Presenter : CHANG, SHIH-JIE Authors : Shih- Hwa Liu*, Gwo-Guang Lee 2013.CE
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Transcript of Presenter : CHANG, SHIH-JIE Authors : Shih- Hwa Liu*, Gwo-Guang Lee 2013.CE
Intelligent Database Systems Lab
Presenter : CHANG, SHIH-JIE
Authors : Shih-Hwa Liu*,Gwo-Guang Lee
2013.CE
Using a concept map knowledge management system to enhance the learning of biology
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OutlinesMotivationObjectivesMethodologyExperimentsConclusionsComments
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Motivation The lack of information about how students categorize, reorganize, and link their perceived concepts, would result in teachers not understanding the learning of students with different cultures and backgrounds.
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Objectives
• The CMKMS can promote teaching activities step-by-step and improve effective student learning.
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Methodology
Word frequencyTF/IDF
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Methodology
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Experiments – Statistics method(1) ANOVA(2) Tukey’s HSD Test(3) McNemar test
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Experiments
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Experiments – ANOVA
F = (SSB/degree) / (SSW/degree)
= 366.45/29.95 = 12.24
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Experiments – Tukey’s HSD Test合作 個體 無使用
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Experiments – McNemar test
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Two phase algorithm:
Experiments – CHAMELEON Algorithm
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Experiments – CHAMELEON Algorithm
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Experiments– CHAMELEON Algorithm
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Experiments
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Experiments – Apriori Algorithm
啤酒 尿布 牛奶 麵包 衣服C1 1 0 1 1 0 1
C2 1 1 0 1 1 0
C3 0 1 1 0 0 0
C4 1 1 1 1 1 1
C5 0 0 1 1 0 1
A B
Support(AB)=3/5 =60%
Confidence(AB)=3/4 =75%
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Experiments – Apriori Algorithm
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Experiments – Apriori Algorithmab=2/5 abc=1/5
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Experiments Apriori
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Conclusions– The CMKMS made a positive contribution to the
teaching of biology and learning strategy for students.
– This research offers a platform on which group brainstorming sessions can be structured, knowledge and values can be integrated, and a shared conceptual framework.
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Comments• Advantages
– The CMKMS enabled students to intuitively construct and organize their tacit knowledge.
• Applications– Concept Map, Learning biology