Concept Maps in the Classroom: A New Approach to Reveal Students’ Conceptual Change

ABSTRACT

When entering the classroom, adolescents already hold various conceptions on science topics. Concept maps may function as useful tools to reveal such conceptions although labor-intensive analysis often prevents application in typical classroom situations. The authors aimed to provide teachers with an appropriate approach to analyze students’ concept maps within daily school routine. They intended to conclude qualitative changes from analyzing quantitative parameters. To test the approach, high school students were asked to map their conceptions before and after attending an educational program on climate change. For the analyses, quantitative as well as qualitative methods were applied. A comparison of pre- and postmaps pointed to a conceptual change. From strong correlations between qualitative and quantitative parameters we assumed our approach to be applicable. Due to its simple and barely time-consuming handling, the authors’ approach is suitable for application in conventional classroom situations and may contribute to inform teachers about students’ conceptions.     

Mapping Changes in Science Teachers’ Content Knowledge: Concept Maps and Authentic Professional Development

Two studies were conducted to examine content knowledge changes following 2 weeks of professional development that included scientific research with university scientists. Engaging teachers in scientific research is considered to be an effective way of encouraging knowledge of both inquiry pedagogy and content knowledge. We used concept maps with two cohorts of teachers to assess changes in science teacher knowledge. In study 1, 34 teachers developed pre- and post-concept maps in one of the nine different content areas. A repeated measures analysis of six quantitative scores showed statistically significant increases in knowledge representation. Quantitative and qualitative scoring methods indicate that concept maps are effective for assessing teacher knowledge gains from professional development. Study 2 replicated the results with 24 teachers and provided further information about how knowledge changes.     

Science Teachers’ Use of a Concept Map Marking Guide as a Formative Assessment Tool for the Concept of Energy

In this study, we investigated the value of a concept map marking guide as an alternative formative assessment tool for science teachers to adopt for the topic of energy. Eight high school science teachers marked students’ concept maps using an itemized holistic marking guide. Their marking was compared with the researchers’ marking and the scores of a multiple-choice diagnostic test. Statistical analysis revealed that teachers evaluated students’ concept maps consistently, but the concept map scores were only mildly correlated with the multiple-choice test scores. We explored what each assessment method revealed in terms of students’ understanding with one student’s performance as a showcase. Teachers’ views on using the marking guide of concept maps as an assessment tool were also included. We discuss the value of the concept map marking guide as a formative assessment tool for science teachers to create and modify in order to encourage students’ conceptual learning.     

First-Year Non-STEM Majors’ Use of Definitions to Solve Calculus Tasks: Benefits of Using Concept Image over Concept Definition?

Six US first-year university students in humanities or social science degree programmes were interviewed while solving 4 tasks on continuity and asymptotes in a required mathematics course. The focus was on how the students referred to the definitions or to the concept images when solving the tasks and if partial understandings appeared. Partial understanding denotes when the definition or the concept image has correct parts but essential parts are missing or incoherencies occur. Some students confused continuity with differentiability or perceived it as a graph not having holes, which is also reported by other studies. Another misconception that emerged is to perceive points on the x-axis as non-continuous. The partial understandings of asymptotes were related to the vertical asymptote as it was confused with a function property. Some students referred to the definitions when correctly solving some of the tasks and some students with coherent concept images were successful solving some of the tasks even when they did not refer to the definitions.     

Google Maps二次开发

WEB GIS应用逐渐普及,但独立开发和运营WEBGIS系统对中小企业负担太重。在开放的GooSeMaps平台进行具体的行业应用开发既经济又可行。文章讨论基于GooSemapAPI使用DOM自定义GMAP类开发企业WEBGIS。     

Giving Feedback on Peers’ Concept Maps in an Inquiry Learning Context: The Effect of Providing Assessment Criteria

Journal of Science Education and Technology - Giving and receiving peer feedback is seen as an important vehicle for deep learning. Defining assessment criteria is a first step in giving feedback...     

Primary School Student Teachers’ Understanding of Climate Change: Comparing the Results Given by Concept Maps and Communication Analysis

Climate change is a complex environmental problem that can be used to examine students’ understanding, gained through classroom communication, of climate change and its interactions. The present study examines a series of four science sessions given to a group of primary school student teachers (n?=?20). This includes analysis of the communication styles used and the students’ pre- and post-conceptualisation of climate change based on results obtained via essay writing and drawings. The essays and drawings concerned the students’ unprompted pre- and post-conceptions about climate change, collected before and after each of the four inquiry-based science sessions (in physics, chemistry, biology and geography). Concept mapping was used in the analysis of the students’ responses. The communication used in the four sessions was analysed with a communicative approach in order to find out the discussion about climate change between teacher and students. The analyses indicated that the students did not have the knowledge or the courage to participate in discussion, but post-conceptualisation map showed that students’ thinking had become more coherent after the four sessions. Given the results of the present study, proposals for using concepts maps and/or communication analysis in studying students’ conceptions are presented.     

