policymakers was that clinicians rated the East meets West cluster as more important than policymakers did. Conclusions: There are numerous barriers to accessing psychological therapy in Qatar. All participants rated barriers relating to the individual as having a greater impact on individual’s access to therapy than organization level barriers. Addressing these barriers is likely to require a multi-faceted response involving health policy as well as political and sociological level changes. The views of service users and their families also need to be explored.
Subjects/Keywords: 362.2; concept mapping; barriers; psychological therapy
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APA ·
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APA (6th Edition):
Brown, E. (2018). What are the barriers to accessing psychological therapy in Qatar : a concept mapping study. (Doctoral Dissertation). University of the West of England, Bristol. Retrieved from https://uwe-repository.worktribe.com/output/873339 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.737796
Chicago Manual of Style (16th Edition):
Brown, Eleanor. “What are the barriers to accessing psychological therapy in Qatar : a concept mapping study.” 2018. Doctoral Dissertation, University of the West of England, Bristol. Accessed March 01, 2021.
https://uwe-repository.worktribe.com/output/873339 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.737796.
MLA Handbook (7th Edition):
Brown, Eleanor. “What are the barriers to accessing psychological therapy in Qatar : a concept mapping study.” 2018. Web. 01 Mar 2021.
Vancouver:
Brown E. What are the barriers to accessing psychological therapy in Qatar : a concept mapping study. [Internet] [Doctoral dissertation]. University of the West of England, Bristol; 2018. [cited 2021 Mar 01].
Available from: https://uwe-repository.worktribe.com/output/873339 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.737796.
Council of Science Editors:
Brown E. What are the barriers to accessing psychological therapy in Qatar : a concept mapping study. [Doctoral Dissertation]. University of the West of England, Bristol; 2018. Available from: https://uwe-repository.worktribe.com/output/873339 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.737796
Open Universiteit Nederland
8.
Reul, J.T.H.
Een Innovatief Klimaat Creëren... Waar te Beginnen?.
Degree: Master, Welten Institute, 2019, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/fd75dcbe-faa4-4bfe-9d65-b607de90e08b
► Scholen moeten continu tegemoetkomen aan de wisselende sociale, technologische en educatieve eisen van de samenleving. Om dit effectief te laten verlopen, wordt van leerkrachten verwacht…
(more)
▼ Scholen moeten continu tegemoetkomen aan de wisselende sociale, technologische en educatieve eisen van de samenleving. Om dit effectief te laten verlopen, wordt van leerkrachten verwacht te blijven innoveren. De meeste leerkrachten in Europa zijn echter onvoldoende op de hoogte van de snel veranderende ontwikkelingen in het onderwijs en missen de expertise en flexibiliteit die nodig zijn om innovaties aan te pakken. In deze studie is middels Group Concept Mapping (GCM) onderzocht welke factoren in het basisonderwijs het innovatieve werkgedrag van leerkrachten stimuleren en belemmeren. Hierbij is tevens gekeken hoe sociale interactie tussen collega’s en schoolleiding bijdraagt aan het op gang brengen en houden van het innovatieve werkgedrag van leerkrachten en hoe de individuele zelfeffectiviteit van leerkrachten bijdraagt aan het innovatieve werkgedrag. Deze laatste twee deeltopics zijn beantwoord aan de hand van de interviews in combinatie met de antwoorden van GCM. Naast de centrale kwestie en deeltopics zijn ook twee hypotheses geformuleerd, namelijk: (1) Het innovatieve werkgedrag van leerkrachten wordt positief beïnvloed door sociale interactie tussen collega’s en schoolleiding en (2) Een hoge mate van zelfeffectiviteit bevordert het innovatieve werkgedrag van leerkrachten. De onderzoeksgroep bestond uit 31 respondenten en mannen en vrouwen waren onevenredig vertegenwoordigd: zeven mannen (22,6%) en 24 vrouwen (77,4%). De leeftijd varieerde van 24 tot 61 jaar (M = 40.10, SD = 10.22). Er was sprake van een Mixed Method ontwerp met twee meetinstrumenten: Group Concept Mapping (GCM) en semigestructureerde interviews. Multidimensionale schaalvergroting en hiërarchische clustering bij GCM resulteerden in een cluster map, zodat het collectieve begrip kon worden geëxpliciteerd en een basis werd gelegd voor de interviews. De belangrijkste bevindingen van de interviews zijn dat sociale interactie tussen collega’s een grote rol speelt bij de totstandbrenging van innovatief werkgedrag en een hoge mate van zelfeffectiviteit als stimulans werkt. Met name beheersingservaringen en verbale overtuigingen spelen hierbij een rol. De resultaten laten een kloof tussen de huidige en gewenste situatie zien. Innovatief werkgedrag blijkt een complex proces te zijn dat zich niet gemakkelijk laat ontwikkelen. Er zou meer beleid moeten zijn op school-, provinciaal of nationaal niveau om innovatief werkgedrag te realiseren en waarborgen. Verder onderzoek is nodig om een dieper begrip te ontwikkelen omtrent de rol van dit innovatie-stimulerend leiderschap bij de totstandkoming van innovatief werkgedrag, waarbij met name wordt ingegaan op de aspecten taakverdeling en directe ondersteuning. Daarnaast dient verder onderzoek zich te focussen op de strategieën, ondersteuning en beleid vanuit de schoolleiding.
Subjects/Keywords: Group concept mapping; educatieve innovatie; zelfeffectiviteit
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APA (6th Edition):
Reul, J. T. H. (2019). Een Innovatief Klimaat Creëren... Waar te Beginnen?. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/fd75dcbe-faa4-4bfe-9d65-b607de90e08b
Chicago Manual of Style (16th Edition):
Reul, J T H. “Een Innovatief Klimaat Creëren... Waar te Beginnen?.” 2019. Masters Thesis, Open Universiteit Nederland. Accessed March 01, 2021.
http://hdl.handle.net/1820/fd75dcbe-faa4-4bfe-9d65-b607de90e08b.
MLA Handbook (7th Edition):
Reul, J T H. “Een Innovatief Klimaat Creëren... Waar te Beginnen?.” 2019. Web. 01 Mar 2021.
Vancouver:
Reul JTH. Een Innovatief Klimaat Creëren... Waar te Beginnen?. [Internet] [Masters thesis]. Open Universiteit Nederland; 2019. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1820/fd75dcbe-faa4-4bfe-9d65-b607de90e08b.
Council of Science Editors:
Reul JTH. Een Innovatief Klimaat Creëren... Waar te Beginnen?. [Masters Thesis]. Open Universiteit Nederland; 2019. Available from: http://hdl.handle.net/1820/fd75dcbe-faa4-4bfe-9d65-b607de90e08b
Open Universiteit Nederland
9.
Bethlehem, Anna.
Robotica binnen Toekomstbestendig Onderwijs: Een onderzoek naar manieren waarop robotica kan worden ingezet binnen het primair onderwijs.
Degree: Master, Welten Institute, 2020, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/4402f5a2-bc04-4b61-8c5d-28344e349d44
► De kinderen van nu zullen opgroeien met robots. De arbeidsmarkt verandert en ontwikkelingen gaan sneller dan ooit door digitalisering en robotisering. In de nabije toekomst…
(more)
▼ De kinderen van nu zullen opgroeien met robots. De arbeidsmarkt verandert en ontwikkelingen gaan sneller dan ooit door digitalisering en robotisering. In de nabije toekomst worden veel nieuwe technische arbeidskrachten verwacht. Technische studies spreken maar een kleine groep studenten aan en worden weinig gekozen. In het primair onderwijs wordt nog weinig aandacht besteed aan robotica, terwijl het inzetten van educatieve robots een middel kan zijn om leerlingen te enthousiasmeren voor techniek en ze voor te bereiden op de toekomst. Leerlingen kunnen: (a) robots bouwen, programmeren en, bijvoorbeeld, laten bewegen; (b) zien hoe leuk het werken met robots kan zijn. Het doel van dit onderzoek is om te inventariseren op welke manieren robotica kan worden ingezet binnen het primair onderwijs. Er zal een top vijf van aanbevelingen worden opgesteld uit de gezamenlijk gedragen aanbevelingen, omdat deze een realistisch beeld geven van belangrijkheid en haalbaarheid/implementatie van robotica. Dertig mensen registreerden zich aanvankelijk in de concept mapping webomgeving maar het daadwerkelijke aantal mensen dat een effectieve bijdrage leverde, varieerde van 19-21 personen. De werving verliep moeizaam via e-mail en daarom werd in een later stadium gebruik gemaakt van sociale media. De meeste participanten werden verzameld via snowball-sampling. Om de onderzoeksvraag te beantwoorden is gebruik gemaakt van de participerende mixed-method Group Concept Mapping (GCM) welke werd ontwikkeld door Trochim (1989). GCM is een gestructureerde methode die de geformuleerde, gesorteerde en gewaardeerde ideeën/statements van de deelnemers in kaart brengt. De deelnemersgroep werd vertegenwoordigd door: leerkrachten, docenten, werkvelddeskundigen (ICT, robotica), onderzoekers, bedrijfsmanagers en beleidsdeskundigen. De data-analyse van de gegevens is door middel van multidimensionale schaaltechnieken en een hiërarchische clusteranalyse uitgevoerd. Deze analyse resulteerde in een verdeling van de, door de participanten geformuleerde, statements in vijf thema’s (clustering van statements): implementatie, missie, kennis en vaardigheden, aanpak, visie. Uit de resultaten blijkt dat de thema’s ‘Kennis en vaardigheden’ en ‘Aanpak’ als relatief belangrijk worden gezien. Het thema ‘Kennis en Vaardigheden’ wordt naast belangrijk ook relatief haalbaar gevonden en de statements uit dit cluster scoren hoog op zowel belangrijkheid als haalbaarheid/implementatie. Een conclusie is dat, volgens de participanten, programmeren de meest belangrijke en haalbare manier is waarop robotica kan worden ingezet op korte termijn. In de literatuur wordt aangegeven dat een robot wellicht de eenvoudigste manier/het eenvoudigste systeem is dat in de klas kan worden gebouwd waarbij kennis en vaardigheden kunnen worden opgedaan van zowel elektronica als programmeren. Tenslotte zal dit onderzoek bijdragen aan de kennis naar manieren waarop robotica kan worden ingezet binnen het primair onderwijs.
