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Concept Mapping (concept + mapping)
Selected AbstractsCommunity-based Participatory Research: Development of an Emergency Department,based Youth Violence Intervention Using Concept MappingACADEMIC EMERGENCY MEDICINE, Issue 8 2010Carolyn E. Snider MD, FRCPC ACADEMIC EMERGENCY MEDICINE 2010; 17:1,9 © 2010 by the Society for Academic Emergency Medicine Abstract Objectives:, Emergency departments (EDs) see a high number of youths injured by violence. In Ontario, the most common cause of injury for youths visiting EDs is assault. Secondary prevention strategies using the teachable moment (i.e., events that can lead individuals to make positive changes in their lives) are ideal for use by clinicians. An opportunity exists to take advantage of the teachable moment in the ED in an effort to prevent future occurrences of injury in at-risk youths. However, little is known about perceptions of youths, parents, and community organizations about such interventions in EDs. The aims of this study were to engage youths, parents, and frontline community workers in conceptualizing a hospital-based violence prevention intervention and to identify outcomes relevant to the community. Methods:, Concept mapping is an innovative, mixed-method research approach. It combines structured qualitative processes such as brainstorming and group sorting, with various statistical analyses such as multidimensional scaling and hierarchical clustering, to develop a conceptual framework, and allows for an objective presentation of qualitative data. Concept mapping involves multiple structured steps: 1) brainstorming, 2) sorting, 3) rating, and 4) interpretation. For this study, the first three steps occurred online, and the fourth step occurred during a community meeting. Results:, Over 90 participants were involved, including youths, parents, and community youth workers. A two-dimensional point map was created and clusters formed to create a visual display of participant ideas on an ED-based youth violence prevention intervention. Issues related to youth violence prevention that were rated of highest importance and most realistic for hospital involvement included mentorship, the development of youth support groups in the hospital, training doctors and nurses to ask questions about the violent event, and treating youth with respect. Small-group discussions on the various clusters developed job descriptions, a list of essential services, and suggestions on ways to create a more youth-friendly environment in the hospital. A large-group discussion revealed outcomes that participants felt should be measured to determine the success of an intervention program. Conclusions:, This study has been the springboard for the development of an ED-based youth violence intervention that is supported by the community and affected youth. Using information generated by youth that is grounded in their experience through participatory research methods is feasible for the development of successful and meaningful youth violence prevention interventions. [source] Using concept mapping principles in PowerPointEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2007I. M. Kinchin Abstract:, The use of linear PowerPoint templates to support lectures may inadvertently encourage dental students to adopt a passive approach to learning and a narrow appreciation of the field of study. Such presentations may support short-term learning gains and validate assessment regimes that promote surface learning approaches at the expense of developing a wider appreciation of the field that is necessary for development of clinical expertise. Exploitation of concept mapping principles can provide a balance for the negative learning behaviour that is promoted by the unreflective use of PowerPoint. This increases the opportunities for students to access holistic knowledge structures that are indicators of expertise. We illustrate this using the example of partial denture design and show that undergraduates' grasp of learning and teaching issues is sufficiently sophisticated for them to appreciate the implications of varying the mode of presentation. Our findings indicate that students understand the strategic value of bullet-pointed presentations for short-term assessment goals and the benefits of deep learning mediated by concept mapping that may support longer term professional development. Students are aware of the tension between these competing agendas. [source] Pathways to help-seeking in bulimia nervosa and binge eating problems: A concept mapping approachINTERNATIONAL JOURNAL OF EATING DISORDERS, Issue 6 2007Natasha Hepworth PhD Abstract Objective: To conduct an in-depth study, using concept mapping, of three factors related to help-seeking for bulimia nervosa and binge eating: problem recognition, barriers to help-seeking, and prompts to help-seeking. Method: Semistructured interviews were conducted to elicit information about help-seeking with 63 women (18,62 years) with past or present bulimic behaviors. Results: Using Leximancer software, factors identified as associated with problem recognition were Changes in Behavior, Interference with Life Roles, Comments about Changes and Psychological Problems. Salient barriers to help-seeking were Fear of Stigma, Low Mental Health Literacy/Perception of Need, Shame, Fear of Change and Cost. Prompts to help-seeking were increased Symptom Severity, Psychological Distress, Interference with Life Roles, Health Problems, and Desire to Get Better. Conclusion: Results highlighted the need for awareness campaigns to reduce both self and perceived stigma by others towards