Concept Mapping: A Practical Process for Understanding and Conducting Art Education Research and Practice

Cooper, Yichien; Zimmerman, Enid

doi:10.1080/00043125.2019.1695478

Cited by 9 publications

(9 citation statements)

References 12 publications

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“…They were given the choice of either writing their statements or drawing their response. Students who chose to draw were invited to then write words/sentences that represented their drawings with the aid of a researcher [ 24 ]. The same procedure was used with the second prompt.…”

Section: Methodsmentioning

confidence: 99%

Co-developing a health promotion programme for indigenous youths in Brazil: A concept mapping report

et al. 2023

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Background Latin America and the Caribbean Region are home to about 42 million Indigenous people, with about 900,000 living in Brazil. The little routinely collected population-level data from Indigenous communities in the region available shows stark inequities in health and well-being. There are 305 Indigenous ethnic groups, speaking 274 languages, spread across the remote national territory, who have endured long-lasting inequities related to poverty, poor health, and limited access to health care. Malnutrition and mental health are key concerns for young people. Building on our Indigenous communities-academic partnerships over the last two decades, we collaborated with young people from the Terena Indigenous ethnic group, village leaders, teachers, parents, and local health practitioners from the Polo Base (community health centres) to obtain their perspectives on important and feasible actions for a youth health promotion programme. Methods The report was conducted in the Tereré Village in Mato Grosso do Sul. Concept mapping, a participatory mixed method approach, was conducted in 7 workshops, 15 adults and 40 youths aged 9–17 years. Art-based concept mapping was used with 9 to 11 years old children (N = 20). Concept systems software was used to create concept maps, which were finalised during the workshops. Focused prompts related to factors that may influence the health and happiness of youths. The participatory method gave Terena youths a significant voice in shaping an agenda that can improve their health. Results Terena youths identified priority actions that clustered under ‘Family’, ‘School’, ‘Education’, ‘Socio-economic circumstances’, ‘Respect’ and ‘Sport’ in response to protecting happiness; and ‘Nutrition pattern’, ‘Physical activity’, ‘Local environment’, and ‘Well-being’ in response to having a healthy body. Through the participatory lens of concept mapping, youths articulated the interconnectedness of priority actions across these clusters such that behaviours (e.g. Nutrition pattern, drinking water, physical activity) and aspirations (being able to read, to have a good job) were recognised to be dependent on a wider ecology of factors (e.g. loss of eco-systems, parent-child relationships, student- teacher relationships, parental unemployment). In response to developing youth health, Terena adults suggested priority actions that clustered under ‘Relationships’, ‘Health issues’, ‘Prevention at Polo Base’, ‘Access to health care’, ‘Communication with young people’, ‘Community life’, ‘Raising awareness’ and ‘School support’. Their priorities reflected the need for structural transformative actions (e.g. Polo Base and school staff working together) and for embedding actions to protect Indigenous culture (e.g. integrating their cultural knowledge into training programmes). Conclusions Concept maps of Indigenous youths emphasised the need for a health promotion programme that engages with the structural and social determinants of health to protect their happiness and health, whilst those of adults emphasised the need to address specific health issues through preventative care via a school-Polo Base collaboration. Investment in a co-developed school-Polo-Base health promotion programme, with intersectoral engagement, has potential for making Indigenous health systems responsive to the inequalities of youth health, to yield dividends for healthy ageing trajectories as well as for the health of the next generation.

