Number of found records: 44
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LACHER, Martin S.; DECAER, Stephan |
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On the Integration of Topic Maps and RDF Data |
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First Semantic Web Workshop, Stanford July 2001 |
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Topic Maps and RDF are two independently developed paradigms and standards for the representation, interchange, and exploitation of model-based data on the web. Each paradigm has established its own user communities. Each of the standards allows data to be represented as a graph with nodes and labeled arcs which can be serialized in one or more XML- or SGML-based syntaxes. However, the two data models have significant conceptual differences. A central goal of both paradigms is to define an interchangeable format for the exchange of knowledge on the Web. In order to prevent a partition of the Web into collections of incompatible resources, it is reasonable to seek ways for integration of Topic Maps with RDF. A first step is made by representing Topic Map information as RDF information and thus allowing Topic Map information to be queried by an RDF-aware infrastructure. To achieve this goal, we map a Topic Map graph model to the RDF graph model. All information from the Topic Map is preserved, such that the mapping is reversible. The mapping is performed by modeling the graph features of a Topic Map graph model with an RDF graph. The result of the mapping is an RDF-based internal representation of Topic Maps data that can be queried as an RDF source by an RDF-aware query processor. (AU) |
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concept maps; topic maps |
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LIN, Xia |
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Map Displays for Information Retrieval |
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Journal of the American Society for Information Science, 1997, vol.48, n.1, pp. 40 - 54 |
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On line (07/05/2005) |
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The focus of this article is to develop a map display information retrieval. Through an examination of relationships among visual displays, information retrieval, and browsing, advantages of visual displays for information retrieval are characterized as (1) the ability to convey a large amount of information in a limited space, (2) the potential to reveal semantic relationships of terms and documents, and (3) the facilitation of browsing and perceptual inferences on retrieval interfaces. These advantages are further demonstrated through a map display generated by a neural network's self-organizing algorithm. The map display detects complex relationships among given documents, and reveals the relationships through a spatial arrangement of terms abstracted from the documents. The map display also provides interactive tools to allow the user to interact with the underlying information. Examples of the map displays show that such map displays can be used both as an overview tool and an access or exploration tool, and the map displays will likely increase the amount of information that the user is willing to browse. (AU) |
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concept maps; information retrieval |
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MARKOW, Peter G.; LONNING, Robert A. |
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Usefulness of Concept Maps in College Chemistry Laboratories: Students’ Perceptions and Effects on Achievement. |
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Journal of Research in Science Teaching; 1998, vol.35 n, 9, pp. 1015-29 |
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On line (07/05/2005) |
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The problem addressed by this study is that first-year college chemistry students learn little of the conceptual material associated with chemistry experiments they perform. The thesis of this research is that the construction of prelab and postlab concept maps help students understand the concepts involved in the experiments they perform. The study was conducted using 32 non-science majors enrolled in a first-year chemistry course. The experimental group constructed prelab and postlab concept maps, while the control group wrote essays explaining the conceptual chemistry of the four experiments used in this study. Both groups took 25-item achievement tests 1 week after each experiment. Prelab and postlab concept maps were scored and evaluated for significant differences. Five students were interviewed to investigate their perceptions regarding the usefulness of concept maps in chemistry laboratories. No significant differences were found between treatment groups with respect to students' conceptual understanding as determined by the multiple choice achievement tests. Students responded very positively toward the use of concepts maps in the laboratory. They felt strongly that constructing prelab and postlab concept maps helped them understand the conceptual chemistry of the experiments. (AU) |
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Concept maps; science teaching |
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MAVERSA, Diana; SOMEKHA, Bridget; RESTORICKB, Jane |
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Interpreting the externalised images of pupils’ conceptions of ICT: methods for the analysis of concept maps. |
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Computers and Education; 2002, vol. 38 n.1-3, pp.187-207. |
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On line (07/05/2005) |
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The ImpacT2 evaluation is using image based concept mapping as one method of exploring the impact of networked technologies on students' learning. In a pre-test administered in June 2000, students in three cohorts aged 10-11, 13-14 and 15-16, produced around 2000 `maps'. Entitled `Computers in My World', these provide a means of students externalising mental representations of networked technologies. Using a phenomenographic approach, the study aims to identify qualitatively different patterns of thinking and trends in the development of pupils' concepts. Five quanititative measures emerged from heuristic analysis of the maps: nodes, links, connectivity, `Spheres of Thinking' and `Zones of Use'. Analysis of the pre-test maps was carried out alongside analysis of pre-test questionnaires, using SPSS. The outcomes suggest correlations between pupils' experience and the constent of their maps. Phenomenographic interviewing of selected 11 year old pupils, which entailed handling control over to interviewees through the use of open-ended questions, enabled further exploration of their experiences and understandings of those experiences. A method for in-depth interviewing of young students is described. Data suggest that pupils have sophisticated `secondary artifacts' or mental models of the nature of networked technologies and their role in today's world. This has implications for the way that ICT is used in schools and for its potential as a tool for students' learning. (AU) |
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Concept mapping; Representations; Learning; Networked technologies; Phenomenography |
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