Subjects/Keywords: robotica; primair onderwijs; group concept mapping
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APA ·
Chicago ·
MLA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Bethlehem, A. (2020). Robotica binnen Toekomstbestendig Onderwijs: Een onderzoek naar manieren waarop robotica kan worden ingezet binnen het primair onderwijs. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/4402f5a2-bc04-4b61-8c5d-28344e349d44
Chicago Manual of Style (16th Edition):
Bethlehem, Anna. “Robotica binnen Toekomstbestendig Onderwijs: Een onderzoek naar manieren waarop robotica kan worden ingezet binnen het primair onderwijs.” 2020. Masters Thesis, Open Universiteit Nederland. Accessed March 01, 2021.
http://hdl.handle.net/1820/4402f5a2-bc04-4b61-8c5d-28344e349d44.
MLA Handbook (7th Edition):
Bethlehem, Anna. “Robotica binnen Toekomstbestendig Onderwijs: Een onderzoek naar manieren waarop robotica kan worden ingezet binnen het primair onderwijs.” 2020. Web. 01 Mar 2021.
Vancouver:
Bethlehem A. Robotica binnen Toekomstbestendig Onderwijs: Een onderzoek naar manieren waarop robotica kan worden ingezet binnen het primair onderwijs. [Internet] [Masters thesis]. Open Universiteit Nederland; 2020. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1820/4402f5a2-bc04-4b61-8c5d-28344e349d44.
Council of Science Editors:
Bethlehem A. Robotica binnen Toekomstbestendig Onderwijs: Een onderzoek naar manieren waarop robotica kan worden ingezet binnen het primair onderwijs. [Masters Thesis]. Open Universiteit Nederland; 2020. Available from: http://hdl.handle.net/1820/4402f5a2-bc04-4b61-8c5d-28344e349d44
University of Western Ontario
10.
Carrie, Charlotte A.
Barriers to Accessing Community Mental Health Services for Migrant Youth.
Degree: 2020, University of Western Ontario
URL: https://ir.lib.uwo.ca/etd/6882
► The study explored the barriers and facilitators to accessing mental health services by migrant youth. Participants were asked two questions: 1) “What are the mental…
(more)
▼ The study explored the barriers and facilitators to accessing mental health services by migrant youth. Participants were asked two questions: 1) “What are the mental health stressors that you face?” and 2) “What would stop you from talking to someone about mental health stress?” 30 migrant youth between the ages of 16 and 22 from a mid-sized city in central Canada were interviewed. The data was analyzed using group concept mapping. For question one, mental health stressors, participants grouped the statements into seven concepts, including: Family, Isolation, Communication, Anxiety, Overburdened, School Difficulties and Working with Others. For question two, barriers to accessing mental health services, participants grouped the statements into five concepts, including: Fear of Being Misunderstood or Ignored, Desire for Confidentiality, Lack of Trust and Understanding, Talking About it is not Helpful and/or Taboo and Fear of the Disclosure Process. The results were compared and contrasted with the literature.
Subjects/Keywords: concept mapping; migrant youth; mental health; Counseling
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Manager
APA (6th Edition):
Carrie, C. A. (2020). Barriers to Accessing Community Mental Health Services for Migrant Youth. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/6882
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Carrie, Charlotte A. “Barriers to Accessing Community Mental Health Services for Migrant Youth.” 2020. Thesis, University of Western Ontario. Accessed March 01, 2021.
https://ir.lib.uwo.ca/etd/6882.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Carrie, Charlotte A. “Barriers to Accessing Community Mental Health Services for Migrant Youth.” 2020. Web. 01 Mar 2021.
Vancouver:
Carrie CA. Barriers to Accessing Community Mental Health Services for Migrant Youth. [Internet] [Thesis]. University of Western Ontario; 2020. [cited 2021 Mar 01].
Available from: https://ir.lib.uwo.ca/etd/6882.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Carrie CA. Barriers to Accessing Community Mental Health Services for Migrant Youth. [Thesis]. University of Western Ontario; 2020. Available from: https://ir.lib.uwo.ca/etd/6882
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of North Carolina – Greensboro
11.
Askew, Kshawna C.
Defining culturally relevant pedagogy: an exploration of the
usefulness of concept mapping and assessment engineering for rubric
development.
Degree: 2016, University of North Carolina – Greensboro
URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19406
► Ethically diverse students consistently perform at lower levels compared to their mainstream counterparts (Rychly & Graves, 2012). Some scholars suggest that this educational deficit is…
(more)
▼ Ethically diverse students consistently perform at
lower levels compared to their mainstream counterparts (Rychly
& Graves, 2012). Some scholars suggest that this educational
deficit is due to the cultural mismatch between educators and
students. Culturally relevant pedagogy is an instructional approach
that addresses the cultural misalignment between students and
educators, by encouraging educators to consider the interaction
between culture, learning styles, and instructional strategies.
Although highly regarded, culturally relevant pedagogy is difficult
to implement and assess due to its theoretical orientation. This
study employed a mixed methods technique called
concept mapping to
investigate and preliminarily define culturally relevant
instruction. Students’ Six, a professional development program
aimed at teaching educators how to implement culturally proficient
instructional strategies, was used as the context for this study.
Students’ Six participants identified a total of 141 instructional
strategies that are indicative of culturally relevant instruction.
Study results suggest that Students’ Six’s original six concepts
could potentially be expressed as eight individual concepts
grounded by three broad categories. As a result of this study, a
draft rubric was developed that could ultimately be used to define
and assess the implementation of culturally relevant instruction.;
Assessment, Assessment Engineering,
Concept Mapping, Culturally
Relevant Pedagogy, Culturally Responsive, Rubric
Development
Advisors/Committee Members: Terry Ackerman (advisor).
Subjects/Keywords: Culturally relevant pedagogy; Multicultural education; Concept mapping
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Askew, K. C. (2016). Defining culturally relevant pedagogy: an exploration of the
usefulness of concept mapping and assessment engineering for rubric
development. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19406
Chicago Manual of Style (16th Edition):
Askew, Kshawna C. “Defining culturally relevant pedagogy: an exploration of the
usefulness of concept mapping and assessment engineering for rubric
development.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed March 01, 2021.
http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19406.
MLA Handbook (7th Edition):
Askew, Kshawna C. “Defining culturally relevant pedagogy: an exploration of the
usefulness of concept mapping and assessment engineering for rubric
development.” 2016. Web. 01 Mar 2021.
Vancouver:
Askew KC. Defining culturally relevant pedagogy: an exploration of the
usefulness of concept mapping and assessment engineering for rubric
development. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2021 Mar 01].
Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19406.
Council of Science Editors:
Askew KC. Defining culturally relevant pedagogy: an exploration of the
usefulness of concept mapping and assessment engineering for rubric
development. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19406
Montana State University
12.
Terry, Shaun.
The effects of concept maps on student knowledge of earth science.
Degree: MS, Graduate School, 2011, Montana State University
URL: https://scholarworks.montana.edu/xmlui/handle/1/2411
► Students at my high school have scored their lowest on the Earth science portion of the state proficiency test over the past several years. Because…
(more)
▼ Students at my high school have scored their lowest on the Earth science portion of the state proficiency test over the past several years. Because this is a topic I teach to the entire freshman class in my school, my capstone project was dedicated to increasing these test scores. My project involved adding
concept mapping to all material assigned during two units of the Earth science unit. Data collected to identify the impact of the
concept map came from student journal entries, interviews, and surveys as well as from tests that included multiple-choice questions modeled on the state proficiency test questions; targeted short answer questions were included to provide me with qualitative data. I also used a journal and an interview by my principal in an effort to measure the impact of
concept mapping on my time and attitude. The results of the study were mixed. Although postunit test scores were higher following the nontreatment unit, there was significant long-term retention of material by three of the four subgroups. Data also indicate greater retention of vocabulary across all of the subgroups. Finally, the results indicate that
concept mapping can be a valuable addition to my teaching repertoire.
Advisors/Committee Members: Chairperson, Graduate Committee: Peggy Taylor. (advisor).
Subjects/Keywords: Earth sciences.; Concept mapping.; Middle school students.
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APA ·
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Manager
APA (6th Edition):
Terry, S. (2011). The effects of concept maps on student knowledge of earth science. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2411
Chicago Manual of Style (16th Edition):
Terry, Shaun. “The effects of concept maps on student knowledge of earth science.” 2011. Masters Thesis, Montana State University. Accessed March 01, 2021.
https://scholarworks.montana.edu/xmlui/handle/1/2411.
MLA Handbook (7th Edition):
Terry, Shaun. “The effects of concept maps on student knowledge of earth science.” 2011. Web. 01 Mar 2021.
Vancouver:
Terry S. The effects of concept maps on student knowledge of earth science. [Internet] [Masters thesis]. Montana State University; 2011. [cited 2021 Mar 01].
Available from: https://scholarworks.montana.edu/xmlui/handle/1/2411.
Council of Science Editors:
Terry S. The effects of concept maps on student knowledge of earth science. [Masters Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2411
University of Georgia
13.
Tseng, Sheng Shiang.
Improving and assessing students’ CT through concept mapping and concept maps.
Degree: 2018, University of Georgia
URL: http://hdl.handle.net/10724/38129
► There remains relatively little research on the use of concept mapping activities in developing students’ critical thinking skills at the high school level in Taiwan,…
(more)
▼ There remains relatively little research on the use of concept mapping activities in developing students’ critical thinking skills at the high school level in Taiwan, where students are struggling to cultivate critical thinking skills and
instructors lack the teaching experiences of critical thinking. In addition, little information has been provided about the relationship between concept mapping activities and critical thinking skills in previous research. This study therefore aimed to
examine the effects of concept mapping activities on critical thinking skill development in a high school in Taiwan and explore the relationship between concept mapping activities and critical thinking skills. 43 participants were recruited from the
course, research seminar, in the department of English at a high school in Taiwan. Class A was randomly designated as the high-directed concept mapping group and Class B as the low-directed concept mapping group. The collected data included critical
thinking survey scores, concept map scores, and interviews. Concept map scores were compared with critical thinking survey scores to examine the correlation between Novak and Gowin’s concept map rubric and critical thinking skills using Pearson
correlation analysis. The critical thinking survey scores of the high-directed group and the low-directed group were analyzed using a multivariate analysis of variance (MANOVA) to examine the difference in critical thinking skill development between the
two groups. The interviews were analyzed using an inductive analysis approach to explore how students interpret the relationship between their concept mapping activities and their critical thinking scores. The results indicated the example and
proposition could be the elements in Novak and Gowin’s concept map assessment rubric related to critical thinking skills. The multivariate results suggested that different concept mapping activities would produce different learning outcomes. The
low-directed concept mapping group significantly scored higher than the high-directed concept mapping group in the critical thinking skills: inference, interpretation, analysis, evaluation, explanation. This study further found that the low-directed
mapping activity was particularly useful for the inference skill. Neither the low-directed nor the high-directed mapping activity could effectively enhance the evaluation skill. Suggestions and implications are proposed to develop critical thinking
skills through concept mapping activities.
