Accessing Expert Understanding: The Value of Visualising Knowledge Structures in Professional Education

Kinchin, Ian M.

doi:10.1007/978-3-030-01084-3_4

Cited by 4 publications

(7 citation statements)

References 38 publications

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“…This lifts the map above the assessment of factual recall and considers the higher order thinking skills that are required for students to achieve mastery of their discipline. This mastery has been shown to be dependent upon the learner's ability to oscillate between complementary knowledge structures consisting of chains of practice (exhibiting low semantic density and high semantic gravity), and underpinning networks of understanding (exhibiting high semantic density and low semantic gravity) [18,22]. The method of applying Legitimation Code Theory to concept mapping described in this paper provides a way to make the knowledges that underpin that expert practice explicit, so that they may be modeled for students.…”

Section: Discussionmentioning

confidence: 99%

“…The expert structure that represents professional knowledge is explicit in the integrated nature of theoretical knowledge and the way in which this underpins the procedural knowledge that constitutes the visible practice that defines a professional [22]. The derivation of chains of practice from theoretical knowledge is one of the hallmarks of expert knowledge [18].…”

Section: Introductionmentioning

confidence: 99%

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Uncovering Types of Knowledge in Concept Maps

2019

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Concept maps have been shown to have a positive impact on the quality of student learning in a variety of disciplinary contexts and educational levels from primary school to university by helping students to connect ideas and develop a productive knowledge structure to support future learning. However, the evaluation of concept maps has always been a contentious issue. Some authors focus on the quantitative assessment of maps, while others prefer a more descriptive determination of map quality. To our knowledge, no previous consideration of concept maps has evaluated the different types of knowledge (e.g., procedural and conceptual) embedded within a concept map, or the ways in which they may interact. In this paper we consider maps using the lens provided by the Legitimation Code Theory (LCT) to analyze concept maps in terms of semantic gravity and semantic density. Weaving between these qualitatively, different knowledges are considered necessary to achieve professional knowledge or expert understanding. Exemplar maps are used as illustrations of the way in which students may navigate their learning towards expertise and how this is manifested in their concept maps. Implications for curriculum design and teaching evaluation are included.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Uncovering Types of Knowledge in Concept Maps

2019

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“…PjBL is considered to have a better impact on student achievement than conventional learning (Kinchin, 2019;Kinchin et al, 2019;Tsybulsky et al, 2020). Student learning achievement can be measured using several indicators, such as written tests, performance assessments, or learning output.…”

Section: Introductionmentioning

confidence: 99%

“…The learning output visualizes students' higher thinking skills or achievements. One of the learning output in learning is the concept map (Cañas et al, 2017;Kinchin, 2019). Hence, the research problems relate to how the expanded teacher question in the PjBL stage affects the quality of concept map and which of the PjBL stages best accommodate students' thought processes based on improving concept map component scores via expanded teacher questions.…”

Section: Introductionmentioning

confidence: 99%

“…Concept map is an assessment tool that is used as an instructional technique (Cetin et al, 2016;Novak et al, 1983); in this research, concept map is the assessment tool based on its component score. Concept map also has potential effects on improving the quality of the learning process (Cañas et al, 2017;Kinchin, 2019;Kinchin et al, 2019;Machado & Carvalho, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Teacher’s questions in project-based learning: the impact on the quality of student’s concept map components

Widoretno¹,

Prabowo²,

Hardiana³

2023

RPTEL

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Teacher questions are one of the crucial components in developing students’ concept maps in project-based learning (PjBL). The study aims to measure the quality of students’ concept maps and determine the PjBL stages that accommodate concept map quality using an expanded teacher question. This research was a quasi-experiment with 335 students as participants from five senior high schools. To collect the data, teachers used open questions during the PjBL learning process with three categories: main, standard, and expanded teacher questions. The concept map data were collected from students of Biology. The student’s concept map score is calculated based on the achievement of the experts’ Concept map. Data were analyzed using Manova. The results showed that teacher questions in the PjBL stage increased the concept map component scores, especially in valid relationships and crosslink, while other components increased, no effect, and decreased. The most influential PjBL stage that accommodates concept map quality improvement is the deciding stage. Hence, our findings supported that the deciding stage of PjBL is the primary stage to improve the quality of students’ thinking. The expanded teacher’s questions in the study group, the way of collecting data, and the data analysis significantly contributed to the improvement in the quality of students’ thinking.

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Enhancing the Quality of Concept Mapping Interventions in Undergraduate Science

Kinchin

2020

Active Learning in College Science

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Accessing Expert Understanding: The Value of Visualising Knowledge Structures in Professional Education

Cited by 4 publications

References 38 publications

Uncovering Types of Knowledge in Concept Maps

Uncovering Types of Knowledge in Concept Maps

Teacher’s questions in project-based learning: the impact on the quality of student’s concept map components

Enhancing the Quality of Concept Mapping Interventions in Undergraduate Science

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