Proposition-Based Attributed Concept Mapping System with Relation-Free

• Main Authors: Ray-bin Chang, 張瑞賓
• Other Authors: 張國恩
• Format: Others
• Language: zh-TW
• Published: 1999
• Online Access: http://ndltd.ncl.edu.tw/handle/76437866203473171649

碩士 === 國立臺灣師範大學 === 資訊教育研究所 === 87 === In recent years, concept maps have widely been applied in education for training, instruction, as well as assessment. In the past, the assessment of concept maps only considered concept nodes or with assisted relation link between the two concepts. However, proposition is the essential element of knowledge, the above assessment are slightly frail. In this thesis, proposition-based attributed concept map is proposed. Each proposition in the attributed concept map is given a weight based on importance in a subject matter. In the conventional concept mapping system, students construct their concept maps by using the predefined concept nodes and relation links. The use of predefined concept nodes and relation links may reduce the chance of students to reflect by themselves. In this thesis, a computer-based concept mapping with relation-free is proposed. The system provides a mapping environment in which students can construct their concept maps by the use of their own relations and predefined concepts. Keeping students with freedom to use their own relations will increase the chance of students’ self-reflection and get more learning. In the previous assessment, students’ states, such as what is student learned, what is student unlearned, and what is student’s misconception cannot reported and also cannot provide an appropriate feedback. A qualitative matching method is proposed to diagnose students’ states. This matching method also provides an appropriate feedback based on the diagnosed states. In order to evaluate the proposed studies, an experiment was conducted. The experimental results revealed that the studies showed a good learning impacts on students, assisted students to efficiently construct their concept maps by using the assessment and feedback functions, and precisely diagnosed the students’ learning states.