Subjects/Keywords: concept mapping; critical thinking, high school students
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APA ·
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MLA ·
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Export
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Manager
APA (6th Edition):
Tseng, S. S. (2018). Improving and assessing students’ CT through concept mapping and concept maps. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/38129
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Tseng, Sheng Shiang. “Improving and assessing students’ CT through concept mapping and concept maps.” 2018. Thesis, University of Georgia. Accessed March 01, 2021.
http://hdl.handle.net/10724/38129.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Tseng, Sheng Shiang. “Improving and assessing students’ CT through concept mapping and concept maps.” 2018. Web. 01 Mar 2021.
Vancouver:
Tseng SS. Improving and assessing students’ CT through concept mapping and concept maps. [Internet] [Thesis]. University of Georgia; 2018. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10724/38129.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Tseng SS. Improving and assessing students’ CT through concept mapping and concept maps. [Thesis]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38129
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Sydney
14.
Yin, Zhizhou.
Automated Concept Mapping and Post-Coordination Generation From Narrative Clinical Notes
.
Degree: 2013, University of Sydney
URL: http://hdl.handle.net/2123/10022
► Concept mapping is a process that maps extracted entities from textual notes into well-defined concepts in a formal ontology. It is common that a clinical…
(more)
▼ Concept mapping is a process that maps extracted entities from textual notes into well-defined concepts in a formal ontology. It is common that a clinical term might be mapped to more than one concept using a string-based lookup approach. Besides, many complex but important phrases found in clinical notes are not present in ontologies. To deal with these two problems, this study develops a system denoted PCG-SCT (Post-coordination Generation of SNOMED CT Concepts). The PCG-SCT not only deals with concept mapping but also post-coordination generation for complex phrases. The concept mapping module of PCG-SCT maps clinical phrases to 12 types of SNOMED concepts based on the TTSCT (Text to SNOMED CT). The concept candidates for clinical phrases are firstly generated by applying TTSCT. Then, a process of checking for the presence of SNOMED’s defining relationships between the concepts aids in the choice of the best concept from the candidates. A subsequent module of PCG-SCT generates post-coordination for mapped concepts by extracting 9 types of relationships through a pattern-based approach. Furthermore, the negated “Clinical finding” and negated “Procedure” concepts are detected and represented by applying SNOMED context patterns. At the same time, this approach can also be used as an automatic method for new SNOMED concepts from clinical notes. The PCG-SCT is evaluated on 100 ICU admission summaries. The concept mapping module of PCG-SCT achieves 72.63% F-score on concept mapping, which is an 8.3% F-score improvement compared to TTSCT. The post-coordination generation module of PCG-SCT achieves a 58.72% F-score. As well, 61.33% F-score is achieved on detecting and representing negated “Clinical finding” and negated “Procedure”. Finally, a total of 53 potential new SNOMED pre-coordinated concepts are suggested by the system.
Subjects/Keywords: Concept mapping;
SNOMED-CT;
Post-coordination
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Yin, Z. (2013). Automated Concept Mapping and Post-Coordination Generation From Narrative Clinical Notes
. (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/10022
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Yin, Zhizhou. “Automated Concept Mapping and Post-Coordination Generation From Narrative Clinical Notes
.” 2013. Thesis, University of Sydney. Accessed March 01, 2021.
http://hdl.handle.net/2123/10022.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Yin, Zhizhou. “Automated Concept Mapping and Post-Coordination Generation From Narrative Clinical Notes
.” 2013. Web. 01 Mar 2021.
Vancouver:
Yin Z. Automated Concept Mapping and Post-Coordination Generation From Narrative Clinical Notes
. [Internet] [Thesis]. University of Sydney; 2013. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/2123/10022.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Yin Z. Automated Concept Mapping and Post-Coordination Generation From Narrative Clinical Notes
. [Thesis]. University of Sydney; 2013. Available from: http://hdl.handle.net/2123/10022
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
15.
Askew, Kshawna C.
Defining culturally relevant pedagogy: an exploration of the usefulness of concept mapping and assessment engineering for rubric development.
Degree: 2016, NC Docks
URL: http://libres.uncg.edu/ir/uncg/f/Askew_uncg_0154D_11891.pdf
► Ethically diverse students consistently perform at lower levels compared to their mainstream counterparts (Rychly & Graves, 2012). Some scholars suggest that this educational deficit is…
(more)
▼ Ethically diverse students consistently perform at lower levels compared to their mainstream counterparts (Rychly & Graves, 2012). Some scholars suggest that this educational deficit is due to the cultural mismatch between educators and students. Culturally relevant pedagogy is an instructional approach that addresses the cultural misalignment between students and educators, by encouraging educators to consider the interaction between culture, learning styles, and instructional strategies. Although highly regarded, culturally relevant pedagogy is difficult to implement and assess due to its theoretical orientation. This study employed a mixed methods technique called concept mapping to investigate and preliminarily define culturally relevant instruction. Students’ Six, a professional development program aimed at teaching educators how to implement culturally proficient instructional strategies, was used as the context for this study. Students’ Six participants identified a total of 141 instructional strategies that are indicative of culturally relevant instruction. Study results suggest that Students’ Six’s original six concepts could potentially be expressed as eight individual concepts grounded by three broad categories. As a result of this study, a draft rubric was developed that could ultimately be used to define and assess the implementation of culturally relevant instruction.
Subjects/Keywords: Culturally relevant pedagogy; Multicultural education; Concept mapping
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APA (6th Edition):
Askew, K. C. (2016). Defining culturally relevant pedagogy: an exploration of the usefulness of concept mapping and assessment engineering for rubric development. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Askew_uncg_0154D_11891.pdf
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Askew, Kshawna C. “Defining culturally relevant pedagogy: an exploration of the usefulness of concept mapping and assessment engineering for rubric development.” 2016. Thesis, NC Docks. Accessed March 01, 2021.
http://libres.uncg.edu/ir/uncg/f/Askew_uncg_0154D_11891.pdf.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Askew, Kshawna C. “Defining culturally relevant pedagogy: an exploration of the usefulness of concept mapping and assessment engineering for rubric development.” 2016. Web. 01 Mar 2021.
Vancouver:
Askew KC. Defining culturally relevant pedagogy: an exploration of the usefulness of concept mapping and assessment engineering for rubric development. [Internet] [Thesis]. NC Docks; 2016. [cited 2021 Mar 01].
Available from: http://libres.uncg.edu/ir/uncg/f/Askew_uncg_0154D_11891.pdf.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Askew KC. Defining culturally relevant pedagogy: an exploration of the usefulness of concept mapping and assessment engineering for rubric development. [Thesis]. NC Docks; 2016. Available from: http://libres.uncg.edu/ir/uncg/f/Askew_uncg_0154D_11891.pdf
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
NSYSU
16.
Cai, Hui-Ru.
An Action Research on the Application of Concept Mapping to Improve English Reading Comprehension Ability for Junior High School Students in Educational Priority Area Project.
Degree: Master, Education, 2012, NSYSU
URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-171042
► This study is an action research on the application of concept mapping to improve English reading comprehension ability. It was assessed the effectiveness by utilizing…
(more)
▼ This study is an action research on the application of
concept mapping to improve
English reading comprehension ability. It was assessed the effectiveness by utilizing the reading curriculum infusing
concept mapping.
The purposes of this study is promote junior high school students in educational priority area project who implemented
concept mapping into the English reading instruction, also took an action research on curriculum development and did some reflection through action research. The object of the study is 21 students in the first grade of junior high school through the instructions of
Concept Mapping Teaching on reading curriculum within 20 weeks. The origin of textbook is the fifteen units of Han Lin Publishing Co., Ltd and Festivals around the world of Oxford University Press.
Conclusionsï¼
1.
Concept mapping teaching model should be processed in proper sequences including the readability level and studentsâfamiliarization of the topics and fifty words text that is good for learning motivation in junior high school students in educational priority area project.
2. Studentsâ difficulties in
Concept mapping were their insufficient vocabulary and werenât identify the lower level of the text structure. They were lack of cultural stimulation that made a great impact on reading comprehension. Vocabularies mastery training was needed.
Concept changing of the students with low achievement was notably influences by their classmates.This study show that small-group discussion can be a good way to find out their wrong
concept in the light of others and then amend their thought in the small group discussion.
3.
Concept mapping is helpful for students on getting key points, summary and detailed exposition.It can also improve studentsâ ability on literal comprehension and inferential comprehension.
4. Teaching skills continusously improve through the action research.
Concept mapping strategy could continuously embed in the regular reading classes for a long-term effect.Teachers can expand the scope of the research to other grades to study studentsâ performance with different instructors.
Advisors/Committee Members: AI-LING CHIU (chair), Pei-Yi, Chou (committee member), Hsueh-Hua Chuang (chair).
Subjects/Keywords: educational priority area; concept mapping; reading; reading comprehension; action research
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APA (6th Edition):
Cai, H. (2012). An Action Research on the Application of Concept Mapping to Improve English Reading Comprehension Ability for Junior High School Students in Educational Priority Area Project. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-171042
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Cai, Hui-Ru. “An Action Research on the Application of Concept Mapping to Improve English Reading Comprehension Ability for Junior High School Students in Educational Priority Area Project.” 2012. Thesis, NSYSU. Accessed March 01, 2021.
http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-171042.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Cai, Hui-Ru. “An Action Research on the Application of Concept Mapping to Improve English Reading Comprehension Ability for Junior High School Students in Educational Priority Area Project.” 2012. Web. 01 Mar 2021.
Vancouver:
Cai H. An Action Research on the Application of Concept Mapping to Improve English Reading Comprehension Ability for Junior High School Students in Educational Priority Area Project. [Internet] [Thesis]. NSYSU; 2012. [cited 2021 Mar 01].
Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-171042.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Cai H. An Action Research on the Application of Concept Mapping to Improve English Reading Comprehension Ability for Junior High School Students in Educational Priority Area Project. [Thesis]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-171042
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Cornell University
17.
Filiberto, David.
A Structured Conceptualization Approach to Survey Instrument Design.
