Convergent Validity: Concept Maps and Competence Test for Students' Diagnosis in Physics (original) (raw)
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Efficacy Of Concept Maps To Assess Student Teachers’ Understanding Of Physics
2011
This study attempts to validate concept mapping as a tool for assessing conceptual understanding in secondary school physics among student teachers. It does so by finding the correlation between scores obtained in a test consisting of concept maps and scores obtained in a test consisting of true and false statements. Keeping the concept map structure prepared by the researchers intact, some of the concept words and linking words are omitted. Participants fill in these blanks by selecting them from a given set of concept words and linking words that include distracters. Comparison of the discriminating powers of various items in the two tools is done to find out which among the two tools projects the lack of conceptual understanding better. The paper discusses the feedback obtained from participants regarding their experience with concept maps as an evaluation tool. It gives an account of the use of concept maps as assessment tools which teachers and teacher educators will find useful.
Using concept map assessment to complement traditional assessment in the physics classroom
2007
The issues related to adopting concept map assessment to complement traditional assessment in a secondary 3 physics classroom in Singapore were examined. The 65 participants in the study were all high ability students. Training in concept mapping techniques was integrated into classroom lessons. Students sat for a traditional test before the concept map test on the same lesson units. The construct-a-map task was given with a concept list. The test maps were scored using a scoring method based mainly on the quality of propositions. The results suggest that concept map assessment may be used to complement traditional assessment in This conference proceedings may be used for private study or research purpose only.-2-the physics classroom. The measured achievement and analysis of the concept maps suggested that concept map assessment is a valid measure of student learning. Correlations of map scores with traditional test scores suggest that concept maps and traditional tests do not measure exactly the same aspect of knowledge and may have benefits of directing students to learn more meaningfully. The researcher posits that the construct-a-map task presented the high ability learners with the appropriate complexity and challenge. The training procedure, though effective, may not have been adequate to give all the students sufficient comfort in concept mapping.
THE EFFECT OF TEACHER GENERATED CONCEPT MAPS ON LEARNING OF SECONDARY SCHOOL PHYSICS
Physics concepts underpin much higher level technical knowledge and therefore are crucial to success in many technical disciplines. However, misconceptions in elementary physics are quite prevalent among secondary school students. Therefore, it is important to identify and implement the most effective teaching and learning methods that can reduce instances of physics misconceptions. The aim of this study was to investigate the effect of using teacher generated concept maps on the learning of linear motion concepts in the secondary schools physics. The study used a pre and post-test quasi-experimental design method with a control group. The samples were two groups of form four students from a Teluk Intan Technical Secondary School in Perak, Malaysia onsisting of 28 and 29 students for the experimental and control group respectively. The experimental group was taught physics with concept maps being one of the teaching and learning tools and the control group was taught physics without concept maps. Data were gathered on types and frequency of classroom interactions, students’ perception of concept maps and their learning achievements in physics test. It was found that students in the concept mapping group were more participative in class and obtained a statistically significantly higher mean gain on the physics test (μ=17.3) compared to the non-concept mapping class (μ=12.9) with p < 0.001. The concept mapping group also performed better on the long-term achievement measure. It was concluded that teacher generated concept maps is an effective teaching and learning tool for promoting concept learning of linear motion in physics.
The effect of concept mapping on attitude and achievement in a physics course
The aim of this study was to investigate the effect of students' concept mapping on their physics achievement and attitudes toward physics lesson. Participants were 58 ninth-grade students from the two classes enrolled to general physics course in a high school in Turkey. One of the classes was randomly chosen as experimental group (28), constructed electricity concept map and the other was control (30) group, did not receive any presentation on concept mapping. Data were collected via the pre-and post-administration of the Physics Achievement Electricity Test (PAET) and Concept Maps Attitude Scale towards Physics (CMASTP). The study conducted in six weeks in a class that met two times a week. The material covered was about electricity. Results showed that while there were no significant differences in the attitude and achievement between the experimental and control groups. However, the experimental group students were observed to have a tendency of more positive attitude than the control group students. Results also showed that drawing concept map instruction was more effective than traditional instruction in improving physics achievement of the participating students.
Using Concept Maps in Physics Classes
2004
This communication published in the Proceedings of the First International Conference on Concept Maps tries to show how the experiments carried out in the teaching of Physics by the three authors, all of them different in respect to the subjects taught and the level of the students' ages,eng have led them to conclude that the use of concept maps is very useful for the learning of the students and for a formative evaluation facilitating this learning.
What do Pre-Service Physics Teachers Know and Think about Concept Mapping?
EURASIA Journal of Mathematics, Science & Technology Education, 2014
In order to use concept maps in physics classes effectively, teachers' knowledge and ideas about concept mapping are as important as the physics knowledge used in mapping. For this reason, we aimed to examine pre-service physics teachers' knowledge on concept mapping, their ideas about the implementation of concept mapping in physics classes, the hidden elements influencing their ideas, and the relations between knowledge and ideas, qualitatively. The participants of this study were eight pre-service physics teachers enrolled in the physics education department at two state universities. The results of the interviews conducted with the participants and their artifacts revealed that although pre-service physics teachers had basic knowledge about concept mapping, they had some negative ideas about implementation in physics classes. Furthermore, language, limitation in assessment, limitation in expressions, and teacher's knowledge were identified as the sources of pre-service physics teachers' negative ideas.
