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Presenter : CHANG, SHIH-JIE Authors : Shih- Hwa Liu*, Gwo-Guang Lee 2013.CE

Using a concept map knowledge management system to enhance the learning of biology. Presenter : CHANG, SHIH-JIE Authors : Shih- Hwa Liu*, Gwo-Guang Lee 2013.CE. Outlines. Motivation Objectives Methodology Experiments Conclusions Comments. Motivation.

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Presenter : CHANG, SHIH-JIE Authors : Shih- Hwa Liu*, Gwo-Guang Lee 2013.CE

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  1. Using a concept map knowledge management system to enhance the learning of biology Presenter : CHANG, SHIH-JIE Authors : Shih-Hwa Liu*,Gwo-Guang Lee 2013.CE

  2. Outlines • Motivation • Objectives • Methodology • Experiments • Conclusions • Comments

  3. Motivation  The lack of information about how students categorize, reorganize, and link their perceived concepts, would result in teachers not understanding the learning of students with different cultures and backgrounds.

  4. Objectives • The CMKMS can promote teaching activities step-by-step and improve effective student learning.

  5. Methodology Word frequency TF/IDF

  6. Methodology

  7. Experiments – Statistics method • ANOVA • Tukey’s HSD Test • McNemar test

  8. Experiments

  9. Experiments – ANOVA F＝ (SSB/degree)／(SSW/degree) ＝ 366.45/29.95 ＝12.24

  10. Experiments – Tukey’s HSD Test 合作 個體 無使用

  11. Experiments – McNemar test

  12. Experiments – CHAMELEON Algorithm • Two phase algorithm:

  13. Experiments – CHAMELEON Algorithm

  14. Experiments– CHAMELEON Algorithm

  15. Experiments

  16. Experiments – Apriori Algorithm A B Support(AB)=3/5 =60% Confidence(AB)=3/4 =75%

  17. Experiments – Apriori Algorithm

  18. Experiments – Apriori Algorithm ab=2/5 abc=1/5

  19. Experiments Apriori

  20. Conclusions • The CMKMS made a positive contribution to the teaching of biology and learning strategy for students. • This research offers a platform on which group brainstorming sessions can be structured, knowledge and values can be integrated, and a shared conceptual framework.

  21. Comments • Advantages • The CMKMS enabled students to intuitively construct and organize their tacit knowledge. • Applications • Concept Map, Learning biology

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