Degree: 2008, Cornell University
URL: http://hdl.handle.net/1813/10158
► Concept mapping provides a method of structured conceptualization where diverse stakeholders may develop a framework that can produce a variety of strategic planning or evaluation…
(more)
▼ Concept mapping provides a method of structured conceptualization where diverse stakeholders may develop a framework that can produce a variety of strategic planning or evaluation instruments. This paper illustrates a novel approach using concept mapping to develop a survey instrument with greater collaboration and buy-in than traditional best practices of survey design. Typically, the content and structure of a survey instrument represents the ideas of one or two primary investigators charged with its design. In this case, concept mapping provided a structured and efficient process to form a set of statements that became the raw material for survey questions. The clustering of statements gave order to the survey sections. Several diverse groups participated in the statement generation and sorting process in addition to the primary investigators of the projects. The first project entailed the development of a 47 question survey instrument to evaluate Home Energy Use in Central New York for the New York State Energy Research and Development Authority (NYSERDA). The second project is the design of a 14 question survey instrument to aid in the development of a municipal comprehensive plan. Both surveys were implemented successfully without many of the issues of poor design, low response and missing information that frequently hamper such efforts.
Subjects/Keywords: Survey Research; Concept Mapping
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APA (6th Edition):
Filiberto, D. (2008). A Structured Conceptualization Approach to Survey Instrument Design. (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/10158
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Filiberto, David. “A Structured Conceptualization Approach to Survey Instrument Design.” 2008. Thesis, Cornell University. Accessed March 01, 2021.
http://hdl.handle.net/1813/10158.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Filiberto, David. “A Structured Conceptualization Approach to Survey Instrument Design.” 2008. Web. 01 Mar 2021.
Vancouver:
Filiberto D. A Structured Conceptualization Approach to Survey Instrument Design. [Internet] [Thesis]. Cornell University; 2008. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1813/10158.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Filiberto D. A Structured Conceptualization Approach to Survey Instrument Design. [Thesis]. Cornell University; 2008. Available from: http://hdl.handle.net/1813/10158
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Johannesburg
18.
Dreyer, Maria Magdalena.
Concept maps as a learning strategy for acquiring Business English vocabulary.
Degree: 2010, University of Johannesburg
URL: http://hdl.handle.net/10210/3271
► D.Ed.
This thesis investigates concept maps as an effective learning strategy for Business English vocabulary development of first year students at the former Technikon Witwatersrand.…
(more)
▼ D.Ed.
This thesis investigates concept maps as an effective learning strategy for Business English vocabulary development of first year students at the former Technikon Witwatersrand. The research has been conducted with first year students in the National Diploma in Human Resources Management at the Faculty of Business Management (the Auckland Park Bunting Road Campus). The study involved research on the understanding and use of the subject vocabulary of two groups of students. The problem of this study was that the majority of the former Technikon Witwatersrand students had difficulty understanding and using technical terminology related to Business English writing. The research question for this study was: To what extent does the use of concept maps help to improve the business vocabulary of first year ND Human Resources Management students registered at the TWR? The aim of the study was to teach students how to draw concept maps in order to make use of meaningful (conceptual) learning to improve their Business English vocabulary, and it is assumed that this would empower the learners to write better academically. The methodology used was that of action research in order to make an inductive analysis of the students‟ acquisition of Business English vocabulary. A mixed purposeful sampling scheme was chosen. Triangulation was used as method to integrate the literature review with the qualitative and quantitative research tools. The quantitative data in this study indicated that the students in Group A enhanced their performance in the vocabulary tests and examinations in their different first year subjects and the qualitative data indicated the students‟ feelings and attitudes about the construction of concept maps and learning Business English vocabulary. The research tools were questionnaires, concept maps, journals, vocabulary lists and tests, examinations, paragraph writing, and focus group interviews. The findings made were that students who constructed concept maps of the business vocabulary did perform somewhat better than the students who did not make use of concept maps. The conclusion from this study was that learners who use concept maps can perform better in learning business vocabulary.
Subjects/Keywords: English language; Business English; Technical English; Concept mapping
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APA (6th Edition):
Dreyer, M. M. (2010). Concept maps as a learning strategy for acquiring Business English vocabulary. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3271
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Dreyer, Maria Magdalena. “Concept maps as a learning strategy for acquiring Business English vocabulary.” 2010. Thesis, University of Johannesburg. Accessed March 01, 2021.
http://hdl.handle.net/10210/3271.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Dreyer, Maria Magdalena. “Concept maps as a learning strategy for acquiring Business English vocabulary.” 2010. Web. 01 Mar 2021.
Vancouver:
Dreyer MM. Concept maps as a learning strategy for acquiring Business English vocabulary. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10210/3271.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Dreyer MM. Concept maps as a learning strategy for acquiring Business English vocabulary. [Thesis]. University of Johannesburg; 2010. Available from: http://hdl.handle.net/10210/3271
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Toronto
19.
Grech, Else.
Implementing Cooperative Learning and Concept Mapping: Their Impact on Student Learning and Attitudes in Intermediate Accounting.
Degree: 2013, University of Toronto
URL: http://hdl.handle.net/1807/42620
► This study explores the effect of implementing expert-developed concept maps and cooperative learning, as compared to direct instruction and cooperative learning, on student learning, experiences…
(more)
▼ This study explores the effect of implementing expert-developed concept maps and cooperative learning, as compared to direct instruction and cooperative learning, on student learning, experiences and perceptions.
Using a mixed-methods research design, data was collected to determine the impact of these combined instructional strategies on students learning as measured by examination scores. Surveys were used to gather data on students' thoughts and feelings towards group work and concept mapping. Finally, a pre- and post-survey was used to determine if instructional strategies impacted students' perceptions of accounting.
The results of the study show a significant difference in students learning as measured by examination scores between the treatment and control group. The majority of students reported a preference for group work as well as expert-developed concept maps. Overall students' perceptions of accounting declined in both the treatment and control group.
MAST
Advisors/Committee Members: Bennett, Barrie, Curriculum, Teaching and Learning.
Subjects/Keywords: cooperative; concept; financial; intermediate; student; attitudes; mapping; learning; accounting; 0727
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APA (6th Edition):
Grech, E. (2013). Implementing Cooperative Learning and Concept Mapping: Their Impact on Student Learning and Attitudes in Intermediate Accounting. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42620
Chicago Manual of Style (16th Edition):
Grech, Else. “Implementing Cooperative Learning and Concept Mapping: Their Impact on Student Learning and Attitudes in Intermediate Accounting.” 2013. Masters Thesis, University of Toronto. Accessed March 01, 2021.
http://hdl.handle.net/1807/42620.
MLA Handbook (7th Edition):
Grech, Else. “Implementing Cooperative Learning and Concept Mapping: Their Impact on Student Learning and Attitudes in Intermediate Accounting.” 2013. Web. 01 Mar 2021.
Vancouver:
Grech E. Implementing Cooperative Learning and Concept Mapping: Their Impact on Student Learning and Attitudes in Intermediate Accounting. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1807/42620.
Council of Science Editors:
Grech E. Implementing Cooperative Learning and Concept Mapping: Their Impact on Student Learning and Attitudes in Intermediate Accounting. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42620
University of Toronto
20.
Mann, Louise Alison.
Navigating Paradigmatic Waters: Using Concept Mapping As A Tool for Paradigm Dialogue Amongst Emerging Qualitative Researchers.
Degree: 2014, University of Toronto
URL: http://hdl.handle.net/1807/68524
► Emerging educational researchers are often faced with significant challenges as they enter into and navigate the expansive qualitative research field. Growing evidence supports the claim…
(more)
▼ Emerging educational researchers are often faced with significant challenges as they enter into and navigate the expansive qualitative research field. Growing evidence supports the claim that increased focus needs to be placed on paradigm and methodology in order for educational researchers to make informed choices, situate their research, and to justify their methodological choices. On a wider scale, there is a call for a collaborative research culture and paradigm dialog[ue] amongst researchers to strengthen the qualitative inquiry community. As a result, this study reports on the findings of a socio-constructivist, collaborative concept mapping activity that was conducted in a graduate level introduction to qualitative inquiry course as a means of paradigm dialogue. Results of the analysis reveal the significant role of social interaction and storytelling as a lens for understanding qualitative inquiry. The study also addresses limitations and potential of both to face-to-face and online concept mapping applications.
M.A.
Advisors/Committee Members: Brett, Clare, Curriculum, Teaching and Learning.
Subjects/Keywords: collaboration; concept mapping; methodology; paradigm; qualitative inquiry; social-constructivism; 0456
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APA ·
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APA (6th Edition):
Mann, L. A. (2014). Navigating Paradigmatic Waters: Using Concept Mapping As A Tool for Paradigm Dialogue Amongst Emerging Qualitative Researchers. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/68524
Chicago Manual of Style (16th Edition):
Mann, Louise Alison. “Navigating Paradigmatic Waters: Using Concept Mapping As A Tool for Paradigm Dialogue Amongst Emerging Qualitative Researchers.” 2014. Masters Thesis, University of Toronto. Accessed March 01, 2021.
http://hdl.handle.net/1807/68524.
MLA Handbook (7th Edition):
Mann, Louise Alison. “Navigating Paradigmatic Waters: Using Concept Mapping As A Tool for Paradigm Dialogue Amongst Emerging Qualitative Researchers.” 2014. Web. 01 Mar 2021.
Vancouver:
Mann LA. Navigating Paradigmatic Waters: Using Concept Mapping As A Tool for Paradigm Dialogue Amongst Emerging Qualitative Researchers. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1807/68524.
Council of Science Editors:
Mann LA. Navigating Paradigmatic Waters: Using Concept Mapping As A Tool for Paradigm Dialogue Amongst Emerging Qualitative Researchers. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68524
Open Universiteit Nederland
21.
Kuper, Hester.
Het Gebruik van een Rubric binnen Formatief Beoordelen: Wat Wil de Mbo-student Eigenlijk van de Docent? : Een group concept map studie naar docentgedrag.
