Alternative Conceptions in Sexually Transmitted Diseases: A Cross-Age Study

Benton, Jean M.; Mintzes, Joel J.; Kendrick, Anne F.; Solomon, Robert D.

doi:10.1080/01614576.1993.11074080

Cited by 3 publications

(2 citation statements)

References 26 publications

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“…Nevertheless, it is our contention, based on over 15 years of experience with concept mapping, that this strategy and several others such as the SemNet program (Fisher, 1990) provide a unique window into the way learners structure their knowledge, offering an opportunity to assess both the propositional validity and the structural complexity of that knowledge base. In previous studies (Benton et al, 1994;Markham et al, 1994;Songer & Mintzes, 1994), we have employed a combination of techniques, including concept mapping, clinical interviewing, card sorting, picture drawing, and problem solving in our attempt to reveal and explain students' knowledge structures. In the present study we have chosen to focus attention on the concept may as a heuristically powerful but largely underutilized approach that researchers might consider as they build a repertoire of useful strategies.…”

Section: The Concept Mapmentioning

confidence: 99%

“…In this article we report on a pair of companion studies that investigated knowledge restructuring among students enrolled in two university-level biology courses. Based on previous work in similar settings (Benton, Mintzes, Kendrick, & Solomon, 1994;Markham, Mintzes, & Jones, 1994;Songer & Mintzes, 1994;Wallace & Mintzes, 1990), concept maps (Novak & Gowin, 1984) were used to examine changes in the structural complexity of students' knowledge of biological concepts at successive four-week intervals over the course of a semester. Specifically, the study sought evidence: (1) that growth in the structural complexity of students' knowledge frameworks is substantial and incremental over the course of a semester; (2) that this growth is significantly affected by the predominant learning mode (i.e., meaningful versus rote) employed by students; (3) that gender plays a significant role in mediating growth; and (4) that incremental growth in structural complexity is concomitant with periods of both "weak" and "strong" restructuring.…”

Section: Introductionmentioning

confidence: 99%

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Knowledge restructuring in the life sciences: A longitudinal study of conceptual change in biology

1997

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This study examined successive and progressive changes in the structural complexity of knowledge held by introductory, college‐level biology students and how those changes are affected by the students' primary learning mode and gender. To examine the way learners restructure knowledge over the course of a semester, subjects constructed concept maps at 4‐week intervals throughout the term. The maps were then evaluated for structural complexity and change based on the works of other investigators. Results suggest that a substantial amount of knowledge restructuring takes place and that much of it is incremental in nature; “accretion” and “tuning” accounting for 75% of the observed structural changes. Of potential importance, however, is that “radical” changes involving higher order, superordinate concepts are concentrated in the first 4 weeks of the semester. The observed relationships between knowledge restructuring and predominant learning mode and gender of students are potentially significant. The evidence suggests that students who use “active,” “deep” information processing strategies construct more elaborate, well‐differentiated knowledge structures. Furthermore, it appears that gender may be an important mediator of meaningful learning. It is particularly notable that where gender differences were found, they tended to favor females. © 1997 John Wiley & Sons, Inc. Sci Ed 81:193–215, 1997.

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Section: The Concept Mapmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Knowledge restructuring in the life sciences: A longitudinal study of conceptual change in biology

1997

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Knowledge Restructuring in Biology: Testing a Punctuated Model of Conceptual Change

Mintzes

Quinn

2006

Int J Sci Math Educ

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Emerging from a human constructivist view of learning and a punctuated model of conceptual change, these studies explored differences in the structural complexity and content validity of knowledge about prehistoric life depicted in concept maps by learners ranging in age from approximately 10 to 20 years. Study 1 (cross-age) explored the frequencies of concepts, relationships, levels of hierarchy, branching, and cross-links in concept maps drawn by students in grades 5, 8, 11, 13, and 14. The results provide some support for a punctuated model of conceptual change. Study 2 (longitudinal) explored the same frequencies on repeated occasions among students enrolled in a college course on prehistoric life, and documented the shift in frequencies of Bnovice^and Bexpert^concepts occurring during the semester. The results suggest that college students engage in much restructuring of their knowledge frameworks during the period of a semester. Together, the two studies raise questions about common classroom practices that encourage the rote learning of biology and geology concepts at all levels.

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