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Objectives

Objectives. Analyze similarities and differences between Concept Mapping ( CM ) and System Dynamics ( SD ). Propose preliminary answers to 2 questions : Can methods from CM enrich research in SD about how people understand dynamically complex situations ?

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Objectives

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  1. Objectives Analyzesimilarities and differencesbetweenConcept Mapping (CM) and System Dynamics (SD) • Proposepreliminaryanswersto 2 questions: • Can methods from CMenrich research in SD about how people understand dynamically complex situations? • Can SDenrich or complement CMin educational research where it deals with the understanding of complex processes in the economy or in the firm? CM→SD SD→CM

  2. Concept Mapping (CM) Purpose Support learning and representing knowledge Components Concepts Banks Money lend Relations Propositions (conceptsrelatedby a namedrelationship) Banks lend Money Start with a focus question. Then articulate concepts and link them Process Context Theory of learning based on assimilation and notion of knowledge as semantic network

  3. Concept Mapping (CM) Theoretical Context • Assimilation Theoryof Learning (Ausubel, e.g. 1961) • hierarchicalmapstructure • knowledgegainassubsumtion, superordinatelearning, progressive differentiation, integrative reconciliation • Associationist Memory (Deese, e.g. 1959) • nolimitationtohierarchies -> instead all kindsofmapstructuresarepossible • Semanticnetworks (e.g. Collins & Quillian, 1967; Norman & Rumelhart, 1978) • basicassumption: networkstructureofmapscorrespondswiththenotionofknowledgeassemanticnetwork • Dual coding (Paivio, 1986)/CognitiveTheoryof Multimedia Learning (Mayer, e.g. 2001) • Verbal andpictorialinformationcanbeprocessedsimultaneously in different chanels. Conceptmapsaslogicalpicturescontainboth verbal andpictorialinformationandthusenableeffectiveinformationprocessing • ... (Nesbit & Adesope, 2006)

  4. Concept Mapping (CM) Evaluation of knowledge using concept maps Methodology Map Representing, evaluating, and statistically assessing all concept maps of a test sample Modal map Map Descriptive Map Map Normative Identifying differences and congruencies between all individual maps and a Reference map Map Map Enabling targeted qualification of students in the respective domain by improved diagnostics of (prior) knowledge Contents

  5. CM: knowledgeevaluation

  6. Comparison SD CM Focusonproblemsolving and learning Dynamicalproblems General situations and phenomena Formal models Simulation Semi-formal models Matrixrepresentation Incipient in Education Widespread in Education Comparisonbasedonvariables, links and loops Comparison based on concepts, relations, and/or propositions

  7. Causal Loop Diagram→ Concept Map

  8. Stock & Flow Diagram→ Concept Map

  9. Hybrid Diagram → Concept Map

  10. Example: Easter Island 1

  11. Example: Easter Island 1 – cont. intermediate variables flowrates stocks

  12. Example: Easter Island 1 – cont.

  13. Example: Easter Island 1 – cont. • Procedure of Data Analysis • Achievecomparability • Unit of Analysis: concepts and relations • aggregation of according to semantic similarity → comparable networks • 2. Unit of Analysis: proposition • standardization → comparable networks Defining adjacency matrices Concept X Concept: for each relation accumulated over all test persons → calculate modal maps. Person X Person: for each proposition → calculate distances between persons

  14. Example: Easter Island 1 – cont. Adjacencymatrix

  15. Example: Easter Island 1 – cont. Adjacencymatrix

  16. Person X Propositionmatrix

  17. Example: Easter Island 2 Which variables are stocks? Which variables are flows? Which variables are auxiliaries?

  18. Manyimplicitdetailsarticulated!

  19. Example: Easter Island 2 Retranslated

  20. Comparison Simple links havebecomechains!

  21. Conclusions (1) Relationshiptypes Concept Map have more is a kind of Operationaldetails SD diagrams have more is a • SDdiagrammingbringsoperationalclaritytodiagrams • SDenrichesproblemstructuring in traditionalCMcontextsfordynamicsituations • reachtheEducationalcommunity Causal LoopDiagram Stock & Flow Diagram Hybrid Diagram

  22. Conclusions (2) • SD diagrams can be translated into Concept Maps. • Concept mapping has analysis methods based on proposition (chains of causal links). • Use CManalysisforSDwork • Includechains of links into MMDS analysis

  23. Researchquestions CM→SD • Can the methods for analysing concept maps qualitatively and quantitatively applied to the analysis of MMDS? In particular, is the modal-, prototype, and reference-netapproach useful for • calculating modaland prototype MMDS • defining a reference MMDS based upon expert opinions? • assessing the quality of individual MMDS? • Does the development of system dynamics diagrams and models improve the quality of concept maps with respect more operationally relevant details, recognizing that some things are stocks while others are flows and clustering of concepts related by feedback loops? SD→CM

  24. Thankyou! Questions?

  25. Backup

  26. Cognitivekeyprocesses Integrative reconciliation General Organization ArmedForces Superordinate learning is a Enterprise Subsumption Progressive differentiation is a can be Social Enterprise For-profit Enterprise Specific

  27. Example: Easter Island 1 – cont. Loops

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