Degree: Master, Faculty of Educational Sciences, 2020, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/36d15daa-bb41-4e75-8a3f-6dd8eed96e53
► Formatief beoordelen waarbij een rubric wordt gebruikt kan worden ingezet om generieke vaardigheden te bevorderen. Formatief gebruik van rubrics is effectief gebleken mits de docent…
(more)
▼ Formatief beoordelen waarbij een rubric wordt gebruikt kan worden ingezet om generieke vaardigheden te bevorderen. Formatief gebruik van rubrics is effectief gebleken mits de docent het instrument goed gebruikt. Bestaand onderzoek naar de rol van de docent bij formatief beoordelen, en daarmee effectief gedrag, is met name uitgevoerd vanuit het gezichtspunt van de docent. Wat de student helpend en wenselijk docentgedrag vindt bij formatief beoordelen in het algemeen en bij formatief gebruik van rubrics in het bijzonder is niet onderzocht. Het doel van dit onderzoek was om vanuit student-perspectief inzicht te krijgen in helpend docentgedrag bij formatief gebruik van rubrics. Het onderzoek is uitgevoerd binnen een mbo-instelling, afdeling Zorg en Welzijn. Hiertoe is de methodiek Group Concept Mapping (GCM) gebruikt. Er hebben 98 eerstejaars mbo- studenten meegewerkt aan het onderzoek. Middels een brainstorm zijn 75 ideeën verzameld door 46 studenten. Deze ideeën zijn door 24 studenten gesorteerd en door 28 studenten gescoord. Een multi-dimensionele schaalanalyse en hiërarchische cluster analyse resulteerden in een 6-cluster conceptmap. De clusters waren: eigenschappen van de docent, goede feedback geven, richting geven, reden en uitleg van de rubric, duidelijke uitleg geven en voorwaarden voor de lessen. De resultaten lieten zien dat studenten allereerst eigenschappen van de docent en de begeleiding tijdens de lessen erg helpend vinden. Als tweede conclusie wilden studenten graag dat de docent hun duidelijkheid geeft over wat een rubric is en hoe ze met de rubric moeten werken. De derde conclusie was dat de clusters veel overeenkomsten vertonen en niet heel onderscheidend zijn, wat de vraag oproept of de onderzoeksmethode geschikt is voor de mbo-doelgroep gezien de benodigde vaardigheden om te sorteren en benodigde kennis over formatief beoordelen. Tot slot liet de studie zien hoe de mbo student formatief beoordelen percipieert. Het perspectief van de mbo-student was een invalshoek die binnen de literatuur amper voorkwam. De insteek is vernieuwend. De resultaten van dit onderzoek geven daarom een aanzet tot theorievorming en resulteren in aanbevelingen voor docenten om met effectief gedrag de leerresultaten van studenten bij formatief gebruik van rubrics te bevorderen.
Subjects/Keywords: docentgedrag; mbo; rubric; formatief beoordelen; studentperspectief; group concept mapping
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APA ·
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CSE |
Export
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Manager
APA (6th Edition):
Kuper, H. (2020). Het Gebruik van een Rubric binnen Formatief Beoordelen: Wat Wil de Mbo-student Eigenlijk van de Docent? : Een group concept map studie naar docentgedrag. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/36d15daa-bb41-4e75-8a3f-6dd8eed96e53
Chicago Manual of Style (16th Edition):
Kuper, Hester. “Het Gebruik van een Rubric binnen Formatief Beoordelen: Wat Wil de Mbo-student Eigenlijk van de Docent? : Een group concept map studie naar docentgedrag.” 2020. Masters Thesis, Open Universiteit Nederland. Accessed March 01, 2021.
http://hdl.handle.net/1820/36d15daa-bb41-4e75-8a3f-6dd8eed96e53.
MLA Handbook (7th Edition):
Kuper, Hester. “Het Gebruik van een Rubric binnen Formatief Beoordelen: Wat Wil de Mbo-student Eigenlijk van de Docent? : Een group concept map studie naar docentgedrag.” 2020. Web. 01 Mar 2021.
Vancouver:
Kuper H. Het Gebruik van een Rubric binnen Formatief Beoordelen: Wat Wil de Mbo-student Eigenlijk van de Docent? : Een group concept map studie naar docentgedrag. [Internet] [Masters thesis]. Open Universiteit Nederland; 2020. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1820/36d15daa-bb41-4e75-8a3f-6dd8eed96e53.
Council of Science Editors:
Kuper H. Het Gebruik van een Rubric binnen Formatief Beoordelen: Wat Wil de Mbo-student Eigenlijk van de Docent? : Een group concept map studie naar docentgedrag. [Masters Thesis]. Open Universiteit Nederland; 2020. Available from: http://hdl.handle.net/1820/36d15daa-bb41-4e75-8a3f-6dd8eed96e53
Open Universiteit Nederland
22.
Kragten, Leontien.
Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs
.
Degree: 2016, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/6964
► Bevordering van excellentie is in Nederland al langer onderwijsbreed beleidsdoel; deze focus ontbrak echter in het mbo. Met een substantiële investering voor ontwikkeling van excellentieprogramma’s…
(more)
▼ Bevordering van excellentie is in Nederland al langer onderwijsbreed beleidsdoel; deze focus ontbrak echter in het mbo. Met een substantiële investering voor ontwikkeling van excellentieprogramma’s in dit schoolsegment beoogt het ministerie dit te veranderen. Temeer omdat gegevens over excelleren in het mbo nauwelijks voorhanden zijn, is niet bekend of excellerende mbo-studenten andersoortige excellentieprogramma’s vragen dan in het hoger onderwijs. Het doel van dit verkennende onderzoek is om vanuit karakteristieken voor excellentieprogramma’s in het mbo aanbevelingen te doen voor vormgeving van toekomstige programma’s, passend bij de behoefte van mbo-studenten.
Het onderzoek heeft plaatsgevonden bij een grote mbo-instelling in Midden-Nederland, bestaat uit drie fases en is zowel kwalitatief als kwantitatief van aard. In het vooronderzoek zijn vier programma’s geselecteerd die voldoen aan de criteria van een excellentieprogramma. Tevens is middels een vragenlijst het excellentietype van 147 mbo-studenten in kaart gebracht. Hiervoor is het Excellentiemodel van Youngworks, Motivaction en Platform Bèta Techniek (2012) gebruikt. In de hoofdstudie heeft systematisch onderzoek plaatsgevonden naar wenselijke karakteristieken van een excellentieprogramma in het mbo. Hierbij is de Group Concept Mapping-methode van Kane & Trochim (2007) gevolgd, met als toevoeging een tweede focusgroep. Voor dataverzameling en analyse is gebruik gemaakt van Concept Systems Global Max [software] (2014). In deze hoofdstudie hebben 76 studenten, docenten, managers/directeuren en stafmedewerkers geparticipeerd. Zij leverden 76 gezamenlijk geformuleerde karakteristieken van een excellentieprogramma op, die daarna zijn geclusterd. Kwantitatieve analyses als multidimensionale schaaltechnieken en hiërarchische clusteranalyses zijn gebruikt om visuele representaties van een goed excellentieprogramma te genereren. Beoordeling van karakteristieken door de stakeholders op belangrijkheid en haalbaarheid leverden go-zones met 36 meest belangrijke en haalbare karakteristieken. Data-analyse en -interpretatie vond in twee aparte focusgroepen plaats. In de evaluatiefase zijn de 36 karakteristieken als vragenlijst aan 102 mbo-studenten voorgelegd. Resultaten leverden handvatten voor vormgeving van excellentieprogramma’s van ROC Midden Nederland.
De vierdeling van excellentietypen in het Excellentiemodel blijkt (binnen het mbo) niet op te gaan. Daarmee staat ook het onderscheidend vermogen voor de twee gevonden excellentietypen ter discussie en is daarom in de evaluatiefase beperkt meegenomen. De 76 karakteristieken van een excellentieprogramma blijken in te delen in 10 clusters, onderverdeeld in studentgerichte aspecten, programmagerichte aspecten en een docentprofiel. Het cluster selectie markeert de scheidslijn tussen programmagericht en studentgericht; studenten vinden selectie duidelijk minder belangrijk dan de andere stakeholders. Studentgerichte aspecten zijn het meest belangrijk en meest haalbaar; hier ligt een sleutel voor snel en makkelijk succes.…
Subjects/Keywords: Excellentieprogramma’s;
karakteristieken;
excellentietype;
Group Concept Mapping;
middelbaar beroepsonderwijs
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APA ·
Chicago ·
MLA ·
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Manager
APA (6th Edition):
Kragten, L. (2016). Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs
. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/6964
Chicago Manual of Style (16th Edition):
Kragten, Leontien. “Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs
.” 2016. Masters Thesis, Open Universiteit Nederland. Accessed March 01, 2021.
http://hdl.handle.net/1820/6964.
MLA Handbook (7th Edition):
Kragten, Leontien. “Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs
.” 2016. Web. 01 Mar 2021.
Vancouver:
Kragten L. Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs
. [Internet] [Masters thesis]. Open Universiteit Nederland; 2016. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1820/6964.
Council of Science Editors:
Kragten L. Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs
. [Masters Thesis]. Open Universiteit Nederland; 2016. Available from: http://hdl.handle.net/1820/6964
Open Universiteit Nederland
23.
Kragten, Leontien.
Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs
.
Degree: 2016, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/7018
► Bevordering van excellentie is in Nederland al langer onderwijsbreed beleidsdoel; deze focus ontbrak echter in het mbo. Met een substantiële investering voor ontwikkeling van excellentieprogramma’s…
(more)
▼ Bevordering van excellentie is in Nederland al langer onderwijsbreed beleidsdoel; deze focus ontbrak echter in het mbo. Met een substantiële investering voor ontwikkeling van excellentieprogramma’s in dit schoolsegment beoogt het ministerie dit te veranderen. Temeer omdat gegevens over excelleren in het mbo nauwelijks voorhanden zijn, is niet bekend of excellerende mbo-studenten andersoortige excellentieprogramma’s vragen dan in het hoger onderwijs. Het doel van dit verkennende onderzoek is om vanuit karakteristieken voor excellentieprogramma’s in het mbo aanbevelingen te doen voor vormgeving van toekomstige programma’s, passend bij de behoefte van mbo-studenten.
Het onderzoek heeft plaatsgevonden bij een grote mbo-instelling in Midden-Nederland, bestaat uit drie fases en is zowel kwalitatief als kwantitatief van aard. In het vooronderzoek zijn vier programma’s geselecteerd die voldoen aan de criteria van een excellentieprogramma. Tevens is middels een vragenlijst het excellentietype van 147 mbo-studenten in kaart gebracht. Hiervoor is het Excellentiemodel van Youngworks, Motivaction en Platform Bèta Techniek (2012) gebruikt. In de hoofdstudie heeft systematisch onderzoek plaatsgevonden naar wenselijke karakteristieken van een excellentieprogramma in het mbo. Hierbij is de Group Concept Mapping-methode van Kane & Trochim (2007) gevolgd, met als toevoeging een tweede focusgroep. Voor dataverzameling en analyse is gebruik gemaakt van Concept Systems Global Max [software] (2014). In deze hoofdstudie hebben 76 studenten, docenten, managers/directeuren en stafmedewerkers geparticipeerd. Zij leverden 76 gezamenlijk geformuleerde karakteristieken van een excellentieprogramma op, die daarna zijn geclusterd. Kwantitatieve analyses als multidimensionale schaaltechnieken en hiërarchische clusteranalyses zijn gebruikt om visuele representaties van een goed excellentieprogramma te genereren. Beoordeling van karakteristieken door de stakeholders op belangrijkheid en haalbaarheid leverden go-zones met 36 meest belangrijke en haalbare karakteristieken. Data-analyse en -interpretatie vond in twee aparte focusgroepen plaats. In de evaluatiefase zijn de 36 karakteristieken als vragenlijst aan 102 mbo-studenten voorgelegd. Resultaten leverden handvatten voor vormgeving van excellentieprogramma’s van ROC Midden Nederland.
