Code clouds: Qualitative geovisualization of geotweets

Jung, Jin-Kyu

doi:10.1111/cag.12133

Cited by 19 publications

(13 citation statements)

References 43 publications

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“…Feedback was received from 188 of 441 (43%) students and, overall, the activity was well received; 109 of 188 students provided positive comments. These comments are visualized in Figure 4 as a word cloud, a simple and exploratory qualitative method to visualize data such as students' comments 66–70 . Students stated that they found the activity to be interesting, clear, helpful, and straightforward.…”

Section: Resultsmentioning

confidence: 99%

Students' use of chemistry core ideas to explain the structure and stability of DNA

Allred

Farias

Kararo

et al. 2020

Biochem Molecular Bio Educ

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Students tend to think of their science courses as isolated and unrelated to each other, making it difficult for them to see connections across disciplines. In addition, many existing science assessments target rote memorization and algorithmic problem‐solving skills. Here, we describe the development, implementation, and evaluation of an activity aimed to help students integrate knowledge across introductory chemistry and biology courses. The activity design and evaluation of students' responses were guided by the Framework for K‐12 Science Education as the understanding of core ideas and crosscutting concepts and the development of scientific practices are essential for students at all levels. In this activity, students are asked to use their understanding of noncovalent interactions to explain (a) why the boiling point differs for two pure substances (chemistry phenomenon) and (b) why temperature and base pair composition affects the stability of DNA (biological phenomenon). The activity was implemented at two different institutions (N = 441) in both introductory chemistry and biology courses. Students' overall performance suggests that they can provide sophisticated responses that incorporate their understanding of noncovalent interactions and energy to explain the chemistry phenomenon, but have difficulties integrating the same knowledge to explain the biological phenomenon. Our findings reinforce the notion that students should be provided with opportunities in the classroom to purposefully practice and support the use and integration of knowledge from multiple disciplines. Students' evaluations of the activity indicated that they found it to be interesting and helpful for making connections across disciplines.

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Section: Resultsmentioning

confidence: 99%

Students' use of chemistry core ideas to explain the structure and stability of DNA

Allred

Farias

Kararo

et al. 2020

Biochem Molecular Bio Educ

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“…It can be created using an interactive online GIS platform so that users could interact with the map using pop-up windows showing detailed comments. Inspired by Jung's work on code cloud visualization [46], this type of map can include a code cloud of emotions or sentiments expressed about a given location. , and what caused her to feel this way, such as the regional rail and the increased "frequency of bike use".…”

Section: Four Ways To Map Ctu Emotionsmentioning

confidence: 99%

Mapping the Emotional Experience of Travel to Understand Cycle-Transit User Behavior

2019

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People experience emotions during travel. Driving, riding a bicycle, taking transit, and walking all involve multiple mental processes, potentially leading to various ranges of emotions such as fear, anger, sorrow, joy, and anticipation. Understanding the link between emotions and transportation environments is critical to planning efforts aiming to bring about a more environmentally sustainable society. In this paper, we identified, geo-coded, analyzed, and visualized emotions experienced by cycle-transit users, or CTUs, who combine bicycling and public transit in a single trip. We addressed two research questions: (1) What types of emotions do CTUs experience, why, and where? (2) How can mapping and understanding these emotions help urban planners comprehend CTU travel behavior and build a more sustainable transportation system? Based on 74 surveys completed by CTUs in Philadelphia, USA, we performed a content analysis of textual data and sketch maps, coded for emotional content, attached emotions with geo-referenced locations using GIS, and finally created four types of emotional maps. Overall, CTUs expressed 50 negative and 31 positive sentiments. Anger was the most frequently identified emotion, followed by disgust, fear, sadness, and joy. Twenty-five transportation planners reviewed the maps; the majority found that the maps could effectively convey an emotional account of a journey, opinions on routes and locations, or emotions attached to them. This paper advances theory and practice in two ways. First, the method privileges a heretofore little examined form of knowledge-the emotional experience of CTUs-and transportation planners confirm the value of this knowledge for practice. Second, it extends the study of emotional geographies to the transportation environment, pointing out venues for additional planning interventions. We conclude that mapping emotions reveals a more comprehensive understanding of travel experience that aids in better transportation planning and happier neighborhoods.

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“…The text of all Tweets is then examined manually for off-topic subject matter that indicates the user is not located within the neighbourhood about which they are Tweeting. Finally, Tweets are filtered by assigning each with a textual code depending on its content, as implemented by Jung (2015).…”

Section: Data Collection From the Twitter Apimentioning

confidence: 99%

Exploring Vernacular Perceptions of Spatial Entities: Using Twitter Data and R for Delimiting Vague, Dinformal Neighbourhoods in Inner London, UK

Clasper¹

2018

giforum

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The informal and unofficial nature of how citizens discuss and conceive geographical entities such as neighbourhoods has traditionally been difficult to capture. Ambient Geographic Information (AGI) from social media services offers researchers an opportunity to collect large amounts of geo-referenced information concerning vernacular geography. Twitter data was harvested and analysed in R statistical software in order demonstrate whether using geodata from social media is a feasible method for spatially defining vague, vernacular neighbourhoods in Inner London, UK. The results suggest that social media data can be a valuable source for capturing vernacular geography from which vernacular neighbourhoods could be delimited. The study also revealed factors which may have contributed to vernacular neighbourhood demarcation. Twitter data was seen to both mirror the physical form of the underlying topography and reflect the social character of the city's land use. This work builds upon previous attempts to investigate vernacular geography which used more traditional methods, such as sketch maps and interviews. It also examines how manual qualitative coding can improve data quality and demonstrates how R statistical software can be used to capture, analyse and present geospatial data.

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Code clouds: Qualitative geovisualization of geotweets

Cited by 19 publications

References 43 publications

Students' use of chemistry core ideas to explain the structure and stability of DNA

Students' use of chemistry core ideas to explain the structure and stability of DNA

Mapping the Emotional Experience of Travel to Understand Cycle-Transit User Behavior

Exploring Vernacular Perceptions of Spatial Entities: Using Twitter Data and R for Delimiting Vague, Dinformal Neighbourhoods in Inner London, UK

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