bulimic behaviors, and the need to enhance awareness of available interventions for people ready to engage in treatment, to increase help-seeking. © 2007 by Wiley Periodicals, Inc. [source] Functions of Christian Prayer in the Coping ProcessJOURNAL FOR THE SCIENTIFIC STUDY OF RELIGION, Issue 1 2008MARY K. BADE This research project sought to examine the multiple functions that prayer serves in the coping process for members of Christian groups. We used concept mapping to describe and organize a small group of participants' perceptions concerning the functions of prayer when coping with personal difficulties, as well as examined the frequency and perceived effectiveness of these prayer functions. The number and variety of items generated by participants indicates that prayer can be used in multiple ways to deal with personal problems. Inspection of these items and the resulting concept map yielded three bipolar dimensions that describe a variety of prayer functions: approach/avoidance; internal focus/external focus; and deferring/self-directing. The arrangement of items also corresponded roughly to a three-factor structure found in several existing coping measures. Participants reported that the most effective prayer functions involve seeking guidance and expressing gratitude. [source] Using Qualitative Research Methods to Ascertain Elementary Students' Understandings of Food SafetyJOURNAL OF FOOD SCIENCE EDUCATION, Issue 2 2003C.J. Trexler ABSTRACT: Researchers and educators call for educational programs that teach youth about food safety. In this study, researchers used qualitative research methods (interviews and concept mapping) to ascertain elementary students' understandings of food spoilage and preservation benchmarks based on national science education standards. Constructivist learning theory and its attendant qualitative methods framed the study. Few students understood the causes of spoilage and most were unable to discuss the role of bacteria or germs in meat. Students with an understanding of microorganisms clearly explained methods of preventing spoilage, while students who did not understand the microorganism concept could not. Constructivist research methods were fruitful in unearthing students' conceptions related to food spoilage. This research has implications for university food science faculty members interested in strengthening their teaching practice by focusing on helping students develop conceptual understanding. [source] An empirical study of rules for well-formed identifiersJOURNAL OF SOFTWARE MAINTENANCE AND EVOLUTION: RESEARCH AND PRACTICE, Issue 4 2007Dawn Lawrie Abstract Readers of programs have two main sources of domain information: identifier names and comments. In order to efficiently maintain source code, it is important that the identifier names (as well as comments) communicate clearly the concepts they represent. Deißenböck and Pizka recently introduced two rules for creating well-formed identifiers: one considers the consistency of identifiers and the other their conciseness. These rules require a mapping from identifiers to the concepts they represent, which may be costly to develop after the initial release of a system. An approach for verifying whether identifiers are well formed without any additional information (e.g., a concept mapping) is developed. Using a pool of 48 million lines of code, experiments with the resulting syntactic rules for well-formed identifiers illustrate that violations of the syntactic pattern exist. Two case studies show that three-quarters of these violations are ,real'. That is, they could be identified using a concept mapping. Three related studies show that programmers tend to use a rather limited vocabulary, that, contrary to many other aspects of system evolution, maintenance does not introduce additional rule violations, and that open and proprietary sources differ in their percentage of violations. Copyright © 2007 John Wiley & Sons, Ltd. [source] Investigating the efficacy of concept mapping with pupils with autistic spectrum disorderBRITISH JOURNAL OF SPECIAL EDUCATION, Issue 3 2007Veronica Roberts Pupils with autism often present significant challenges to teachers. They seem to have real strengths in visual processing but a cognitive style that encourages them to focus on detail rather than the overarching connections between concepts. Veronica Roberts, currently undertaking doctoral training at the Institute of Education, University of London, in order to become an educational psychologist, and Richard Joiner, senior lecturer in the Department of Psychology at the University of Bath, set out to explore these issues. In this article, they report the outcomes of a naturalistic experiment in which they investigated the utility of concept mapping as an educational strategy with pupils diagnosed with an autistic spectrum disorder (ASD). Theoretical arguments supporting the use of concept mapping with an autistic population are outlined in the paper. A tutor group of ten pupils with ASD, aged between 11 and 14 years, took part in the study. Concept mapping tasks were integrated within National Curriculum science lessons in collaboration with the school's science teacher. The study found that the increase in pupil performance in subject-specific questionnaires was nearly four times greater in the concept mapping condition than after a more conventional teaching intervention. Veronica Roberts and Richard Joiner tentatively draw out the implications of their work for staff who work with pupils with ASD and make recommendations for further research into the use of these learning strategies. [source] | |||||||||||||