De vierdeling van excellentietypen in het Excellentiemodel blijkt (binnen het mbo) niet op te gaan. Daarmee staat ook het onderscheidend vermogen voor de twee gevonden excellentietypen ter discussie en is daarom in de evaluatiefase beperkt meegenomen. De 76 karakteristieken van een excellentieprogramma blijken in te delen in 10 clusters, onderverdeeld in studentgerichte aspecten, programmagerichte aspecten en een docentprofiel. Het cluster selectie markeert de scheidslijn tussen programmagericht en studentgericht; studenten vinden selectie duidelijk minder belangrijk dan de andere stakeholders. Studentgerichte aspecten zijn het meest belangrijk en meest haalbaar; hier ligt een sleutel voor snel en makkelijk succes.…
Subjects/Keywords: Excellentieprogramma’s;
karakteristieken;
excellentietype;
Group Concept Mapping;
middelbaar beroepsonderwijs
Record Details
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Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kragten, L. (2016). Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs
. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/7018
Chicago Manual of Style (16th Edition):
Kragten, Leontien. “Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs
.” 2016. Masters Thesis, Open Universiteit Nederland. Accessed March 01, 2021.
http://hdl.handle.net/1820/7018.
MLA Handbook (7th Edition):
Kragten, Leontien. “Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs
.” 2016. Web. 01 Mar 2021.
Vancouver:
Kragten L. Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs
. [Internet] [Masters thesis]. Open Universiteit Nederland; 2016. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1820/7018.
Council of Science Editors:
Kragten L. Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs
. [Masters Thesis]. Open Universiteit Nederland; 2016. Available from: http://hdl.handle.net/1820/7018
Open Universiteit Nederland
24.
Seinhorst, E.
Aandacht voor Schrijfonderwijs. Hoe moet de Opleiding voor Leerkrachten Basisonderwijs in Schrijfonderwijs eruitzien? Een Group Concept Mapping Studie.
Degree: 2018, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/9392
► Basisschoolleerkrachten geven aan tijdens de opleiding tot leerkracht basisonderwijs (Pabo) onvoldoende te zijn voorbereid op het verzorgen van goed schrijfonderwijs. Onderzoek onderschrijft dat de didactiek…
(more)
▼ Basisschoolleerkrachten geven aan tijdens de opleiding tot leerkracht basisonderwijs (Pabo) onvoldoende te zijn voorbereid op het verzorgen van goed schrijfonderwijs. Onderzoek onderschrijft dat de didactiek voor het schrijven van teksten maar summier wordt aangeboden tijdens de opleiding. Het doel van dit onderzoek is daarom om na te gaan wat tijdens de opleiding tot leerkracht basisonderwijs aangeboden dient te worden op het gebied van schrijfdidactiek, om studenten op te leiden tot leerkrachten die vaardig zijn in het verzorgen van schrijfonderwijs. De vraag die in dit onderzoek centraal staat luidt: ‘Wat dient tijdens de opleiding tot leerkracht basisonderwijs (Pabo) aangeboden te worden om studenten zich te laten ontwikkelen tot leerkrachten die vaardig zijn in het verzorgen van goed schrijfonderwijs aan basisschoolleerlingen?’
Het onderzoek is opgedeeld in twee deelstudies. In de eerste deelstudie is een literatuurstudie gedaan over wat goed schrijfonderwijs in het basisonderwijs is en moet zijn. In de tweede deelstudie is onderzocht wat volgens stakeholders tijdens de opleiding aangeboden dient te worden met betrekking tot schrijfonderwijs. Aan deze studie hebben in totaal 51 stakeholders deelgenomen, waarvan vierdejaars Pabostudenten, leerkrachten basisonderwijs, lerarenopleiders en experts op het gebied van schrijfonderwijs. De methodiek van Group Concept Mapping werd gevolgd. Het betreft een gestructureerde methode waarin door middel van formuleren, sorteren en waarderen van statements de ideeën van stakeholders in kaart worden gebracht. Stakeholders hebben statements geformuleerd waarin zij aangaven wat tijdens de opleiding aangeboden dient te worden op het gebied van schrijfonderwijs. Na opschoning resulteerde dit in 78 statements. Deze statements zijn vervolgens door stakeholders geclusterd en gewaardeerd op belangrijkheid en haalbaarheid. Met multidimensionale schaaltechnieken en hiërarchische clusteranalyses zijn de data geanalyseerd en er zijn visualisaties geproduceerd die in twee workshops zijn geïnterpreteerd, gevalideerd en zijn afgezet tegen het huidige en wenselijke onderwijs op de Pabo.
Uit dit onderzoek blijkt dat de statements vergelijkbaar zijn met de belangrijke thema’s geschetst door de literatuur. De GCM-studie toont dat stakeholders de statements verdelen in zes thema’s: schrijfstrategieën, instructie en schrijfproces, feedback, beoordelen en evaluatie, kennis van de leerkracht, ontwerpvaardigheid en motiveren. Alle thema’s worden door alle stakeholders belangrijk en haalbaar gevonden om in de opleiding aan te bieden. Er zijn kleine verschillen zichtbaar in de clustering door studenten en de groep leerkrachten, lerarenopleiders en expert en de mate van belangrijkheid en haalbaarheid van de clusters. Tevens lijken studenten op een meer algemene wijze naar de data te kijken in vergelijking met de meer specifieke en thematische benadering van leerkrachten, lerarenopleiders en experts. Hoewel alle stakeholders het belang inzien van het aandacht besteden aan schrijfonderwijs op…
Subjects/Keywords: schrijfonderwijs;
leraren in opleiding;
curriculum lerarenopleiding;
group concept mapping
Record Details
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Record Details
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Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Seinhorst, E. (2018). Aandacht voor Schrijfonderwijs. Hoe moet de Opleiding voor Leerkrachten Basisonderwijs in Schrijfonderwijs eruitzien? Een Group Concept Mapping Studie.
(Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/9392
Chicago Manual of Style (16th Edition):
Seinhorst, E. “Aandacht voor Schrijfonderwijs. Hoe moet de Opleiding voor Leerkrachten Basisonderwijs in Schrijfonderwijs eruitzien? Een Group Concept Mapping Studie.
” 2018. Masters Thesis, Open Universiteit Nederland. Accessed March 01, 2021.
http://hdl.handle.net/1820/9392.
MLA Handbook (7th Edition):
Seinhorst, E. “Aandacht voor Schrijfonderwijs. Hoe moet de Opleiding voor Leerkrachten Basisonderwijs in Schrijfonderwijs eruitzien? Een Group Concept Mapping Studie.
” 2018. Web. 01 Mar 2021.
Vancouver:
Seinhorst E. Aandacht voor Schrijfonderwijs. Hoe moet de Opleiding voor Leerkrachten Basisonderwijs in Schrijfonderwijs eruitzien? Een Group Concept Mapping Studie.
[Internet] [Masters thesis]. Open Universiteit Nederland; 2018. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1820/9392.
Council of Science Editors:
Seinhorst E. Aandacht voor Schrijfonderwijs. Hoe moet de Opleiding voor Leerkrachten Basisonderwijs in Schrijfonderwijs eruitzien? Een Group Concept Mapping Studie.
[Masters Thesis]. Open Universiteit Nederland; 2018. Available from: http://hdl.handle.net/1820/9392
University of Adelaide
25.
Balan-Vnuk, Eva.
Social enterprise business models: identifying the trading concepts that inform them.
Degree: 2013, University of Adelaide
URL: http://hdl.handle.net/2440/82616
► Social enterprises provide services and goods to alleviate social problems, and adopt business models to ensure financial sustainability. Differentiated from commercial enterprises due to their…
(more)
▼ Social enterprises provide services and goods to alleviate social problems, and adopt business models to ensure financial sustainability. Differentiated from commercial enterprises due to their primary social mission, and from traditional nonprofit organisations due to their implementation of trading activities, little is known about how social enterprises understand the term “business model”, what the business models of social enterprises are, or what informs them. It is also unclear whether any particular social enterprise business model may confer a financial advantage. Although the business model construct is not yet clearly defined in the literature, there is a general understanding that business models are informed by an organisation’s strategy. In-depth interviews were conducted with Chief Executive Officers of 65 nonprofit social enterprises from a diverse range of sectors in Australia. Four research questions are addressed using
concept mapping and Qualitative Comparative Analysis (QCA). These research methods combine qualitative insights with quantitative analysis, provide transparent research processes, allow for contextual generalizations, and offer deeper insight into an increasingly important sector of the economy. Despite growing consensus that the business model is driven by an organisation’s strategy, the operational components remain ambiguous. Business model definitions provided by the 65 CEOs were examined, similar statements were linked together, and, using a social network analysis software tool, a
concept map was generated. The five resulting clusters revealed that participants defined business models as: “Sustainable revenue stream”, “Organisational form”, “Value chain”, “Business plan”, and “Unclear”. Although several of these clusters correspond with the literature, these inconsistencies clearly demonstrate that the business model has multivalent characteristics, and that investigating the business models as provided by participants would not provide useful or valid findings. The researcher therefore examined trading activity statements provided by the participants to articulate the trading concepts, or strategy, that informs this sector’s business models. Similar trading activities were linked, a
concept map was generated, and five distinct trading concepts were identified after close examination of the trading activities included in each cluster: “Safety nest”, “Activity coaching”, “Needs distribution”, “Social expertise”, and “Mission engagement”. To examine whether any particular combination of trading concepts confers a financial advantage, the revenue growth of the social enterprise trading activities was evaluated using QCA. Based on Boolean algebraic logic, QCA revealed that no specific combination is financially advantageous to nonprofit social enterprises, suggesting that each trading
concept is equally useful or valid. Social enterprise managers and strategists may use this set of five trading concepts to both appraise existing and creatively design new trading activities. This…
Advisors/Committee Members: Lindsay, Noel John (advisor), Kropp, Fredric (advisor), Entrepreneurship, Commercialisation and Innovation Centre (ECIC) (school).
Subjects/Keywords: social enterprise; business models; concept mapping; qualitative comparative analysis
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Record Details
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Balan-Vnuk, E. (2013). Social enterprise business models: identifying the trading concepts that inform them. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/82616
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Balan-Vnuk, Eva. “Social enterprise business models: identifying the trading concepts that inform them.” 2013. Thesis, University of Adelaide. Accessed March 01, 2021.
http://hdl.handle.net/2440/82616.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Balan-Vnuk, Eva. “Social enterprise business models: identifying the trading concepts that inform them.” 2013. Web. 01 Mar 2021.