The study was conducted to show the effectiveness of concept mapping as a teaching strategy to undergraduate students taking introductory physics course. A number of researchers have investigated the effectiveness of concept mapping on student academic achievement. The main focus of these studies have been on comparing the effectiveness of concept mapping to traditional teaching practices such as the lecture method. This research, however, compared concept mapping to tutorial sheets strategy in teaching circular and rotational motion. A sample of seventy (70) students participated in the experiment. An equivalent number of thirty five (35) students were assigned to the control and experimental group. The control group used tutorial sheets while the experimental group used concept mapping. A pre-test and post-test was administered to the two groups. A t-test was used to compare the means of the group's test scores. The mean score for the experimental group's post test was higher than the mean score of the control group. This showed that concept mapping was more effective than the tutorial sheet strategy. Questionnaires and interviews were also used to determine the attitude of students towards concept mapping. The findings showed that students had a positive attitude towards the use of concept mapping.
KIU Journal of Humanities, 2019
The study was motivated by the increasing poor performance of secondary school students in physics in external examinations which many researchers in physics education attributed it to defective teaching strategies. The study was specifically designed to achieve the following objectives: to determine the levels of achievement of students in physics before and after exposure to concept mapping strategy; to examine the interaction effects of gender; school type and motivation on students' achievement in physics. two research questions and four hypotheses were formulated to guide the study. The study adopted a quasiexperimental research design. Specifically, the study adopted the non-equivalent pretest-posttest control group design in which intact groups were assigned to experimental and control groups. A sample of 221 students were drawn from 2 secondary schools in Jos. The instrument used for data collection was Students Physics Concepts Achievement Test (SPCAT). The validity of the instruments was determined by three experts one in physics, one in test measurement and evaluation, and the other one in the area of physics education all from the University of Jos. The reliability of (SPCAT) was computed using k-R21 formula. The reliability index of (SPCAT) instrument stood at 0.83. The statistical techniques used in analyzing the data were the mean, standard deviation, simple percentages, pair t-test and independent t-test. The results of the study showed that concept mapping strategy improves students' achievement in physics. It was also found that concept mapping strategy was effective in enhancing students learning. There was significant difference in the post-test achievement mean scores of students in the experimental and control groups. It was found that no significant difference exist between the post-test achievement mean scores of male and female students exposed to concept mapping strategy. Furthermore, the findings showed that there was no significant difference between the post-test physics achievement mean scores of students in public and private schools exposed to concept mapping strategy. Based on the findings, it was recommended that concept mapping strategy should be employed by physics teachers to teach physics as doing so could help in promoting students' achievement in physics.
Innovare Journal of Education, 2022
This study investigated the relative effectiveness of Concept Mapping Strategy (CMS) and Guided Discovery Method (GDM) in enhancing student's achievement in Physics. Gender influence on student's achievement was also examined. A total of one hundred and fifteen (115) secondary school Physics students were involved in the study; the research work was carried out in the Wukari Education Zone of Taraba State. This research work adapted a quasi-experimental research design involving pre-test and post-test. Three research questions and three hypotheses were raised. Physics Achievement Test (PAT) was used for data collection. The items of PAT were subjected to item analysis. The reliability coefficient of the instrument was obtained using Kuder-Richardson 20 formula is .8. Mean and standard deviation was used to answer the research questions, while Analysis of Covariance was used to test the hypotheses formulated at .05 significance level. From the analysis, it is revealed that a statistically significant difference exists in the mean academic achievement scores of students taught physics using CMS and those taught using GDM in favor of CMS. Gender differences are not statistically significant in the mean academic achievement scores for both CMS and GDM groups. It is evident from the findings of this study that the use of CMS could provide a good way for students to learn Physics. It is recommended, based on the findings of the study, that Physics teachers should be encouraged to use a CMS while teaching Physics concepts to actively involve the students in identifying relationships in concepts. Government should utilize the services of various professional bodies like the Science Teachers Association of Nigeria (STAN) in collaboration with the Nigeria Educational Research and Development Centre (NERDC) to organize seminars, workshops, conferences, in-service training and symposia to inform and train physics teachers on the use of innovative teaching method especially concept-mapping.
The study examined the effect of concept mapping in the teaching of physic in senior secondary school in port Harcourt local government area Rivers state. The purpose of the study was to determine the effect of concept mapping on the teaching of physics. The study also found the difference in the academic achievement of students taught physics with concept mapping and conventional teaching method. Eighty-four SS3 physics students were used for the study. Forty-three 43 comprised of the experimental group and forty-one in the control group. The study adopted pre-test post test quasi experimental design. The instrument used for the study was Physics achievement test (PAT).The instrument contained 25 multiple choice questions, in which each of the questions 2 marks. The instrument was validated by two experts in the department of science education in Rivers State University. Pearson product moment correlation coefficient was used to ascertain the instrument's level of reliability, which resulted to r value of 0.62. findings of the study shows that students taught Physics with concept mapping significantly better than those taught with conventional method. Also the study found that there was no significant difference between male and female students taught Physics with concept mapping. The study recommended that teachers should imbibe concept mapping method in the teaching of Physics so as to enhance students' comprehension, identification of relationships that exits between concepts and creativity.