Concept Maps in the Classroom: A New Approach to Reveal Students’ Conceptual Change

Sellmann, Daniela; Liefländer, Anne; Bogner, Franz X.

doi:10.1080/00220671.2014.896315

Cited by 24 publications

(14 citation statements)

References 30 publications

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“…She also used these concept maps to monitor students' learning. The results further support the idea of the use of concept maps in helping students to refine, monitor, and regulate their cognitive processes in relation to the learning that they gained at the end of the lesson (Bramwell-Lalor & Rainford, 2014;Sellmann, Liefländer, & Bogner, 2015). The German high school students who participated in Sellmann et al's (2015) study stated that the use of concept maps had a positive impact on their ideas about climate change in biology.…”

Section: Srl Practices To Set and Monitor Goalssupporting

confidence: 56%

Sri Lankan senior secondary school teachers’ practices that foster students’ science achievement: towards developing self-regulated learning

Jayawardena¹

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In Sri Lanka science education in schools plays a vital role in developing the scientific knowledge and skills that are required for a knowledge-based society. While these knowledge and skills are being developed through educational reforms that promote student-centred learning, there is also an increasing emphasis in Sri Lankan secondary schools on developing independent and autonomous learners. No studies have been found that have examined the practices that Sri Lankan senior secondary school teachers use to develop students' science achievement, nor have there been studies that have examined whether or not these practices are associated with developing student autonomy, in particular, self-regulated learning (SRL). This study aimed to examine these topics. The present study comprised two phases, both of which were qualitative in nature. In Phase 1, the research questions were: (1) What practices do senior secondary school teachers use to foster students' science achievement? and (2) What understandings do the teachers have about the Sri Lankan government's policy related to student-centred learning, student autonomy, and the teacher's role as a facilitator? Focus group interviews were conducted with 12 science teachers from three schools in the Kalutara district of Sri Lanka. Inductive thematic analysis was used to analyse this data. The questions addressed in Phase 2 of the study were: (1) What practices do senior secondary school teachers use to foster students' science achievement? (2) How do senior secondary school teachers use these practices in their science classrooms? and (3) Which of these classroom practices are related to SRL? Using a case study approach, two classroom observations and one semistructured interview were conducted with four teachers. The data were analysed using inductive and deductive thematic analysis. Pintrich and Zusho's (2007) model of student motivation and SRL was used in the deductive analysis. A cross-case analysis was also conducted. Overall, the findings revealed that the senior secondary science teachers used a variety of teaching practices to foster their students' science achievement. These practices related to developing scientific learners (e.g., demonstration, group experiments), developing students' science interests (e.g., "hands-on" learning activities), helping students to achieve their goals (e.g., setting realistic goals and deadlines for meeting goals), developing students' independent learning (e.g., offering "choice" in selecting learning tasks, choosing peers when working on group experiments), and practices to identify and support students (e.g., conducting after-school classes). An analysis of the practices used in Phase 2 revealed that some of the practices could be described as relating to SRL. However, even when the practices could be described as SRL-related practices, the teachers used them infrequently. The SRL-related practices were practices to develop cognition Publications during candidature Conference papers during candidature:

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Section: Srl Practices To Set and Monitor Goalssupporting

confidence: 56%

Sri Lankan senior secondary school teachers’ practices that foster students’ science achievement: towards developing self-regulated learning

Jayawardena¹

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“…Consequently, student-tailored interventions are needed to promote a conceptual change within our sample. Effective ways are student-centred, hands-on experiences or concept cartoons which confront students directly with their alternative conceptions [ 7 , 22 , 37 , 47 ]. Providing further support in a “real-world context” would be promising as well as student’s conceptions are context- and even situation-specific [ 48 ].…”

Section: Discussionmentioning

confidence: 99%

“Trees Live on Soil and Sunshine!”- Coexistence of Scientific and Alternative Conception of Tree Assimilation

et al. 2016

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Successful learning is the integration of new knowledge into existing schemes, leading to an integrated and correct scientific conception. By contrast, the co-existence of scientific and alternative conceptions may indicate a fragmented knowledge profile. Every learner is unique and thus carries an individual set of preconceptions before classroom engagement due to prior experiences. Hence, instructors and teachers have to consider the heterogeneous knowledge profiles of their class when teaching. However, determinants of fragmented knowledge profiles are not well understood yet, which may hamper a development of adapted teaching schemes. We used a questionnaire-based approach to assess conceptual knowledge of tree assimilation and wood synthesis surveying 885 students of four educational levels: 6th graders, 10th graders, natural science freshmen and other academic studies freshmen. We analysed the influence of learner’s characteristics such as educational level, age and sex on the coexistence of scientific and alternative conceptions. Within all subsamples well-known alternative conceptions regarding tree assimilation and wood synthesis coexisted with correct scientific ones. For example, students describe trees to be living on “soil and sunshine”, representing scientific knowledge of photosynthesis mingled with an alternative conception of trees eating like animals. Fragmented knowledge profiles occurred in all subsamples, but our models showed that improved education and age foster knowledge integration. Sex had almost no influence on the existing scientific conceptions and evolution of knowledge integration. Consequently, complex biological issues such as tree assimilation and wood synthesis need specific support e.g. through repeated learning units in class- and seminar-rooms in order to help especially young students to handle and overcome common alternative conceptions and appropriately integrate scientific conceptions into their knowledge profile.

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“…In qualitative research, it is a widely used tool [88], considering it useful and valid to analyze student knowledge [89][90][91][92][93]. This reason, together with the fact that it is an easy compliance tool for primary school students [94][95][96], and that there are previous studies that have used this technique to understand aspects related to the integration of students [97,98], justify their use in this study.…”

Section: Concept Maps As Semantic Organization Toolmentioning

confidence: 99%

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

2020

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This paper presents the results of the analysis of the personal learning environments (PLE) used individually and in groups by fifth grade primary education students. The main objective was to determine if the use of mobile technologies in the students’ PLEs encouraged their school integration and learning in intercultural communities. For this, a content analysis of the students’ responses to an ad hoc interview was carried out, with a content validity index of 0.89. The students represented their answers using 41 concept maps in the individual tasks and 5 in the group tasks, which were analyzed with the Nvivo software in its latest version. The results show the categorization of the students’ responses in three dimensions: read, make/reflection and relationship. Among the main conclusions, it was obtained that, in both types of tasks, the strategies and tools that fostered intercultural relationships, intercultural education and communication between the students, and therefore school integration, are mostly linked to the use of mobile technologies applications, such as Wikipedia, the internet, Word, PowerPoint, social networks and YouTube, although it is essential to develop more studies to have more data to understand the phenomenon in depth.

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Concept Maps in the Classroom: A New Approach to Reveal Students’ Conceptual Change

Cited by 24 publications

References 30 publications

Sri Lankan senior secondary school teachers’ practices that foster students’ science achievement: towards developing self-regulated learning

Sri Lankan senior secondary school teachers’ practices that foster students’ science achievement: towards developing self-regulated learning

“Trees Live on Soil and Sunshine!”- Coexistence of Scientific and Alternative Conception of Tree Assimilation

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

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