Vancouver:
Balan-Vnuk E. Social enterprise business models: identifying the trading concepts that inform them. [Internet] [Thesis]. University of Adelaide; 2013. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/2440/82616.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Balan-Vnuk E. Social enterprise business models: identifying the trading concepts that inform them. [Thesis]. University of Adelaide; 2013. Available from: http://hdl.handle.net/2440/82616
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Open Universiteit Nederland
26.
Coenders-Kupers, Marinka.
MAATREGELEN OM COMPUTATIONAL THINKING TE IMPLEMENTEREN IN FUNDEREND ONDERWIJS: Noodzakelijke Maatregelen om Computational Thinking te implementeren in funderend Onderwijs Een Group Concept Mapping Studie.
Degree: Master, Welten Institute, 2018, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/8713cd2a-03a4-44d7-9394-d96136401604
► Om leerlingen voor te bereiden op een snel veranderende, gedigitaliseerde samenleving, is het belang van 21e -eeuwse vaardigheden zoals ‘digitale geletterdheid’ evident. Dit omvat de…
(more)
▼ Om leerlingen voor te bereiden op een snel veranderende, gedigitaliseerde samenleving, is het belang van 21e -eeuwse vaardigheden zoals ‘digitale geletterdheid’ evident. Dit omvat de deelvaardigheden ICT- basisvaardigheden, media wijsheid, informatievaardigheden en computational thinking (CT). Daarom is de staatssecretaris van onderwijs van plan deze vaardigheden op te nemen in een herzien kerncurriculum voor het funderend onderwijs. Voor een succesvolle implementatie is het belangrijk te weten welke maatregelen hiervoor nodig zijn. Uit onderzoek blijkt echter dat scholen te weinig aandacht besteden aan alle aspecten van digitale geletterdheid, waaronder CT. Doel van dit onderzoek is het verkrijgen van een overzicht van de noodzakelijke maatregelen om CT duurzaam in het funderend onderwijs in Nederland te implementeren. Om deze onderzoeksvraag te beantwoorden is de group concept mapping methodiek gehanteerd. Dit is een participatieve mixed-method die de gemeenschappelijke ideeën van een groep expliciet maakt. Zeventig mensen registreerden zich in de concept mapping webomgeving en 39 personen leverden uiteindelijk een effectieve bijdrage. De deelnemers zijn hoofdzakelijk werkzaam als docent, leerkracht, bestuurder, directeur, staflid of werkvelddeskundige in het basisonderwijs of voortgezet onderwijs. Werving vond plaats via het netwerk van de student-onderzoeker en door middel van snowball-sampling. Deelnemers identificeerden vijf thema’s die noodzakelijk zijn om CT te implementeren namelijk: ‘Bepaal inhoud programma’; ‘Bewaak kwaliteit’; ‘Definieer begrip CT’; ‘Vergroot eigen vaardigheden leerkrachten’; ‘Reserveer tijd en geld’. Er is grote overeenstemming over de inhoud van de thema’s/ clusters, met uitzondering van het cluster ‘Bewaak kwaliteit’. Desondanks is volgens de groep alleen het cluster ’Definieer begrip CT’ in de praktijk gemakkelijk te implementeren. Verder vindt de groep het zowel belangrijk als haalbaar te benadrukken dat CT geen doel is maar een middel, dat los gezien moet worden van het gebruik van computers en vooral een manier van denken is. Daarnaast wordt het belangrijk en haalbaar gevonden dat schoolbestuurders het proces van CT implementatie ondersteunen en faciliteren. Verder vindt de groep dat, hoewel minder gemakkelijk te implementeren, het belangrijk is dat tijd wordt gecreëerd om goede lessen voor te bereiden die met technologie verrijkt zijn. Daarbovenop vindt men het belangrijk dat, hoewel minder gemakkelijk haalbaar, de school een flexibel team heeft dat om kan gaan met de veranderende eisen van de digitale wereld en dat men zorgt wordt voor een doorlopende leerlijn met heldere doelen en richtlijnen. Dit onderzoek draagt bij aan de kennis over implementatie van CT in het funderend onderwijs. Het geeft aanleiding om kritisch naar de huidige implementatie- maatregelen te kijken en aan de hand van de onderzoeksresultaten aanpassingen te doen zodat leerkrachten ondersteund worden om CT te implementeren in de dagelijkse lespraktijk.
Subjects/Keywords: computational thinking; curriculum; funderend onderwijs; group concept mapping
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APA ·
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MLA ·
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Export
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APA (6th Edition):
Coenders-Kupers, M. (2018). MAATREGELEN OM COMPUTATIONAL THINKING TE IMPLEMENTEREN IN FUNDEREND ONDERWIJS: Noodzakelijke Maatregelen om Computational Thinking te implementeren in funderend Onderwijs Een Group Concept Mapping Studie. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/8713cd2a-03a4-44d7-9394-d96136401604
Chicago Manual of Style (16th Edition):
Coenders-Kupers, Marinka. “MAATREGELEN OM COMPUTATIONAL THINKING TE IMPLEMENTEREN IN FUNDEREND ONDERWIJS: Noodzakelijke Maatregelen om Computational Thinking te implementeren in funderend Onderwijs Een Group Concept Mapping Studie.” 2018. Masters Thesis, Open Universiteit Nederland. Accessed March 01, 2021.
http://hdl.handle.net/1820/8713cd2a-03a4-44d7-9394-d96136401604.
MLA Handbook (7th Edition):
Coenders-Kupers, Marinka. “MAATREGELEN OM COMPUTATIONAL THINKING TE IMPLEMENTEREN IN FUNDEREND ONDERWIJS: Noodzakelijke Maatregelen om Computational Thinking te implementeren in funderend Onderwijs Een Group Concept Mapping Studie.” 2018. Web. 01 Mar 2021.
Vancouver:
Coenders-Kupers M. MAATREGELEN OM COMPUTATIONAL THINKING TE IMPLEMENTEREN IN FUNDEREND ONDERWIJS: Noodzakelijke Maatregelen om Computational Thinking te implementeren in funderend Onderwijs Een Group Concept Mapping Studie. [Internet] [Masters thesis]. Open Universiteit Nederland; 2018. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1820/8713cd2a-03a4-44d7-9394-d96136401604.
Council of Science Editors:
Coenders-Kupers M. MAATREGELEN OM COMPUTATIONAL THINKING TE IMPLEMENTEREN IN FUNDEREND ONDERWIJS: Noodzakelijke Maatregelen om Computational Thinking te implementeren in funderend Onderwijs Een Group Concept Mapping Studie. [Masters Thesis]. Open Universiteit Nederland; 2018. Available from: http://hdl.handle.net/1820/8713cd2a-03a4-44d7-9394-d96136401604
Open Universiteit Nederland
27.
Stijf, Dennis.
Creativiteit van de Interieurontwerper: Een Onderzoek naar de Betekenis van Creativiteit in het Vakgebied van Interieurontwerp en naar de Elementen hiervan die belangrijk zijn voor het formuleren van Leerdoelen en haalbaar zijn om mee te nemen in een Hbo-curriculum voor Interieurontwerper.
Degree: Master, Welten Institute, 2020, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/73cc8308-b89a-425b-a502-6d79cc41853a
► Samenvatting Vanuit de literatuur is bekend dat creativiteit een complex en veelzijdig begrip is dat in verschillende beroepsdomeinen verschillend geinterpreteerd wordt. Dit heeft implicaties voor…
(more)
▼ Samenvatting Vanuit de literatuur is bekend dat creativiteit een complex en veelzijdig begrip is dat in verschillende beroepsdomeinen verschillend geinterpreteerd wordt. Dit heeft implicaties voor het onderwijs en opleidingen gericht op interieurontwerper in het hoger onderwijs. Het doel in dit onderzoek is het verkrijgen van inzicht in wat precies bedoeld wordt met creativiteit in interieurontwerp en het verkrijgen van inzicht in de elementen van creativiteit in interieurontwerp die belangrijk zijn voor het formuleren van leerdoelen en haalbaar zijn om mee te nemen in een hbo-curriculum voor interieurontwerper. In dit onderzoek is gebruik gemaakt van de Group Concept Mapping-methode. Hiervoor zijn studenten en experts (alumni, docenten/werkvelddeskundigen en het management van IDS) benaderd die verbonden zijn aan een hbo-opleiding gericht op interieurontwerper. In de brainstorm hebben zij statements ingebracht over wat zij verstaan onder creativiteit in het vakgebied van interieurontwerp. Dit heeft geleid tot 963 ingebrachte statements, waarna deze door twee onderzoekers zijn opgeschoond met als doel te komen tot een werkbare lijst met unieke en concrete statements. Dit heeft geleid tot 79 statements die vervolgens door de respondentgroepen zijn gewaardeerd op belangrijkheid en haalbaarheid in het curriculum. De resultaten hiervan zijn in het online softwareprogramma Concept Systems® Global MaxTM geanalyseerd met behulp van multidimensionale schaaltechnieken en hiërarchische clusteranalyses en de clusterindelingen zijn weergegeven in concept maps. In workshops met experts is een interpretatie gegeven over de concept maps waarbij de definitieve namen van de clusters zijn bepaald en is gekeken welke statements eventueel verwijderd of verplaatst kunnen worden. Tot slot zijn de resultaten van het onderzoek als aanzet voor de implementatie besproken met de leerplancommissie van de opleiding tot interieurontwerper. In de literatuur is bij het categoriseren van creativiteit een onderscheid gemaakt tussen creativiteit als persoon, creativiteit als proces en creativiteit als product. Uit het onderzoek is gebleken dat de statements over creativiteit in het vakgebied van interieurontwerp te categoriseren zijn in zeven clusters, waarbij dit onderscheid eveneens zichtbaar is. Deze zeven clusters zijn ‘Eigenheid’, ‘Doen’, ‘Nieuwsgierigheid’ en ‘Klantgerichtheid’ (persoon), ‘Creëren’ en ‘Onderzoeken en experimenteren’ (proces) en ‘Ontwerpresultaat’ (product). Uit de waardering van de clusters blijkt dat de studenten en experts alle clusters als belangrijk en haalbaar hebben gewaardeerd, maar dat er tussen de respondentgroepen opvallende verschillen zichtbaar zijn. Studenten waarderen ‘Eigenheid’ als meest belangrijke en haalbare cluster, terwijl dit voor experts het minst belangrijke en minst haalbare cluster is en studenten waarderen ‘Klantgerichtheid’ als het op één na belangrijkste cluster, terwijl dit voor experts het op één na minst belangrijkste cluster is. Hiernaast waarderen studenten…
Subjects/Keywords: Creativiteit; interieurontwerp; Group Concept Mapping; hoger onderwijs; curriculum; onderwijsontwikkeling
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APA (6th Edition):
Stijf, D. (2020). Creativiteit van de Interieurontwerper: Een Onderzoek naar de Betekenis van Creativiteit in het Vakgebied van Interieurontwerp en naar de Elementen hiervan die belangrijk zijn voor het formuleren van Leerdoelen en haalbaar zijn om mee te nemen in een Hbo-curriculum voor Interieurontwerper. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/73cc8308-b89a-425b-a502-6d79cc41853a
Chicago Manual of Style (16th Edition):
Stijf, Dennis. “Creativiteit van de Interieurontwerper: Een Onderzoek naar de Betekenis van Creativiteit in het Vakgebied van Interieurontwerp en naar de Elementen hiervan die belangrijk zijn voor het formuleren van Leerdoelen en haalbaar zijn om mee te nemen in een Hbo-curriculum voor Interieurontwerper.” 2020. Masters Thesis, Open Universiteit Nederland. Accessed March 01, 2021.
http://hdl.handle.net/1820/73cc8308-b89a-425b-a502-6d79cc41853a.
