ISSN:0022-4308    

DOI:10.1002/tea.3660271001

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1990

数据来源: WILEY

摘要:

AbstractSince concept maps are designed to find out what the learner knows about a subject and are, in effect, maps of cognition, this article synthesizes relevant facts, concepts, and principles from cartography and applies them to concept mapping. The metaphor of the map and its applicability for representing scientific knowledge are discussed. The context of concept mapping is presented and suggestions for successful application of the technique in the science classroom are offered. Finally, researchers are invited to conduct studies that investigatethe graphic representation of scientific knowledgein order to create, evaluate, and improve the graphics and graphic metacognitive tools (such as concept mapping) which are used in science teaching.

ISSN:0022-4308    

DOI:10.1002/tea.3660271002

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1990

数据来源: WILEY

摘要:

AbstractThis article describes the genesis and development of concept mapping as a useful tool for science education. It also offers an overview of the contents of this special issue and comments on the current state of knowledge representation. Suggestions for further research are made throughout the article.

ISSN:0022-4308    

DOI:10.1002/tea.3660271003

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1990

数据来源: WILEY

摘要:

AbstractThe results of recent studies into the use of the concept mapping heuristic seem to demonstrate that meaningful learning results through its use in science classrooms. While this underscores the need to use more effective instructional strategies in science teaching, the issue of the intervening variable of anxiety in learning and science achievement, and the possible use of a metacognitive strategy in anxiety reduction have not been addressed. This study, therefore, sought to find out if the metacognitive strategy of concept mapping reduces anxiety and thereby enhances achievement in biology. A total of 51 (30 boys, 21 girls) senior secondary one (grade 10) students participated in this experiment. Two instruments—the Zuckerman Affect Adjective Checklist and the Biology Achievement Test—were used in pre‐ and posttest administrations to measure the treatment effect on anxiety and achievement, respectively. Findings support the stand that concept mapping is significantly more effective than the traditional/expository teaching strategy in enhancing learning in biology. In addition, it apparently reduces students' anxiety towards the learning of biology. A significant reduction of anxiety was noticed for male sub

ISSN:0022-4308    

DOI:10.1002/tea.3660271004

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1990

数据来源: WILEY

摘要:

AbstractConcept mapping withLearning Tool, a computerized mapping program, was used to assess changes in the content and organization of 17 preservice teachers' concept maps for the topic ofeffective teaching. Preservice teachers in their senior year of an early childhood teacher education program constructed and revised concept maps with a partner. They entered reflections on each mapping experience into their reflective journals, developing implications for teaching. Analysis of the concept maps revealed that these students had a primary concern withclassroom managementthroughout the year, linking diverse information to that concept. They evidenced detailed and diverse understandings under the labels ofknowledgeandorganization. Professionalismwas a common item, though it was less well developed. Their reflective journals indicated that these students moved from describing emotional reactions to using the computer program as a basis for reflection on the teaching/learning process. This study illustrates how concept mapping can be useful in describing students' evolving constructions of knowledge in a particular subject area, and in promoting reflection.

ISSN:0022-4308    

DOI:10.1002/tea.3660271005

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1990

数据来源: WILEY

摘要:

AbstractConcept mapping was used to tap the conceptual disciplinary and pedagogical knowledge of seven biology and six geography teachers with short or long teaching experience. Based on five knowledge structure dimensions, the results were that (1) the disciplinary and pedagogical knowledge of teachers of both biology and geography is quite unsatisfactory; (2) the two types of knowledge did not improve with experience and the latter slightly deteriorated; and (3) the teachers mastered their disciplinary knowledge better than their pedagogical knowledge. The results are discussed in relation to the nature of the instructional activities and the different status of the disciplinary and pedagogical knowledge in teaching.

ISSN:0022-4308    

DOI:10.1002/tea.3660271006

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1990

数据来源: WILEY

摘要:

AbstractThis article outlines the use of concept maps as a tool for science curriculum development and discusses the changes that occur in the teacher's view of the curriculum with successive revisions of the maps. Although we have used concept mapping in curriculum development with teachers from grades 4–8, we describe in detail the maps created by sixth‐grade teachers. We analyzed the maps using three criteria: hierarchical structure, progressive differentiation, and integrative reconciliation. Changes made to the maps during the revision process, including additions and deletions, show increased clarification of both the concepts to be learned and the connections between them. Consecutive map revisions show the development of a cohesive conceptual grade‐six science curriculum. The use of concept maps can help science teachers develop science curriculum that is hierarchically arranged, integrated, and conceptually d

ISSN:0022-4308    

DOI:10.1002/tea.3660271007

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1990

数据来源: WILEY

摘要:

AbstractThis article briefly describes theSemNet™ software and some of its uses as an educational and research tool, with emphasis on the similarities and differences between concept mapping and semantic networking. A semantic network captures (in part) each concept's position in psychological space, identifying both the other concepts to which it is connected and the nature of the links that bind them. Computer‐based semantic networks differ from paper‐and‐pencil maps in that they aren‐dimensional; each concept can be linked to many other concepts; relations are bidirectional; representations can include images, text, and sound; and nets can be very large. Disadvantages ofSemNet™ networks include (a) the difficulties in obtaining a clear overview and (b) the homogeneous nature of the representations, in which all links look alike. Advantages include the ability to integrate ideas across a large knowledge base, the ease and rapidity of net creation, the ease with which elements (concepts, relations, or propositions) can be found within nets, and the utility of nets as self‐study tools. Concept mapping and semantic networking are complementary strategies that can be used effectively in tandem to help students learn, to help teachers teach, and to support cogni

ISSN:0022-4308    

DOI:10.1002/tea.3660271008

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1990

数据来源: WILEY

摘要:

AbstractAs the levels of scientific literacy and science achievement have become issues of concern, the necessity of investigating possible causes becomes more urgent. Since textbooks have been shown to have a tremendous impact on curriculum, this is one variable of science instruction that needs further investigation. The purpose of this article is to describe how three biology books present the content related tophotosynthesisthrough the construct of elaboration. The textbooks were selected for their differences in target audiences, as defined by student abilities. Results are discussed in terms of quantity of elaboration, relevance of ideas used to elaborate major concepts, relationship of the nature of elaboration to intended readers, and the general relationship between how texts present information and student learning.

ISSN:0022-4308    

DOI:10.1002/tea.3660271009

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1990

数据来源: WILEY

摘要:

AbstractThis study examined the concurrent validity of concept maps as vehicles for documenting and exploring conceptual change in biology. Students (N= 91) who enrolled in an elementary science methods course were randomly assigned to one of two treatment groups. Subjects in both groups were administered a multiple‐choice/free‐response inventory which assayed their knowledge of “Life Zones in the Ocean,” and then were asked to construct a concept map on the same topic. Those in the experimental group subsequently received 45 minutes of computer‐assisted instruction on marine life zones, while those in the control (“placebo”) group received an equivalent exposure to an unrelated topic (“Body Defenses”). Upon completing the instructional sequence, subjects were again administered the “Life Zones” inventory and asked to develop a postinstruction concept map on marine life zones. The data analysis employed a split plot factorial design with repeated measures. Differences among treatment groups were documented by analysis of variance and chi‐square procedures. Subjects in the experimental group showed evidence of significant and substantial changes in the complexity and prepositional structure of the knowledge base, as revealed in concept maps. No such changes were found in the control group. Results suggest that concept mapping offers a valid and potentially useful technique for documenting and exploring conce

ISSN:0022-4308    

DOI:10.1002/tea.3660271010

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1990

数据来源: WILEY