Exploring the Concept of ‘Habitus’ with Preservice Teachers Through the Use of Popular School Films

The thesis of this paper is that it is a productive venture to introduce preservice students to social theories that are typically not a part of teacher preparation programs. Examples of these theories are those associated with terms such as habitus, the carnivalesque, power / knowledge, seduction, detournement, the spectacle,la perruque, (the wig), and the art of making do,as well as others. In this paper, I describe a project that involved exploring the theory of habitus to problematize the tendency of preservice students to not think in terms of relations between what goes on in the classroom and what goes on in society. I introduced habitus by having preservice students read selected print materials and by having them view, analyze, and respond in writing to popular school films. Students also analyzed their experiences in classrooms in terms of habitus, making a connection between theory and practice.     

Concept Formation in Biology: The Concept ‘Growth’

Summaries

English

A concept is understood here as a logic core, which is surrounded by an associative framework, to which also the name of the concept belongs. The logic core is a pattern of properties of a class of things, which is invariant to individual objects of the class as well as to the observer. The pattern is determined by logic relations, which are constituents of the epistemic structure of the learner.

In this article an analysis of the situation concerning the concept ‘growth’ is carried out. The logic core of the concept is theoretically investigated by means of systems theory and is empirically tested by means of free definitions. The associative framework, however, is determined by means of free association tests.

It is shown that in the course of school education a marked shift takes place in the logic core as well as in the associative framework from a ‘growth in terms of geometric dimension’ towards a ‘growth in terms of particle numbers’.     

Got tools? Concept map

The International Society for Performance Improvement's journal Performance Improvement has invited readers to submit Human Performance Technology (HPT) tools for publication. These can include ready‐to‐use job aids or tools and templates used to facilitate gap analysis, process flow mapping, performance consulting, instructional design, e‐learning, on‐the‐job training, solution design, and performance measurement and evaluation, to name few. We're looking for a variety of instruments that are consistent with the principles of HPT, have broad appeal, and are applicable to a variety of workplace situations. In all cases, tools should focus on adding value to individual, team, or organizational performance. Our first submission is a Concept Map submitted by Aaron U. Bolin.     

Use Your Mind

1.FarmerBrownhadanorchard(果园)offruittrees.Athird(三分之一)ofthemwereappletrees,aquarter(四分之一)werepeartrees,andafifth(五分之一)wereplum(李子)trees.Thereweretwenty-sixcherry(樱桃)trees.HowmanytreesdidfarmerBrownhavealtogether(总共)?2.MrBlackboughtahorseandatrapfromalocalfarmer.Itturnedoutthatfivetimes(倍)theprice(价格)ofthehorsewasequalto(相当于)twelvetimesthepriceofthetrap.Thepriceofthetwotogetherwas85pounds.Canyouworkoutthepriceofeach?Keys:1.Onehundredandtwentytrees.2.Thecostofthetra…     

A Comment on New Concept English

First published in 1967, New Concept English (NCE) compiled by L. G. Alexander is considered to be the epitome of structuralist text book. It has gained popularity ever since. Having experienced decades of publication, NCE proves to be much more successful than its preceding traditional English course books like Essential English, Linguaphone Course, etc. For one thing, NCE is a reaction against traditiona(?) grammar-translation appoach. On the other hand, it is also an attempt to innovate pure structuralist approach by incorporating some kind of function and situation in the teaching of English. But it doesn't go any further.     

Use Your Head

1.Some students are planting trees in a row along a road.Thereis a tree every other metre. Each student plants a tree.There aretwo students in front of two students and two students behind twostudents,and two students between two students.Please answerthese questions:     

Use Your Head

Which is nearer? An express train leaves London for Manchester(曼彻斯特)at 9:15 inthe morning. It travels at all average of 165 K.P.H. A slow train leavesManchester for London at 10:30 the same morning.It travels at an average     

基于Google Maps的专家地图研究

基于Google Map API实现某一领域专家地域分布的可视化,构建领域专家地图。该地图是基于知识网络的专家库系统的核心模块,     

Prospective Early Childhood and Elementary School Mathematics Teachers’ Concept Images and Concept Definitions of Triangles

International Journal of Science and Mathematics Education - This study presents a characterization of prospective early childhood teachers’ (ECEPTs) and prospective elementary school...     

The Use of Punctuation

Asweknow,punctuation,suchasfullstops,commas,questionmarksetc.isasystemofmarkswhichareusedinwriting.ThepurPOseofpunctuationistOmakethereadingofthesentenceseasier,tOmakethemeaningofthewritingclearforthereaders.Likesyntax,punctuationisalsopartofwriters'style.Insomeinstances,therulesaresofuzzythatawritercanchOOSehismannerofpunctuationtosuithispurpose.Hemingwaywasabigfanoffullstops.Helikedtousesimplesentencesandfullstopsinhiswriting.WhileHenryJamesneededhundredsofsemicolonsandthousandsofaromas…     

How to Use It

psycho疯子A:I’ve had enough of that psycho.I don’t want to dealwith her any more. 我受够那个疯子了。我不想再跟她有任何瓜葛。B:Please,Jack.I believe it’s only a misunderstanding. 不要这样子,杰克。我相信这只是一场误会罢了。“psycho”和“psychopath”、“nut”等都是“疯子”的意思。被形容成疯子的人也许只是一时对一些事情反应激烈,而不见得是真正的精神病患者。“psycho”本身也是形容词,同样有“疯了”或“精神病的”意思。