Scoring concepts maps: Can a practical method of scoring concept maps be used to assess trainee's knowledge structures?

2004 ◽  
Author(s):  
Michelle E. Harper ◽  
Raegan M. Hoeft ◽  
A. W. Evans ◽  
Florian G. Jentsch
Keyword(s):  
Concept Maps ◽  
Practical Method ◽  
Knowledge Structures

scholarly journals Editorial: Pedagogic frailty and concept mapping

2017 ◽  
pp. 254-260
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Expert Knowledge ◽  
Explanatory Power ◽  
Frailty Model ◽  
Knowledge Structures ◽  
Special Issue ◽  
Mapping Tool ◽  
Expert Knowledge Structures ◽  
Influence Activities

The model of pedagogic frailty adds cohesion to consideration of the factors that impinge upon teaching at university and which may inhibit innovation. The model was developed through the examination of expert knowledge structures using concept maps. In this editorial, we summarise the pedagogic frailty model and explain its relationship to the concept mapping tool. We emphasise the need to use excellent concept maps (succinct maps with high explanatory power) for the development of theory and the exploration of the ‘yet-to-be-known’. We introduce the papers in this special issue that each consider pedagogic frailty and/or concept mapping from different perspectives. This illustrates the utility of the frailty model and how it connects to a variety of well-established bodies of research that influence activities within universities at all levels.

Schrijvend-Leren En Tekstanalyse

2004 ◽  
Vol 72 ◽  
pp. 9-22
Author(s):  
Anke Herder
Keyword(s):  
Conceptual Change ◽  
Concept Maps ◽  
Text Structure ◽  
Knowledge Structures ◽  
Writing To Learn ◽  
Analysis Tool ◽  
Graphic Representations ◽  
Explanatory Text ◽  
Rhetorical Features ◽  
Insight Into

In the context of recent studies on writing to learn, concept maps are constructed in an attempt to make knowledge structures and conceptual change explicit. These graphic representations are based on the concepts and semantic relations in a student's text. However, a concept map does not give insight into the rhetorical text structure and other rhetorical features, nor does it show the way concepts are located and connected in this structure. Since the dialectic between content knowledge and rhetorical knowledge is essential in the process of 'knowledge transforming', and consequently conceptual change, an analysis tool that integrates both analysis of rhetorical text structure and of semantic structures in text is needed. In a pilot study of a forthcoming research project about writing to learn in the content areas in primary education, an instrument was designed for integrated text analysis and graphic representation. The analysis and representations were demonstrated with data collected from ll-to-12 year old students, who wrote an explanatory text for younger students about a climate issue. Revision was triggered by asking the student whether he expected a younger pupil to understand the written explanation. An analysis and graphic representations of two texts written by two different students focused on location and use of concepts, expansions of meaning of these concepts, and connections between concepts through coherence relations, all embedded in the rhetorical text structure. It was concluded that the analysis tool proposed here makes it possible to compare students' knowledge structures and accordingly can provide insight into conceptual changes, relative to writing.

scholarly journals A Comparison of Pedagogical Knowledge Structures of Preservice Students and Teacher Educators in Two Institutions

1994 ◽  
Vol 13 (2) ◽  
pp. 140-162 ◽  
Author(s):  
Judith E. Rink ◽  
Karen French ◽  
Amelia M. Lee ◽  
Melinda A. Solmon ◽  
Susan K. Lynn
Keyword(s):  
Preservice Teachers ◽  
Effective Teaching ◽  
Student Teaching ◽  
Concept Maps ◽  
Teacher Educators ◽  
Concept Map ◽  
Pedagogical Knowledge ◽  
Knowledge Structures ◽  
Methods Course ◽  
Preparation Programs

Understanding how the knowledge structures of preservice teachers develop as expertise is acquired would seem to be an important aspect of teacher preparation. The purpose of this study was to compare the pedagogical knowledge structures about effective teaching of preservice teachers and teacher educators in the professional preparation programs of two different institutions. Two groups of preservice teachers at two different points in their preparation program at each of the two institutions were asked to complete a concept map (Roehler et al., 1987) about effective teaching. One group completed the concept map just after the first teaching methods course, and the other group completed the map just prior to student teaching. These data were compared with concept maps of teacher educators at each institution. Quantitative and qualitative data revealed differences between the groups of preservice teachers and between the preservice teachers and the teacher educators.

