The Use of Concept Maps in Facilitating Problem Solving in Earth Science

Zimmerman, R. H.; Maker, C. June; Gómez-Arizaga, María Paz; Pease, Randy

doi:10.1177/026142941102700305

Cited by 22 publications

(38 citation statements)

References 2 publications

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“…Zimmerman et al (2011) found that students' scores for accuracy and the complexity level of their maps increased from pre to post test. BouJade and Attieh (2008) also found significant differences between two groups of chemistry students, using and not using concept maps, favoring the concept map group on the knowledge level questions.…”

Section: Discussionmentioning

confidence: 92%

Concept Mapping as a Tool to Develop and Measure Students’ Understanding in Science

Tan¹,

Erdimez²,

Zimmerman³

2017

ADN

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Concept maps measured a student's understanding of the complexity of concepts, and interrelationships. Novak and Gowin (1984) claimed that the continuous use of concept maps increased the complexity and interconnectedness of students' understanding of relationships between concepts in a particular science domain. This study has two purposes; the first one was to test this claim and examine how the repeated use of concept maps affected the complexity and interconnectedness of concepts independent of science subjects in elementary school, the second one was to compare the sensitivity of the Ruiz-Primo et al. (1997), and the Novak and Gowin (1984) grading systems for concept maps. The sample group consisted of 23 students including 14 male and 9 female students. We employed paired sample t-tests to answer the research questions, and found that the scores obtained for the fifth science unit was significantly different from the first one. Also, Novak and Gowin's (1984) scoring system was better than Ruiz-Primo et al. (1997) to evaluate complexity in students' thinking except for one of the units. We conclude that concept maps have the potential to measure change in complexity and interconnectivity of concept maps. Furthermore, repeated use of concept maps has the potential to increase the complexity and interconnectedness of student concept maps, and therefore improve their understanding of science independent of science content.

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Section: Discussionmentioning

confidence: 92%

Concept Mapping as a Tool to Develop and Measure Students’ Understanding in Science

Tan¹,

Erdimez²,

Zimmerman³

2017

ADN

Self Cite

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“…Concept maps were scored separately using two methods. Researchers found significant increases between pretest and posttest scores in both classes as well as a high correlation between the two scoring methods (Zimmerman et al, 2011). In both methods, students' concept map scores were based on (a) the number of connections they made between concepts, (b) the hierarchies of concepts they identified, (c) the number of examples of concepts they identified, and (d) the connections they made from one major hierarchy to another (cross links).…”

Section: The Reaps Modelmentioning

confidence: 99%

“…REAPS is an educational model designed to develop students' ability to solve realworld, complex problems and create solutions that are effective, efficient, original, ethical, elegant, or economical (Maker, 1993;). The REAPS model was developed by Maker and her colleagues in 2004 (Maker & Zimmerman, 2008;Zimmerman et al, 2011) because the DISCOVER approach alone did not provide enough guidance for teachers in developing real-world problem-solving. The REAPS model is comprised of three teaching models and based on the general education curriculum: (a) DISCOVER, (b) Thinking Actively in a Social Context (TASC), and (c) Problem-Based Learning (PBL).…”

Section: The Reaps Modelmentioning

confidence: 99%

A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving

Pease

Vuke

Maker

et al. 2020

Journal of Advanced Academics

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Developing students’ strengths while teaching the content required by national and state standards in science, technology, engineering, and mathematics (STEM) is challenging for classroom teachers. In the Cultivating Diverse Talent in STEM (CDTIS) project, the assessment results found in strength-based reports gave teachers the tools needed to pursue STEM projects that were community and globally inspired, student selected, and aligned with standards. Results of Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) assessments were compiled into easy-to-understand charts and profiles for each student and the class as a whole; the data from assessments of creative problem-solving in all domains were combined to show the students’ strengths. Profiles were then given to students and their parents. Reports contained a summary of the assessments, ideas for developing each area of strength, useful materials, ways to move from focusing on “right answers” to rewarding creative thinking, and careers aligned with the domains of ability. Teachers and students participated in Real Engagement in Active Problem Solving (REAPS) in which students solved real-world problems from their local communities and the world that were connected to their academic areas of study. Using REAPS in any STEM area boosts students’ focus, motivation, interest, and understanding.

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“…Although concept maps have been used in different subject areas, they are used especially in science and science education (Asan, 2007;Boujaoude & Attieh, 2008;Markow Lonning, 1998;Novak, & Musonda, 1991;Qarareh, 2010;Rice, Ryan & Samson, 1998;Natividad, 2008;Zimmerman, Maker, Gomez-Arizaga & Pease, 2011).…”

Section: Concept Mapsmentioning

confidence: 99%

The Use of Concept Maps as a Tool to Measure Higher Level Thinking Skills in Elementary School Science Classes

Erdimez¹,

Tan²,

Zimmermann³

2017

JEGYS

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The need for assessing higher level thinking skills and using appropriate evaluation methods in programs for the gifted is necessary to better evaluate the effectiveness of these programs. The purpose of this study was to test the claim of Novak and Gowin (1984) that concept maps required higher level thinking skills. A related purpose of the study was to assess which type of measure, a multiple choice test or concept maps, could yield a more accurate or detailed picture of the gains in content understanding of students performing at the highest level on the instruments. A mixed method research design was used to answer the research questions. We concluded that concept maps and multiple choice tests did not measure or require the same thinking skills because of non-significant correlations between the two instruments. Three judges' qualitative analysis also indicated that the number of items requiring higher level thinking skills on multiple choice tests was limited. Concept mapping as a whole process and the crosslinks component of concept mapping required analysis or higher level thinking skills. Also we concluded that concept mapping as a whole process has the potential to show greater gains in scores of the students than the multiple choice items, and crosslinks component of concept mapping that required analysis or higher level thinking skills. To have an alignment between the curricula of programs for gifted students and assessment methods used in these programs, the search for assessment methods requiring higher thinking skills is necessary and needs more investigation. Introduction The Use of Concept Maps as a Tool to Measure Complex Understanding in Elementary School Science ClassesGifted students differ from other students because of their high abilities and unique needs for teaching and learning environments. When providing learning experiences for gifted students, three components should be considered to meet their needs and to help them perform at their ability levels: context of the classroom or the school (learning environment), appropriateness of curriculum modifications, and evaluation of the result of the first two steps to determine whether one specific teachinglearning model or combination is better to provide a more appropriate program (Maker, 1982;Maker & Nielson, 1995;Maker & Schiever, 2005, 2010Tortop, 2015).Learning environment modifications are the essential and prior modifications before making any modifications to the curriculum. Maker and Schiever (2010) listed eight dimensions of the learning environment that should be modified for optimum growth and development of both gifted and non-gifted students and provide comfort, autonomy, and opportunities to those students. According to Maker and Schiever (2010), the learning environment should be learner centered, facilitative of independence, open, accepting, complex, facilitative of varied groupings, flexible, and facilitative of high mobility.The next step for a better learning experience for gifted students is modification of...

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The Use of Concept Maps in Facilitating Problem Solving in Earth Science

Cited by 22 publications

References 2 publications

Concept Mapping as a Tool to Develop and Measure Students’ Understanding in Science

Concept Mapping as a Tool to Develop and Measure Students’ Understanding in Science

A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving

The Use of Concept Maps as a Tool to Measure Higher Level Thinking Skills in Elementary School Science Classes

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