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Section: Methodsmentioning

confidence: 99%

Co-developing a health promotion programme for indigenous youths in Brazil: A concept mapping report

et al. 2023

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“…For the evaluation of the convergence arts curriculum, the [Table 2] questionnaire was created by referring to Ben-Zvi, Hofstein, & Samuel [21] 'Questionnaire as a method for curriculum evaluation', Cooper and Zimmerman [22] 'Concept Mapping: A practical process for understanding and conducting art education research and practice', and 'assessment scale for arts education' developed by Leong and Qui [23]. I think that I am learning enough about the convergence education of ICT, design, and visual arts.…”

Section: Research Instrumentmentioning

confidence: 99%

A Study on Convergence Curriculum Development in Visual Art and Design Education

Lee¹

2022

APJCRI

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In the current trend of globalization, the boundaries between academic fields throughout society have been blurred, which has created an atmosphere of integration and consensus. Since the 1980s, as prestigious world-class universities chose the interdisciplinary education curriculum, the curriculum process for fine art and design colleges has transitioned from a curriculum focused on majors and colleges to an interdisciplinary course. However, the interdisciplinary education process and class development for domestic fine art and design colleges are in their early phases, requiring the development of subjects for interdisciplinary research and revision of the curriculum. For this reason, this study examined the status of curriculum convergence in visual art and design education in the Republic of Korea and propose improvement measures. This research studied the necessity and social phenomenon of interdisciplinary education, the curriculum of the domestic art and design colleges, and the status quo of classes in operation. In addition, supplementary education curricula and subjects were proposed based on the questions filled out by 209 art college students in Seoul, of which 41 are male and 168 are female. To achieve the study objectives, significance was extracted p<0.05 by employing ttest in sex and one-way ANOVA test in academic grade level. Results showed that students have high satisfaction in practical training and the lowest in theoretical education. In the t-test in sex, there were statistically significant differences in practical training and convergence education. In the one-way ANOVA, there were significant differences in balance of curriculum, convergence education, theoretical education, and lecture & assessment. Based on the results of this study, four suggestions for improvement of the convergence arts education curriculum were proposed; development a design field convergence curriculum, education in design based on visual art and humanities, development a curriculum 3-dimensional, and 4-dimensional visual arts and design concepts and choosing a teamteaching method. The results of this study is intended to provide basic data in reflecting the opinions of students in the revision of the convergence curriculum in visual art and design education.

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“…Concept mapping is combined with different tools or learning environments such as mobile devices, RPG games, flipped classrooms, and ubiquitous learning and is widely applied in various courses. In the past, many studies have shown that concept mapping as an instructional strategy or learning design improves learning effectiveness, learning motivation and achievement in areas such as language reading and writing (Marashi & Kangani, 2018; Shakoori et al., 2017), social studies (Idris et al., 2017), natural science (Kinchin, 2020; Metcalf et al., 2018), medical education (Khine et al., 2019), as well as art classes (Cooper & Zimmerman, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

An integrated concept mapping and image recognition approach to improving students' scientific inquiry course performance

Huang

Hwang

Chen

2021

Brit J Educational Tech

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Scholars and researchers generally believe that scientific inquiry is an important activity for cultivating students' applied knowledge and high-level thinking ability. The process of scientific inquiry can promote students' learning motivation and trigger their higherorder thinking ability. However, students may not have enough prior knowledge or they may lack inquiry experience, which may influence the effectiveness of their inquiry learning. Besides, in a scientific inquiry environment assisted by technology, students must face abundant and diverse learning resources, and may not effectively organize and carry out advanced cogitation to solve problems. Therefore, this research proposed an integrated concept mapping and image recognition (IR) approach to help students effectively acquire and organize knowledge in the process of scientific inquiry. This study applied a quasiexperimental design to verify the effect of this proposed approach. The experimental group conducted the concept mapping-based IR (CM-IR) learning approach, whilst the control group conducted the conventional IR-based learning approach to evaluate the students' performance in terms of their learning motivation and learning achievements. The participants were two classes of 10th-grade students in northern

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Concept Mapping: A Practical Process for Understanding and Conducting Art Education Research and Practice

Cited by 9 publications

References 12 publications

Co-developing a health promotion programme for indigenous youths in Brazil: A concept mapping report

Co-developing a health promotion programme for indigenous youths in Brazil: A concept mapping report

A Study on Convergence Curriculum Development in Visual Art and Design Education

An integrated concept mapping and image recognition approach to improving students' scientific inquiry course performance

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