Personal meaning maps as an assessment tool for a Planetarium session: a study with primary school children

Faria, Cláudia Barreiros Macedo de; Boaventura, Diana; Guilherme, Elsa

doi:10.1080/03004279.2019.1574855

Cited by 4 publications

(11 citation statements)

References 24 publications

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“…In addition, two articles were found in 2019 [20], [27] from the four databases. In 2020, four articles were identified [19], [29]- [30], [32], while there were three articles [23]- [25] was found in 2021 respectively concerning non-formal education. As for 2022, two articles [28], [31] were related to the topic of study.…”

Section: Distribution Of Past Studiesmentioning

confidence: 99%

Children’s literacy skills development through non-formal education: a scoping review

Pek,

Khusni,

Yob

et al. 2024

EduLearn

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The rapid advancement of technology in recent years has brought about profound changes in every aspect of our lives. Such technological advancement has impacted children in a digital age where technology permeates every facet of their existence, from education to entertainment and communication to socialization. The younger generations today appear deficient in motor, emotional, and social abilities. They appear to exhibit higher levels of aggression, anxiety, dependency, and reduced creativity. Integrating non-formal education into children’s learning aims to maximize enjoyment and engagement by capturing children’s interest and inspiring them to continue learning. Thus, non-formal education encompasses a spectrum of curricular activities in the natural environment outside of the school area. This scoping review aims to identify the focus skills development among primary school learners and how non-formal educational activities could boost learners’ learning ability. Four databases, including Scopus, web of science (WoS), Education Resources Information Center (ERIC), and ScienceDirect, were used in this research, which found 36 articles for eligibility. Only 15 articles are eligible for analysis and reference after the exclusion and inclusion process for data collection. The findings show that non-formal education offers learners the opportunity to explore a multitude of interests beyond the structured confines of the classroom.

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Section: Distribution Of Past Studiesmentioning

confidence: 99%

Children’s literacy skills development through non-formal education: a scoping review

Pek,

Khusni,

Yob

et al. 2024

EduLearn

View full text Add to dashboard Cite

show abstract

“…The work of Falk and Dierking (2012) encouraged a focus on the construction of personal meanings (Faria et al, 2019) through the use of PMMs. Although PMMs have been most extensively used in informal settings, mapping tools in general have not been entirely absent of classroombased knowledge assessment at least since the 1980s (Edwards and Fraser, 1983), and the development of new scoring methods has allowed concept maps to be analysed not only qualitatively but also quantitatively.…”

Section: Personal Meaning Mapsmentioning

confidence: 99%

“…PMMs offer a means by which students can be encouraged to express a range of meanings and associations between meanings related to a learning experience. PMMs do not require that a specific correct answer is to be provided to show that learning has been successful (Faria et al, 2019) as they are used to assess how a learning experience changes an individual's personal understanding.…”

Section: Personal Meaning Mapsmentioning

confidence: 99%

Assessing learning about food safety using Personal Meaning Maps

Silva

Junqueira

Trüninger

et al. 2023

Health Education Journal

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Objective: According to the World Health Organisation’s estimates, food contamination is linked to 23 million cases of illness and 5,000 deaths per year in Europe. While changes in food production and distribution play an important role in managing contamination risk, foodborne illnesses can originate in food-handling practices at home. This study aimed to assess how a food safety education initiative in which students learned about food safety risks and minimising risk behaviour improved students’ knowledge about food safety. Setting: Three public schools, two in Hungary and one in Portugal. Methods: A study of 105 Hungarian and Portuguese students between 11 and 18 years of age were invited to prepare Personal Meaning Maps before and after the delivery of a food safety lesson delivered by a school science teacher. Knowledge and risk perceptions of food safety, before and after the delivery of the lesson, were assessed both quantitatively and qualitatively. Results: Food safety topics that were scored highest were those that already had strong scores in the diagnostic phase, such as those related to personal hygiene and use-by dates. However, the largest increases in mastery scores were in less-known-about topics such as cold chain and cross-contamination risks. Idea associations take place often by linking specific contents to already-known-about concepts. Conclusion: Findings show that students more readily engaged with practical concepts directly linked to their experience of food handling at home than to more abstract concepts of food safety and contamination.

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“…Metode tersebut tidak lagi dapat digunakan sejak Covid-19 menjangkit Indonesia. Semakin ke sini, evaluasi berbasis soal di kertas yang dicetak dianggap tidak lagi efektif digunakan (Faria et al, 2020). Ghozali (2020) melaporkan bahwa siswa memiliki kecenderungan bosan bila diminta untuk menyelesaian permasalahan bila tidak diberi motivasi atau memiliki motivasi instrinsik.…”

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Pelatihan Pengembangan Soal HOTS dengan Memanfaatkan Quizizz untuk Guru Sekolah Dasar Pedesaan

Alfiah¹

2022

Indones. Berdaya.

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The Covid-19 pandemic condition triggered teachers to adjust their attitudes to existing conditions. Learning in the network (online) must be chosen so that the teaching process can still be carried out. However, teachers were not used to compiling HOTS evaluations online using the Quzizizz application. This community service program aimed to provide assistance in preparing HOTS questions using the Quizizz application. The training was carried out during the Covid-19 pandemic online for elementary school teachers in the Tiris District, Problinggo Regency. The results show that in general teachers are said to be able to conduct online evaluations by utilizing the Quizizz application. All teachers were present in all training meetings, teachers were also able to create Quiziz Accounts. HOTS questions on Quizizz were also able to be made by the majority of teachers so that they can activate students' higher-order thinking skills. All teachers tried out the HOTS questions that had been made to their respective students. This training has a significant impact on the ability of teachers to develop HOTS-type online evaluation questions using the Quizizz application.

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Personal meaning maps as an assessment tool for a Planetarium session: a study with primary school children

Cited by 4 publications

References 24 publications

Children’s literacy skills development through non-formal education: a scoping review

Children’s literacy skills development through non-formal education: a scoping review

Assessing learning about food safety using Personal Meaning Maps

Pelatihan Pengembangan Soal HOTS dengan Memanfaatkan Quizizz untuk Guru Sekolah Dasar Pedesaan

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