MLA Handbook (7th Edition):
Stijf, Dennis. “Creativiteit van de Interieurontwerper: Een Onderzoek naar de Betekenis van Creativiteit in het Vakgebied van Interieurontwerp en naar de Elementen hiervan die belangrijk zijn voor het formuleren van Leerdoelen en haalbaar zijn om mee te nemen in een Hbo-curriculum voor Interieurontwerper.” 2020. Web. 01 Mar 2021.
Vancouver:
Stijf D. Creativiteit van de Interieurontwerper: Een Onderzoek naar de Betekenis van Creativiteit in het Vakgebied van Interieurontwerp en naar de Elementen hiervan die belangrijk zijn voor het formuleren van Leerdoelen en haalbaar zijn om mee te nemen in een Hbo-curriculum voor Interieurontwerper. [Internet] [Masters thesis]. Open Universiteit Nederland; 2020. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1820/73cc8308-b89a-425b-a502-6d79cc41853a.
Council of Science Editors:
Stijf D. Creativiteit van de Interieurontwerper: Een Onderzoek naar de Betekenis van Creativiteit in het Vakgebied van Interieurontwerp en naar de Elementen hiervan die belangrijk zijn voor het formuleren van Leerdoelen en haalbaar zijn om mee te nemen in een Hbo-curriculum voor Interieurontwerper. [Masters Thesis]. Open Universiteit Nederland; 2020. Available from: http://hdl.handle.net/1820/73cc8308-b89a-425b-a502-6d79cc41853a
University of the Western Cape
28.
Dolo, Gilbert.
Difficulties encountered by the grade ten township learners with respect to the concept of electricity
.
Degree: 2012, University of the Western Cape
URL: http://hdl.handle.net/11394/4385
► The purpose of this study was to investigate the difficulties encountered by the grade ten township learners with respect to the concept of electricity. More…
(more)
▼ The purpose of this study was to investigate the difficulties encountered by the grade ten township learners with respect to the
concept of electricity. More specifically, the study attempted to explore the learners’ scientific knowledge by investigating their conceptions or alternative conceptions about electricity; the influence of learners’ age, career interests and gender issues on their conceptions of electricity and; the effectiveness of
concept mapping (a pedagogic tool designed by Novak in the 1970s) in facilitating the learners’ understanding of electricity. The study was premised on socio-cultural constructivism as well as meaningful learning as espoused by Ausubel (1968).A Pre-Test-Post-Test Control Group Design was adopted in the study in which two comparable groups were used. The data was analyzed using both qualitative and quantitative research methods and the instruments that were used included a conception of electricity (COET) (originally adopted and administered in the Western Cape, Northern Cape provinces and in Norway in 1999 for the purpose of Science and Technology Literacy Project (STLP) with the hope that their reliability and validity was guaranteed); selected learner interviews and evaluation forms.The summary of findings has suggested that the Grade ten learners held misconceptions about the
concept of electricity even after they were exposed to intervention that included
concept mapping. In terms of the gender issues, there was no significant difference in performance between the boys and girls though the females outperformed their male counterparts at both groups. The underachievement of the older learners compared to the younger ones has also surfaced and that is against expectation since a number of studies carried out earlier (see Ogunniyi (1999)) have already corroborated such findings. With respect to career interests, what the learners indicated as their future dreams, i.e. what they intend to do and become, seems to have been influenced their performance at the pre- and post-test stages.
Advisors/Committee Members: Ogunniyi, Meshach B (advisor).
Subjects/Keywords: Grade ten;
Electricity;
Concept mapping;
Township schools;
Constructivism (Education)
Record Details
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APA ·
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Export
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APA (6th Edition):
Dolo, G. (2012). Difficulties encountered by the grade ten township learners with respect to the concept of electricity
. (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4385
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Dolo, Gilbert. “Difficulties encountered by the grade ten township learners with respect to the concept of electricity
.” 2012. Thesis, University of the Western Cape. Accessed March 01, 2021.
http://hdl.handle.net/11394/4385.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Dolo, Gilbert. “Difficulties encountered by the grade ten township learners with respect to the concept of electricity
.” 2012. Web. 01 Mar 2021.
Vancouver:
Dolo G. Difficulties encountered by the grade ten township learners with respect to the concept of electricity
. [Internet] [Thesis]. University of the Western Cape; 2012. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/11394/4385.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Dolo G. Difficulties encountered by the grade ten township learners with respect to the concept of electricity
. [Thesis]. University of the Western Cape; 2012. Available from: http://hdl.handle.net/11394/4385
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
East Carolina University
29.
Smith, Maurice.
Use of Conceptual and Procedural Knowledge Mapping to
Improve Learning in a Lecture-Laboratory Microbiology
Course.
Degree: 2012, East Carolina University
URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14821
► Promoting successful learning is key in developing students from novice to professionals in their respective fields of study. In the field of science students have…
(more)
▼ Promoting successful learning is key in developing
students from novice to professionals in their respective fields of
study. In the field of science students have long practiced the art
of memorization without complete understanding. To combat this
common problem Joseph Novak and D. Bob Gowin constructed two
metacognitive tools. These metacognitive tools
concept mapping and
Vee heuristic were developed with the hopes of providing students
with a way to connect concepts principles and theories similar to
their professors. The purpose of this study was to use these two
tools as a way to promote successful learning among college-level
science students. Both of these metacognitive tools were given to
students enrolled in a microbiology lecture-laboratory course (BIOL
2110/2111 and BIOL 3220/3221).
Concept mapping and the Vee
heuristic were given to students in the guise of a study guide in
hopes to promote constant use and easy access. As a way to measure
students' improvement in learning two assessments general knowledge
of microbiology (GKM) and public knowledge of microbiology (PKM)
were constructed and given to students periodically throughout the
course of the study. After the study's completion it was found that
those students using the study guide regularly appeared to have a
better understanding of the basic concepts required to successfully
learn microbiology. Additionally students enrolled in BIOL
3220/3221 who used the study guide with help from a knowledgeable
instructor significantly scored higher on the GKM assessment than
the control group of students. Also discovered during the course of
this study was nursing students attitudes towards scientific
concepts. This particular find has important implications regarding
the outcomes of this study. ; Science education
Advisors/Committee Members: Frank E. Crawley (advisor).
Subjects/Keywords: Microbiology – Study and teaching (Higher) – Graphic
methods; Concept mapping; Heuristic
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APA ·
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MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Smith, M. (2012). Use of Conceptual and Procedural Knowledge Mapping to
Improve Learning in a Lecture-Laboratory Microbiology
Course. (Masters Thesis). East Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14821
Chicago Manual of Style (16th Edition):
Smith, Maurice. “Use of Conceptual and Procedural Knowledge Mapping to
Improve Learning in a Lecture-Laboratory Microbiology
Course.” 2012. Masters Thesis, East Carolina University. Accessed March 01, 2021.
http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14821.
MLA Handbook (7th Edition):
Smith, Maurice. “Use of Conceptual and Procedural Knowledge Mapping to
Improve Learning in a Lecture-Laboratory Microbiology
Course.” 2012. Web. 01 Mar 2021.
Vancouver:
Smith M. Use of Conceptual and Procedural Knowledge Mapping to
Improve Learning in a Lecture-Laboratory Microbiology
Course. [Internet] [Masters thesis]. East Carolina University; 2012. [cited 2021 Mar 01].
Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14821.
Council of Science Editors:
Smith M. Use of Conceptual and Procedural Knowledge Mapping to
Improve Learning in a Lecture-Laboratory Microbiology
Course. [Masters Thesis]. East Carolina University; 2012. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14821
Montana State University
30.
Heyer, Sharon Annette.
The effects of incorporating student-made visuals daily in the junior high science classroom.
Degree: MS, Graduate School, 2015, Montana State University
URL: https://scholarworks.montana.edu/xmlui/handle/1/9261
► This project implemented student-made visuals daily in the life science classroom. Students used Play-Doh, white boards, and concept maps to create visuals that reinforced the…
(more)
▼ This project implemented student-made visuals daily in the life science classroom. Students used Play-Doh, white boards, and
concept maps to create visuals that reinforced the science concepts. The use of student-made visuals increased understanding and retention for most students, and equally as important, caused students to have a positive attitude toward science.
Advisors/Committee Members: Chairperson, Graduate Committee: Peggy Taylor. (advisor).
Subjects/Keywords: Life sciences.; Concept mapping.; Manipulatives (Education).; Middle school students.
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APA ·
Chicago ·
MLA ·
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CSE |
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Manager
APA (6th Edition):
Heyer, S. A. (2015). The effects of incorporating student-made visuals daily in the junior high science classroom. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9261
Chicago Manual of Style (16th Edition):
Heyer, Sharon Annette. “The effects of incorporating student-made visuals daily in the junior high science classroom.” 2015. Masters Thesis, Montana State University. Accessed March 01, 2021.
https://scholarworks.montana.edu/xmlui/handle/1/9261.
MLA Handbook (7th Edition):
Heyer, Sharon Annette. “The effects of incorporating student-made visuals daily in the junior high science classroom.” 2015. Web. 01 Mar 2021.
Vancouver:
Heyer SA. The effects of incorporating student-made visuals daily in the junior high science classroom. [Internet] [Masters thesis]. Montana State University; 2015. [cited 2021 Mar 01].
Available from: https://scholarworks.montana.edu/xmlui/handle/1/9261.
Council of Science Editors:
Heyer SA. The effects of incorporating student-made visuals daily in the junior high science classroom. [Masters Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9261
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Open Access Theses and Dissertations