Concept map assessment of classroom learning: Reliability, validity, and logistical practicality

McClure, John R.; Sonak, Brian; Suen, Hoi K.

doi:10.1002/(sici)1098-2736(199904)36:4<475::aid-tea5>3.0.co;2-o

Cited by 361 publications

(290 citation statements)

References 11 publications

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“…Recent research has explored the reliability and validity of scoring systems (Kinchin 2000 b;Klein, Chung, Osmundson, Herl, & O'Neil, 2001;McClure, Sonak, & Suen, 1999), and this research has sought to ensure that the scoring system adopted is both reliable and valid. The validity of the categories used to score each photograph was discussed with two experts separately.…”

Section: Insert Table 1 About Herementioning

confidence: 99%

Using a Concept Mapping Tool with a Photograph Association Technique (CoMPAT) to Elicit Children’s Ideas about Microbial Activity

Byrne

Grace

2009

International Journal of Science Education

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Concept mapping is a technique used to provide a visual representation of an individual's ideas about a concept or set of related concepts. This paper describes a concept mapping tool using a photograph association technique (CoMPAT) that is considered to be a novel way of eliciting children's ideas. What children at 11 years of age know about particular concepts related to microbial activity is presented and discussed in relation to the effectiveness of CoMPAT as a tool to draw out their ideas. It is proposed that this tool could be used to explore ideas about this and other science concepts from children in other age groups, and where language may be a barrier to participation.

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Section: Insert Table 1 About Herementioning

confidence: 99%

Using a Concept Mapping Tool with a Photograph Association Technique (CoMPAT) to Elicit Children’s Ideas about Microbial Activity

Byrne

Grace

2009

International Journal of Science Education

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“…Concept maps prepared by the pre-service teachers were also evaluated through holistic scoring-one of concept map scoring methods [22]. Then, the incomplete incorrect parts and errors appearing in students' proposals were detected.…”

Section: Discussionmentioning

confidence: 99%

Examination of the preservice chemistry teachers’ understanding of periodic table concepts

Şen

2018

SHS Web Conf.

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Abstract. The purpose of this study was to examine the preservice chemistry teachers' understanding of periodic table concepts and some atomic properties. The study group of this study was comprised of 17 preservice chemistry teachers who were undergraduate students at a public University. The preservice teachers' ages are between 19 and 26, and the mean is 21.12 (SD=1.83). In addition, the 14 of the preservice teachers are female and three are male. In the study, concept maps and lotus blossom technique were used as data collection tools in order to determine the understanding of preservice chemistry teachers about the periodic table concepts. Data obtained through these techniques was analysed to figure out the useful of these assessment tools. The results of the analysis indicated that preservice teachers have limited understanding of the periodic table and its properties. In addition, at the end of the study, it was determined that they have many misunderstanding.

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“…Thus, learners can focus on deepening their understanding and spend less time building the concept map. To be beneficial to learners, the concept map building task needs to be simple to perform for the learners [11].…”

Section: Building the Concept Mapmentioning

confidence: 99%

SOLS: An LOD Based Semantically Enhanced Open Learning Space Supporting Self-Directed Learning of History

Jouault

Seta

Hayashi

2017

IEICE Trans. Inf. & Syst.

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SUMMARYThe purpose of this research is to support learners in selfdirected learning on the Internet using automatically generated support using the current state of the semantic web. The main issue of creating meaningful content-dependent questions automatically is that it requires the machine to understand the concepts in the learning domain. The originality of this work is that it uses Linked Open Data (LOD) to enable meaningful content-dependent support in open learning space. Learners are supported by a learning environment, the Semantic Open Learning Space (SOLS). Learners use the system to build a concept map representing their knowledge. SOLS supports learners following the principle of inquiry-based learning. Learners that request help are provided with automatically generated questions that give them learning objectives. To verify whether the current system can support learners with fully automatically generated support, we evaluated the system with three objectives: judge whether the LOD based support was feasible and useful, whether the question support improved the development of historical considerations in the learners' mind and whether the engagement of learners was improved by the question support. The results showed that LOD based support was feasible. Learners felt that the support provided was useful and helped them learn. The question support succeeded in improving the development of learners' deep historical considerations. In addition, the engagement and interest in history of learners was improved by the questions.

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Concept map assessment of classroom learning: Reliability, validity, and logistical practicality

Cited by 361 publications

References 11 publications

Using a Concept Mapping Tool with a Photograph Association Technique (CoMPAT) to Elicit Children’s Ideas about Microbial Activity

Using a Concept Mapping Tool with a Photograph Association Technique (CoMPAT) to Elicit Children’s Ideas about Microbial Activity

Examination of the preservice chemistry teachers’ understanding of periodic table concepts

SOLS: An LOD Based Semantically Enhanced Open Learning Space Supporting Self-Directed Learning of History

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