Visualising knowledge structures in biology: discipline, curriculum and student understanding

Kinchin, Ian M.

doi:10.1080/00219266.2011.598178

Cited by 61 publications

(59 citation statements)

References 36 publications

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“…Although literature emphasises what students or map builders need to do to complete concept map-based tasks (Cañas and Novak 2012;Kinchin 2001Kinchin , 2011Moon et al 2011;Novak and Cañas 2007), the teacher's task demand in this process is equally important. In the process of constructing concept maps, just like in any concept map-based task, the most important teacher task demand is the introduction of operational terms applied to concept maps such as root concept, subordinate concept, linking words/phrases, propositions (root concept-subordinate concept pairs, subordinate concept-example pairs) to their students.…”

Section: Task Demandsmentioning

confidence: 98%

“…The construction of concept maps in the study is defined as the utilisation of a 'graphic organisational technique' (Hay and Kinchin 2006, 129) that individuals, like elementary and/or secondary students and teachers, use to construct graphical structures to organise and represent concepts as cognitive structures either hierarchically (Novak and Cañas 2007) or non-hierarchically (Nousiainen and Koponen 2010) (a chain, a spoke and/or a net/network) (Kinchin 2001(Kinchin , 2011Kinchin, Hay, and Adams 2000;Kinchin, Streatfield, and Hay 2010). The resulting concept map is, thus, comprised of concepts, instead of statements or phrases or drawings contained within boxes/circles.…”

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confidence: 99%

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An analysis of prospective teachers’ knowledge for constructing concept maps

Subramaniam

Harrell

2015

Educational Research

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Background: Literature contends that a teacher's knowledge of concept map-based tasks influence how their students perceive the task and execute the creation of acceptable concept maps. Teachers who are skilled concept mappers are able to (1) understand and apply the operational terms to construct a hierarchical/non-hierarchical concept map; (2) identify the legitimacy of the constructed concept map by verifying its graphical structure and its educational utility; and (3) determine the inherent 'good' and 'poor' qualities of the resulting graphical structure to reiterate the 'good' qualities and to coach and provide feedback to alleviate 'poor' qualities. Purpose: The purpose of this study was to investigate the nature of prospective teachers' knowledge underpinning the technique used to construct concept maps and thus, explicate their facility to construct concept maps. Sample, Design and Methods: Data consisted of 200 concept maps constructed by prospective teachers in an elementary science methods course. Results: Analysis revealed that the prospective teachers had predominantly constructed either hierarchical and/or non-hierarchical concept maps. It is likely that their maps reflect the teaching that they themselves would have experienced in their science classrooms during their own education. Additionally, most of these concepts maps only contained the root concept and subordinate concepts and lacked directional linking lines, linking phrases, labelled lines and propositions. Conclusions: We argue that teacher educators need to assess their prospective teachers' understanding of concept mapping in relation to the legitimacy (the nature and quality) of the end-products (graphical structures) of such practices. Prospective teachers also need to understand the educational utility of concept mapping in terms of how these end-products impact and/or effectuate learning.

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Section: Task Demandsmentioning

confidence: 98%

mentioning

confidence: 99%

An analysis of prospective teachers’ knowledge for constructing concept maps

Subramaniam

Harrell

2015

Educational Research

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“…A compreensão adequada sobre o tema da disciplina pode ser dependente dessa articulação e o professor precisa ter um instrumento de avaliação capaz de detectar como os alunos relacionam os conceitos, indicando suas origens a partir dos MIs oferecidos para estudo. Apesar do uso crescente dos MCs noâmbito do ensino de ciências [12][13][14][15][16][17][18] e de física [19][20][21][22][23][24][25], não há nenhum trabalho na literatura que utilize os MCs produzidos pelos alunos para fazer uma avaliação de como os alunos articulam os diferentes MIs selecionados pelo professor. O objetivo desse trabalhoé utilizar os MCs produzidos pelos alunos para verificar como eles articulam os diferentes MIs selecionados pelo professor.…”

Section: Introductionunclassified

Nova abordagem para verificar como os alunos articulam diferentes materiais instrucionais utilizando mapas conceituais

Cicuto

Mendes²,

Correia

2013

Rev. Bras. Ensino Fís.

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O presente trabalho tem como objetivo propor uma nova forma de utilizar os mapas conceituais (MCs) para verificar como os alunos articulam os diferentes materiais instrucionais (MIs) indicados para estudo pelo professor. Isso expande a possibilidade de uso dos MCs como ferramenta de avaliação, normalmente restrita à aprendizagem dos alunos. O procedimento proposto requer que os alunos incluam informações sobre a origem de cada um dos conceitos do MC, em função dos MIs indicados para estudo. MCs (n = 88) sobre astronomia formam o primeiro conjunto de dados empíricos que ratifica o potencial dessa nova abordagem. Os resultados revelam que houve diferença significativa entre as frequências das proposições que envolvem conceitos com origem no mesmo MI (25%) e as proposições que envolvem conceitos com origem em MIs diferentes (75%). A integração entre diferentes MIs é desejável porque indica uma compreensão histórica mais precisa da evolução da astronomia, bem como os impactos que as descobertas sobre o universo tiveram sobre a sociedade. A análise da relação entre os MIs não exclui a necessidade do professor ler e corrigir os erros conceituais expressos nas proposições elaboradas pelos alunos. Pelo contrário, a nossa proposta se soma aos procedimentos já tradicionais de leitura e avaliação dos MCs para fins de avaliação da aprendizagem. Uma vantagem associada ao procedimento proposto é a possibilidade do professor também avaliar o seu plano de ensino, verificando como os alunos articularam os MIs.

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“…The practitioners of practical knowledge must have the comprehensive abilities of rethinking, criticizing and sensing (Bereiter et al, 1993). Because of the dynamic ability requirement, practical knowledge cannot be taught in classroom, so a complete knowledge structure containing practical knowledge and theoretical knowledge must be hierarchical, multi dimensional and dynamics (Ian M. Kinchin, 2011). However, theoretical knowledge and practical knowledge are very different in attributes, especially in obtaining method and application modes, the scholars are searching for the best means to integrate them into same educational system.…”

Section: Literature Reviewmentioning

confidence: 99%

The Mode of Theoretical Knowledge and Practical Knowledge Combination: the Significance of Internship

Tang¹

2012

WJE

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In China, the conflict of university talents training program and market demands is increasingly attracting public attention. In order to satisfy the markets, the graduates should have abilities of combining theoretical knowledge with practice. Aiming at the issue of combining theoretical and practical knowledge, this paper takes construction management major students in HNCU as the case to expand research. Based on quantitative study, this paper extracts 3 themes and 10 subthemes through recorded sentences and paragraphs. With further definition of each theme, this paper constructs a theoretical mode consisting of 4 stages in exhibiting the combination processes of theoretical and practical knowledge. Internship provides the platform for students to touch authentic context. Students participating in internship must learn to face random matters which less likely to happen during their traditional theory study. So in these 4 stages, internship plays key role in pulling and pushing the combination of two kinds of knowledge.

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Visualising knowledge structures in biology: discipline, curriculum and student understanding

Cited by 61 publications

References 36 publications

An analysis of prospective teachers’ knowledge for constructing concept maps

An analysis of prospective teachers’ knowledge for constructing concept maps

Nova abordagem para verificar como os alunos articulam diferentes materiais instrucionais utilizando mapas conceituais

The Mode of Theoretical Knowledge and Practical Knowledge Combination: the Significance of Internship

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