The Use of Concept Maps as an Assessment Tool in Physics Classes: Can One Use Concept Maps for Quantitative Evaluations?

Llinás, Julia Gil; Macías, Francisco Solano; Márquez, Luis Manuel Tobaja

doi:10.1007/s11165-018-9753-4

Cited by 16 publications

(5 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…(p. 275). Llinás, Macías, and Márquez (2018) strengthen this point in their paper. They argue that concept maps are generative and not simply responsive, and that the students are required "to understand content with precision and to express that understanding explicitly. "…”

Section: Mind-and Concept Maps As Measurement Toolmentioning

confidence: 64%

“…Referring to the dependence of the connection to the kind of concept map and scoring system, they concluded that the concept maps were representations of competences of the basic concept "energy". Llinás et al (2018) tackled the problem from another angle. They tried to find a better way on scoring a concept map to obtain comparable results between concept maps and traditional multiple-choice test.…”

Section: / 22mentioning

confidence: 99%

See 1 more Smart Citation

Are Concept Maps a Valid Measurement Tool for Conceptual Learning? A Cross-case Study

Plötz

2019

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The approaches of "problem-based learning" and "writing to learn" are known for facilitating the apprehension of concepts and better retaining of knowledge. In educational research, concept maps are sometimes used to assess the learners' level of knowledge. In this paper, the main aim is to investigate the validity of concept maps as an instrument for the assessment of learning. Therefore, six students were observed for more than a year and their learning process was documented in various ways. The concept maps were used in the form of a pre-post-test, and the different students' results were compared in a cross-case analysis using a master concept map. The results presented in this study indicate that the validity of concept maps compared to interviews and reports are questionable. It is possible to measure some parts of the learning process with concept maps, but conceptual learning seems to be hidden from the instrument. Therefore, concept maps might not be the most useful tool to measure conceptual change.

show abstract

Section: Mind-and Concept Maps As Measurement Toolmentioning

confidence: 64%

Section: / 22mentioning

confidence: 99%

Are Concept Maps a Valid Measurement Tool for Conceptual Learning? A Cross-case Study

Plötz

2019

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…In this view, conceptual understanding is represented by concept nodes that are connected by single or bidirectional arrows labelled with verbs to specify the relationship between and among them (Birbili, 2006;Novak, 2010). They may be hierarchical in nature and low-ranking concepts can be more elaborative and specific (Llinas, Macias, & Marquez, 2018), which blends well with the hierarchical structure of mathematics.…”

Section: Concept Mapsmentioning

confidence: 99%

Concept Maps as a Resource to Enhance Teaching and Learning of Mathematics at Senior Secondary Level

Chinofunga

Chigeza

Taylor

2023

IJISME

View full text Add to dashboard Cite

Research has identified conceptual understanding as central to students’ mathematics comprehension. However, limited research is available to help teachers link mathematics concepts from junior to senior subjects during teaching and learning in Queensland. This mixed methods study is underpinned by constructivism. It explores teachers’ perceptions on how visual representations such as concept maps that link junior concepts (years 7 to 10) to senior concepts (year 11 and 12) can enhance the teaching and learning of conceptual knowledge at senior secondary mathematics. Surveys that include Likert scale items and open-ended questions were conducted with sixteen senior secondary mathematics teachers. To gain deeper understanding, eight semi-structured interviews were also conducted. Results show teachers hold the perception that when concept maps are used to link junior (years 7 to 10) to secondary concepts (year 11 and 12) they can be a resource that enhances conceptual knowledge, consolidation, and assessment of students’ mathematical knowledge. The role of visual representations in mathematics teaching and learning that is enhanced by concept maps is an area that needs more attention to help improve students’ participation and achievement.

show abstract

“…Physics is one of the important subjects in secondary school, because it provides a basis for understanding the natural world and various scientific phenomena (Llinás et al, 2020). However, many students often find it difficult to understand physics concepts due to the abstract nature of the subject matter (Tong et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Feasibility Analysis of Subject Specific Pedagogy Physics Learning Module Based on Project Based Learning Integrated with Merdeka Curriculum on Alternative Energy Material

Husnadi,

Budiawanti,

Ekawati

2024

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

This study aims to analyse the feasibility of Subject Specific Pedagogy Physics tools based on Project Based Learning (PjBL) integrated with Merdeka Curriculum on alternative energy material for grade X high school students. This research uses the Research and Development (RnD) method with the 5D model (Define, Design, Develop, Disseminate, and Evaluate) which is limited to the devalope stage. The Define stage includes needs analysis and identification of competencies that must be achieved by students. The Design stage includes designing learning module in the form of modules and student worksheets. The Develop stage includes the development and validation of learning modules by experts in the aspects of material, learning, language and limited testing. The results showed that the PjBL-based Physics Subject Specific Pedagogy device integrated with the Merdeka Curriculum on alternative energy material for grade X high school students had high feasibility based on expert review in terms of material, learning, and language aspects. In addition, students also gave positive responses to the developed learning module. Therefore, the learning module is suitable for use in the Physics learning process in high school.

show abstract

The Use of Concept Maps as an Assessment Tool in Physics Classes: Can One Use Concept Maps for Quantitative Evaluations?

Cited by 16 publications

References 13 publications

Are Concept Maps a Valid Measurement Tool for Conceptual Learning? A Cross-case Study

Are Concept Maps a Valid Measurement Tool for Conceptual Learning? A Cross-case Study

Concept Maps as a Resource to Enhance Teaching and Learning of Mathematics at Senior Secondary Level

Feasibility Analysis of Subject Specific Pedagogy Physics Learning Module Based on Project Based Learning Integrated with Merdeka Curriculum on Alternative Energy Material

Contact Info

Product

Resources

About