Select-and-Fill-in Concept Map Scores as a Measure of Students’ Connected Understanding of Science

Schau, Candace; Mattern, Nancy; Zeilik, M.; Teague, Kathleen W.; Weber, Robert J.

doi:10.1177/00131640121971112

Cited by 47 publications

(31 citation statements)

References 13 publications

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“…Proposition accuracy and convergence scores better reflect the differences in students' knowledge than salience scores since the percent of variability among students is higher for proposition accuracy and convergence scores than for salience scores. Schau et al (1997) reviewed different types of concept mapping techniques and chose the fill-in-the-map technique to measure seventh and eighth grade students' knowledge structure. They conducted their study to explore the validity of the fill-in-concept map format as an assessment tool.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

‘The Use of History of Mechanics in Teaching Motion and Force Units’

Şeker

Welsh²

2006

Sci Educ

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This paper reports a 4-month study that investigated the effectiveness of curriculum materials incorporating the history of science (HOS) on learning science, understanding the nature of science (NOS), and students' interest in science. With regards to these objectives, three different class contexts were developed with three main types of information in history of science. In the first class context, the similarities between students' alternative ideas and scientific concepts from the HOS were considered in developing teaching materials. In the second class context, the teacher developed discussion sessions on the ways scientists produce scientific knowledge. In the third class context, short stories about scientists' personal lives were used without connection to the concepts of science or NOS. Ninety-one eighth-grade students were randomly assigned to four classes taught by the same science teacher. The concepts in the motion unit and in the force unit were taught. Three of the four classrooms were taught using the contexts provided by the HOS while the fourth class was taught in the same way that the teacher had used in previous years. The effects on student meaningful learning, perceptions of the NOS, and interest in science were evaluated at the beginning, at the middle, and at the end of the study to compare differences between historical class contexts and the Traditional Class. Results of analysis showed that the changes in meaningful learning scores for the first class context were higher than other classes but the differences between classes were not significant. The HOS affected student perceptions of the scientific methods and the role of inference in the process of science. Stories from scientists' personal lives consistently stimulated student interest in science, while discussions of scientific methods without these stories decreased student interest. The positive effects of stories relating scientist' personal life on student interest in science has major importance for the teaching of science. This research also helps to clarify different class contexts which can be provided with different types and uses of historical information.

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Section: Theoretical Frameworkmentioning

confidence: 99%

‘The Use of History of Mechanics in Teaching Motion and Force Units’

Şeker

Welsh²

2006

Sci Educ

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“…The maximum number of propositions is uncertain [16], and more propositions does not always mean better knowledge on subject, it could also mean inability to differentiate between what is important and what are marginal pieces of knowledge. CCM tasks are considered an open-ended response because as each mental model has some unique components [17], it is not feasible to list all possible correct constructs in advance. AKASs are implemented only for about 41 % of systems that use an open-ended response [18].…”

Section: A Cm-based Knowledge Assessment Tasksmentioning

confidence: 99%

On Necessity of Semantic Analysis when Evaluating Concept Maps

Strautmane

2017

Applied Computer Systems

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-Modern technologies have changed the landscape of teaching and learning in many ways, including introduction of computational support for knowledge assessment. Concept maps (CMs) can be used to externalise student's internal knowledge structure in a form suitable for computer-aided assessment. Current CM-based knowledge assessment systems do not analyse semantics of CM elements. The paper represents a study designed to find out how big is the portion of a CM that is left unevaluated in default of semantic analysis.

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“…Subsequently, the researchers introduced fill-in-the-map and collaborative concept mapping techniques. First, they explained the fill-in-the-map technique based on an introduction provided by Schau, Mattern, Weber, Minnick, and Witt (1997). In this approach key words are omitted by the instructor in a skeleton map and the learners are supposed to listen attentively to a passage and jot down the key words in so-called blank spaces.…”

Section: Data Collection Proceduresmentioning

confidence: 99%

Do they know that they know? EFL learners’ attitude towards concept mapping in listening comprehension

Sabbaghan

Ansarian

2013

IJRSET

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The ability to listen efficiently plays a key role in oral communication for ESL/EFL students. Scholars in the field have suggested many strategies and methods to improve listening comprehension. One of these methods is concept mapping. However, whether the students actually realize that concept mapping may improve their listening comprehension has not been explored. Therefore, the present study was designed to investigate the effect of applying concept mapping techniques on EFL learners' attitudes towards using this technique in listening comprehension. To this end, 146 EFL students at the elementary level of language proficiency were selected, and they were randomly assigned to experimental and control groups. In the course of eight sessions, the experimental group went under an intervention of concept mapping, during which concept maps were introduced, and the listening paper of the KET was used as practice material. Descriptive statistics and a paired sample t-test that was utilized to analyze the data established that the two groups were significantly different in their listening comprehension ability. In order to assess the participants' attitudes, before and after the treatment, the researchers administered a self-assessment questionnaire to the participants in the experimental group. The results indicated that the participants felt that using concept mapping strategies significantly improved their listening comprehension. The fact that the participants made this realization indicates that using concept mapping strategies raised the learners' awareness regarding their listening, and may lead to learner autonomy.

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Select-and-Fill-in Concept Map Scores as a Measure of Students’ Connected Understanding of Science

Cited by 47 publications

References 13 publications

‘The Use of History of Mechanics in Teaching Motion and Force Units’

‘The Use of History of Mechanics in Teaching Motion and Force Units’

On Necessity of Semantic Analysis when Evaluating Concept Maps

Do they know that they know? EFL learners’ attitude towards concept mapping in listening comprehension

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