Mapping for depth and variety: using a “Six W’s” scaffold to facilitate concept mapping for different history concepts with different degrees of freedom

Tzeng, Jeng-Yi

doi:10.1080/03055698.2014.889595

Cited by 2 publications

(1 citation statement)

References 35 publications

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“…Because the contents of the third article are more complex and the students were already very familiar with the system and the construction of a concept map when reading the article, we just analyzed the concept maps of the third article. To evaluate the quality, the scoring criteria referred to Novak and Gowin (1984) and Tzeng (2014). The scoring rules are listed as follows:…”

Section: Analysis Of the Quality Of The Students' Concept Mapsmentioning

confidence: 99%

Development and evaluation of a Web-based e-book with a concept mapping system

2015

J. Comput. Educ.

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This paper describes the development of a Web-based e-book with a concept mapping system and the process and results of a concept mapping course in which 139 seventh-grade students used the developed system. Two iterated system development cycles were completed. The second system prototype provides an e-book system and a concept mapping system on the same Web page. Users can read an article and construct a concept map for the article simultaneously. Concept mapping course was conducted during a 3-week period. The results of the course showed that the students demonstrated a positive attitude toward concept mapping after using the system in the course. However, the quality of their concept maps is low. Several mistakes that the students frequently made were explored. In addition, the analysis of the students' annotation behaviors showed that some students use text highlight to support their construction of concept maps. However, an independent-sample t test did not demonstrate a significant effect of text highlight on the quality of concept maps. These results provide directions for our future work. Furthermore, several requirements are summarized in this paper according to the feedback of the teacher and students. These requirements are the base for our next iterative system and course design.

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Section: Analysis Of the Quality Of The Students' Concept Mapsmentioning

confidence: 99%

Development and evaluation of a Web-based e-book with a concept mapping system

2015

J. Comput. Educ.

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Semiempty collaborative concept mapping in history education: students’ engagement in historical reasoning and coconstruction

Lucero,

Montanero,

van Boxtel

2024

Instr Sci

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There is abundant research on the use of concept maps in education. However, the most notable efforts have focused on learning outcomes as a consequence of individually constructed concept mapping for science concept learning. In the less explored field of history, some studies have found positive effects of collaborative concept mapping. However, student interaction has not been analyzed. This study employed quantitative and qualitative methods based on classroom discourse analysis to examine the extent to which students engage in historical reasoning and transactive interaction when they collaboratively complete a semiempty concept map, versus when they collaboratively write a summary, about 19th-century Western imperialism.The participants were 20 secondary education students from two history classes with an average age of 16 years. Within each class, the students were randomly assigned to the different conditions: collaborative concept mapping and collaborative summary writing. Student interaction was analyzed at two different levels: the content level and modes of co-construction. The results show that the students in the semiempty concept mapping condition engaged significantly more in causal explanation and argumentation and used more historical and metahistorical concepts in their reasoning than the students in the summary writing condition. Interaction in the semiempty concept mapping condition included a much higher percentage of utterances which denoted the convergence and integration of the knowledge contributed by the partners in the dyad. This kind of transactive interaction not only reflected co-construction but also historical reasoning.

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Mapping for depth and variety: using a “Six W’s” scaffold to facilitate concept mapping for different history concepts with different degrees of freedom

Cited by 2 publications

References 35 publications

Development and evaluation of a Web-based e-book with a concept mapping system

Development and evaluation of a Web-based e-book with a concept mapping system

Semiempty collaborative concept mapping in history education: students’ engagement in historical reasoning and coconstruction

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