Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Metacognition01:26

Metacognition

166
Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
166
Critical Thinking01:19

Critical Thinking

108
Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
Colleges and universities are...
108
Natural and Artificial Concepts01:24

Natural and Artificial Concepts

167
In psychology, concepts can be divided into two categories: natural and artificial. Natural concepts are formed through direct or indirect experiences. For example, consider the concept of snow. If you live in a place with regular snowfall, such as Essex Junction, Vermont, you know snow through direct experiences. You’ve seen it fall, touched it, shoveled it, and played in it. You recognize its texture, appearance, and even its smell. In contrast, if you live on an island like Saint...
167
Critical Thinking II01:25

Critical Thinking II

2.8K
Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:
2.8K
Critical Thinking I01:24

Critical Thinking I

3.3K
Critical thinking helps decision-making and allows nurses to recognize barriers to success and find solutions to possible issues. It helps to brainstorm and implement ideas to achieve goals. Critical thinking helps acknowledge and state workflow inefficiencies while improving management techniques. Nurses understand the value of critical thinking and look for fellow nurses with critical thinking skills to upgrade their professional standards. Critical thinking can advance a nurse's career...
3.3K
Concepts and Prototypes01:24

Concepts and Prototypes

151
The human nervous system handles vast amounts of information by translating sensory stimuli into neural impulses, which the brain processes, creating thoughts expressed through language or stored as memories. The brain also synthesizes information from emotions and memories, which significantly influence thoughts and behaviors. This intricate process creates a comprehensive mental picture.
The brain organizes this information using concepts, which are mental categories grouping linguistic data,...
151

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Corrigendum to SPICE-GRADE: simultaneous processing of indirect causal evidence in complex pathways using GRADE - an exploratory case study. [Journal of Clinical Epidemiology, 194C (2026) 112219].

Journal of clinical epidemiology·2026
Same author

Do We Need Systematic Reviews of Research Priority Setting? A Proposal for a New Concept on Conducting Systematic Reviews of Research Priority Setting Exercises.

Cochrane evidence synthesis and methods·2026
Same author

Evaluation of a Hybrid Case-Based Learning and Small-Group Teaching Model Using Artificial Intelligence-Assisted Case Generation: An Innovative Dental Education Study.

Advances in medical education and practice·2026
Same author

Misusing I<sup>2</sup> for inconsistency, overlooking OIS for imprecision, and ignoring the continuum of certainty ratings: common pitfalls in GRADE assessments.

Journal of clinical epidemiology·2026
Same author

SPICE-GRADE: simultaneous processing of indirect causal evidence in complex pathways using GRADE - an exploratory case study.

Journal of clinical epidemiology·2026
Same author

A decision algorithm for assessing indirectness in core GRADE.

Journal of clinical epidemiology·2025
Same journal

Academic Stressors and Sociodemographic Vulnerabilities Among Medical Students at the University of Ottawa.

MedEdPublish (2016)·2026
Same journal

Time to normalise protected characteristics in written assessments: A pilot study.

MedEdPublish (2016)·2026
Same journal

Medical student perceptions of reflective practice in the undergraduate curriculum.

MedEdPublish (2016)·2026
Same journal

Initial Validity Evidence for the Student Health Equity Survey: Assessing Knowledge, Attitudes, and Capacity across Health Professions Programs.

MedEdPublish (2016)·2026
Same journal

Capturing Reflections for Personal and Professional Development in Medical Education: A Mixed Methods Study.

MedEdPublish (2016)·2026
Same journal

Supervision Preparedness Among GP Registrars in the UK: A Survey Study.

MedEdPublish (2016)·2026
See all related articles

Related Experiment Video

Updated: Jul 8, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.0K

Concept Maps for Teaching, Training, Testing and Thinking.

Prashanti Eachempati1, Komattil Ramnarayan1, Kiran Kumar Ks1

  • 1Melaka Manipal Medical College.

Mededpublish (2016)
|December 11, 2023
PubMed
Summary
This summary is machine-generated.

Concept maps are evidence-based tools that help assess student learning and improve teaching methods. This paper explores their application in teaching, training, testing, and thinking to enhance educational foundations.

Keywords:
AssessmentConcept mapsCritical thinkingMeaningful learningTeaching and learning strategiesTraining

More Related Videos

Orienteering as a Tool for Cognitive Research: An Implementation Guide
07:13

Orienteering as a Tool for Cognitive Research: An Implementation Guide

Published on: November 29, 2024

792
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

8.5K

Related Experiment Videos

Last Updated: Jul 8, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.0K
Orienteering as a Tool for Cognitive Research: An Implementation Guide
07:13

Orienteering as a Tool for Cognitive Research: An Implementation Guide

Published on: November 29, 2024

792
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

8.5K

Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Instructional Design

Background:

  • Concept maps are recognized as effective pedagogical tools.
  • They offer insights into student comprehension and learning.
  • They aid in refining instructional strategies for deeper understanding.

Purpose of the Study:

  • To provide an overview of concept maps.
  • To share practical experiences of using concept maps in education.
  • To illustrate the application of concept maps across four key educational areas.

Main Methods:

  • Review of concept mapping principles.
  • Case studies or experiential examples of concept map implementation.
  • Analysis of concept map utility in different educational contexts.

Main Results:

  • Concept maps effectively gauge meaningful learning.
  • They provide actionable insights for instructional improvement.
  • Demonstrated utility across teaching, training, testing, and thinking.

Conclusions:

  • Concept maps are valuable for assessing and enhancing student learning.
  • Their application supports deeper understanding of foundational concepts.
  • The 4 T's framework highlights the versatility of concept maps in education.