Concept mapping as cognitive tool in science education: An analysis of students’ learning using SOLO taxonomy (original) (raw)
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. Proceedings of the 1st International Conference on “New Developments in Science and Technology Education”, 29-31May, 2014, Corfu, Greece. , 2014
This paper presents an exploratory study on the use of concept mapping as a cognitive tool in K-6 science education. The design of an instructional sequence with concept mapping activities, in the topics of human respiratory and circulatory systems, is also presented. Qualitative research data were collected in the form of students' concept maps developed by using both paper-pencil and concept mapping software. The content and the structure of students' concept maps were analysed according to the levels of the Structure of the Observed Learning Outcomes (SOLO) taxonomy. The analysis revealed promising results regarding students' learning evolution during the instructional sequence. The paper concludes that concept mapping is an effective learning strategy that could be integrated into the primary science classroom.
Concept Mapping as an Assessment Tool in Science Education
Concept mapping is a method to determine the achievement of knowledge. Concepts are linked with labelled lines to proposition. The concepts create a graphical structured meaningful relationship. The method is also proved to be effective for testing, indicating well students' mentality and its structure. This article describes three case studies using concept maps as assessment tools. Two studies measured the necessity of animations describing abstract topics in chemistry. Memorizing time period, different learning materials, topics, and structure of animation were used as parameters. The third study detected the time when higher taxonomy scored concept maps were created. Could students find concept themselves from the exercise, or should they be given by the instructor? We argue that concept mapping method gives a unique possibility to visualize the structure of students' knowledge.
CONCEPT MAPPING AS A TOOL TO DEVELOP AND MEASURE STUDENTS’ UNDERSTANDING IN SCIENCE
2007
Concept maps measured a student’s understanding of the complexity of concepts, and interrelationships. Novak and Gowin (1984) claimed that the continuous use of concept maps increased the complexity and interconnectedness of students’ understanding of relationships between concepts in a particular science domain. This study has two purposes; the first one was to test this claim and examine how the repeated use of concept maps affected the complexity and interconnectedness of concepts independent of science subjects in elementary school, the second one was to compare the sensitivity of the Ruiz-Primo et al. (1997), and the Novak and Gowin (1984) grading systems for concept maps. The sample group consisted of 23 students including 14 male and 9 female students. We employed paired sample t-tests to answer the research questions, and found that the scores obtained for the fifth science unit was significantly different from the first one. Also, Novak and Gowin’s (1984) scoring system was better than Ruiz-Primo et al. (1997) to evaluate complexity in students’ thinking except for one of the units. We conclude that concept maps have the potential to measure change in complexity and interconnectivity of concept maps. Furthermore, repeated use of concept maps has the potential to increase the complexity and interconnectedness of student concept maps, and therefore improve their understanding of science independent of science content.
Concept mapping: A useful tool for science education
Journal of research in science teaching, 1990
This article describes the genesis and development of concept mapping as a useful tool for science education. It also offers an overview of the contents of this special issue and comments on the current state of knowledge representation. Suggestions for further research are made throughout the article.
THE USE OF CONCEPT MAPPING BY STUDENTS ENROLLED IN A SCIENCE PROGRAM: A DIAGNOSTIC STUDY
IJARIIE, 2022
The concept map is one of the learning tools widely used in the most developed educational systems around the world. In order to assess the use of this tool in the Moroccan context, we conducted a diagnostic study with students of a scientific field in the Faculty of Science in Rabat. Following a qualitative approach, we measured the level of mastery of this tool through a diagnostic test. To support this approach, we tried to verify the use of the concept map as a teaching tool and as a learning tool. At the same time, we attempted to conduct a concept map training to verify its impact on students. The results revealed several findings on the level of knowledge, use and mastery of the concept map by science students. These results seem to be largely exploitable in order to create a specific training device likely to favor the use of the tool on the computer support in order to reinforce the methodological competence of the students registered in the scientific fields.
Using concept maps as a research tool in science education research
… on the First International Conference on Concept …, 2004
Concept maps were initially developed as a data analysis tool in Novak's research program. In his twelve-year longitudinal study Novak and his research group constructed concept maps to represent changes in children's understanding of science concepts. Since their development, concept maps have been widely used for many purposes and in many different contexts. Concept maps are most well known as metacognitive tools that facilitate student meaningful learning. In our own research programs, we continue to use concept maps in the context for which they were developed-as a research tool to analyze data. This paper describes our use of concept maps in four research studies. In the first, concept maps were used as a tool for analyzing interview data of students' understanding of ecological processes over a six-year period. In the second, concept maps are being used to compare individual students' understandings of the transformation of matter with students' shared understandings. In the third study, concept maps were used as a research tool by a team of research scientists. They were found to help some members of the team to identify research questions that guided their individual research project. The fourth study, is using concept maps to investigate the development of students' conceptual understanding of science in environmental problem solving-based courses at colleges and universities across the U.S.
Using Concept Mapping as Assessment Tool in School Biology
2014
Abstract. The science topic of human body systems is important for students academically and for understanding and maintaining a healthy lifestyle. Teaching middle school students about the digestive and excretory system can be a challenge for a teacher when she/he wants to overcome rote learning of facts without a deeper understanding. It is suggested (e.g Ulerick, 2000) to use and learn some alternative ways from textbooks. Graphic strategies, such as concept mapping and related techniques, can assist students in visualizing how key ideas are related to each other. This paper examined the research question: how concept mapping as an assessment tool can improve the instructional practices and can be used for identifying middle school students ' misunderstandings about the human digestive and excretory system. For assessment the topics of human digestive and excretory system construction of concept maps was used. An analysis of the 29 concept maps created by the 9th grade stude...
Study of Effectiveness of Using Concept Maps in Science among VI Grade Students
2013
Abstract- Students of Faridabad district.The main findings of the study are: (i) A significant difference has been found between the means scores of post test for the achievement test administered on the control group and experimental group both at 0.05 and 0.01 levels. The difference between the mean scores of the student s of the two groups are quite significant showing the effectiveness of the learning through Concepts Maps over Lecture method and proving that concepts Maps play positive role in enhancement of learning basic concepts of science. (ii) It has been found that the correlation between Maps score and the scores on the maps related to multiple choice items on the unit test varied from 0.04 to 1, which inference that correlations are generally high. The present study was conducted to study the effectiveness of using concept maps in science among VI grade 100