Using Semantic Reference Set of Linking Words for Concept Mapping in Biology

Kharatmal, Meena; Nagarjuna, G.

doi:10.1007/978-3-319-45501-3_25

Cited by 1 publication

(5 citation statements)

References 11 publications

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“…In such cases insufficient knowledge of scientific language acted as a barrier in expression of children's thoughts in written form. The finding is in sync with the findings of (10,11,15) which acknowledged that students begin with a rich tapestry of folk language but, when they begin to learn science; they are required to weed out expressions.…”

Section: Resultssupporting

confidence: 81%

“…There were some concept maps where precise propositions could not be formed due to the lack of appropriate linking words. The finding of the study is supported by (11) acco rding to which " Though we may think that there can be innumerable number of linking words, if https://www.indjst.org/ we look closely into any expert domain in any science, we realize that the number of kinds of linking words is limited. " Therefore students found it difficult to select appropriate linking words.…”

Section: Resultsmentioning

confidence: 81%

“…Studies suggest that a concept map can be wrong, if propositions are incorrect as, it gives rise to ambiguity in concept maps. That's why experts tend to use more well-defined linking words (11,14) . Similar results were found in the study as there were many propositions in the concept maps made by the students which were grammatically incorrect because of the incorrect linking words.…”

Section: Resultsmentioning

confidence: 99%

“…As discussed above, CC Map can be used as a knowledge representation tool by students as it gives a diagrammatic representation of concepts (9) but studies by (10,11) suggest that it also requires language to make the concept map more informative and self-explanatory. According to these studies, appropriate linking words should be chosen to form a meaningful statement.…”

Section: Introductionmentioning

confidence: 99%

“…The previous research conducted on concept mapping shows inconsistent findings with respect to the role of language in concept maps. Some studies mentioned concept maps as the visual representation of mental structures of students which indicate that the concept maps give students a medium to represent their cognitive structures as it is on paper (6,7) but according to (10,11) CM also requires a sound knowledge of language to communicate the accurate knowledge in science. So, the study attempted to answer the research questions: a) Can concept maps facilitate the representation of students' understanding in a concrete manner with the limited knowledge of language?…”

Section: Introductionmentioning

confidence: 99%

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Demystifying the Role of Language in representing students’ understanding of Science concepts

Mishra¹,

Marg²

2021

IJST

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Aims:To explore the role of language in the representation of students' understanding of concepts in the oral as well as the written form through collaborative concept mapping (CCM). The study attempts to identify the nature of difficulties faced by students in the same. Method: A descriptive research design was used for the study. A school was selected purposely of which all the 28 students of a section of class IX were taken as the sample to represent their understanding of selected science concepts through collaborative concept mapping. Students formed 9 groups to draw the concept maps collaboratively. The whole process of CCM by each group was observed to identify the students' actual understanding of the science concepts. The concept maps made by each group were examined qualitatively to compare the representation of students' knowledge in the written form with their actual understanding. Findings: In the study language was found to play an important role in the concrete representation of knowledge in the form of a graphic organizer like a concept map also. Some concepts were identified in the study which were discussed among the group members but not included in the map due to their inability to select appropriate linking words. It was also found that technical terms and labels in science posed a challenge for students. But, in some cases CCmaps provided them a tool through which the correct comprehension of the concepts can be given a concrete form despite having the limited knowledge of language. Novelty: The study provides an insight into the application of CCM as an assessment technique by teachers to compare the students' cognitive structures and their overt representation on paper. It has also identified a specific form of concept map by which students can represent their understanding with the limited knowledge of language.

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Section: Resultssupporting

confidence: 81%

Section: Resultsmentioning

confidence: 81%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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