Quantitative concept mapping in pulmonary physiology: comparison of student and faculty knowledge structures.

2000 ◽  
Vol 23 (1) ◽  
pp. S72-81 ◽  
Author(s):  
W C McGaghie ◽  
D R McCrimmon ◽  
G Mitchell ◽  
J A Thompson ◽  
M M Ravitch
Keyword(s):  
Concept Mapping ◽  
Concept Learning ◽  
Quantitative Research ◽  
Concept Maps ◽  
Knowledge Structures ◽  
Veterinary Students ◽  
Faculty Knowledge ◽  
Pulmonary Physiology ◽  
Qualitative Approaches ◽  
Student Instructor

Quantitative concept mapping, in contrast with qualitative approaches, is rigorous scientifically and permits statistical analyses of data about concept learning. This study extends past quantitative research on the structure of student concept learning in pulmonary physiology. Pathfinder scaling is used to derive concept maps for medical and veterinary students and their physiology instructors at Northwestern University and the University of Wisconsin, respectively. The concept maps are evaluated for coherence (internal consistency), student-instructor similarity, and correlation of similarity with final examination scores. Results show that student and instructor concept maps are coherent and that student concept maps become increasingly similar to instructors' concept maps from pre- to postinstruction, but that student-instructor concept map similarity does not correlate with examination performance. Research outcomes are discussed concerning possible sources of variation in student and faculty knowledge structures.

scholarly journals Concept Mapping in Magnetism and Electrostatics: Core Concepts and Development over Time

2020 ◽  
Vol 10 (5) ◽  
pp. 129 ◽  
Author(s):  
Christian M. Thurn ◽  
Brigitte Hänger ◽  
Tommi Kokkonen
Keyword(s):  
Conceptual Change ◽  
Concept Maps ◽  
Clustering Algorithm ◽  
Change Theory ◽  
Knowledge Structures ◽  
Knowledge Network ◽  
High Achieving Students ◽  
Core Concepts ◽  
Teaching Unit ◽  
Pagerank Centrality

Conceptual change theories assume that knowledge structures grow during the learning process but also get reorganized. Yet, this reorganization process itself is hard to examine. By using concept maps, we examined the changes in students’ knowledge structures and linked it to conceptual change theory. In a longitudinal study, thirty high-achieving students (M = 14.41 years) drew concept maps at three timepoints across a teaching unit on magnetism and electrostatics. In total, 87 concept maps were analyzed using betweenness and PageRank centrality as well as a clustering algorithm. We also compared the students’ concept maps to four expert maps on the topic. Besides a growth of the knowledge network, the results indicated a reorganization, with first a fragmentation during the unit, followed by an integration of knowledge at the end of the unit. Thus, our analysis revealed that the process of conceptual change on this topic was non-linear. Moreover, the terms used in the concept maps varied in their centrality, with more abstract terms being more central and thus more important for the structure of the map. We also suggest ideas for the usage of concept maps in class.

Using concept mapping to uncover students' knowledge structures of chemical bonding concepts

2015 ◽  
Vol 16 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Nikita L. Burrows ◽  
Suazette Reid Mooring
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Concept Map ◽  
Covalent Bonding ◽  
Knowledge Structures ◽  
Think Aloud ◽  
Chemistry Curriculum ◽  
Covalent Bonds ◽  
Student Interviews ◽  
Chemical Concepts

General chemistry is the first undergraduate course in which students further develop their understanding of fundamental chemical concepts. Many of these fundamental topics highlight the numerous conceptual interconnections present in chemistry. However, many students possess incoherent knowledge structures regarding these topics. Therefore, effective assessments are needed to identify these interconnections. The use of concept-mapping and think-aloud interviews to investigate the knowledge structures of undergraduate organic chemistry students' regarding bonding concepts is the focus of this research study. Herein, we spotlight the bonding concepts of electronegativity and polar covalent bonds. In essence, the study found that understanding of electronegativity was weak among students with low concept map scores (LS students) compared to students with high concept map scores (HS students). Additionally, several common misconceptions of electronegativity were revealed through student interviews. An examination of LS student interviews further revealed that a lack of understanding of electronegativity led to a misunderstanding of polar covalent bonding. The think-aloud interviews were a reflection of the connections students made with the concepts of electronegativity and polar covalent bonding in their concept maps. Implications for the chemistry curriculum are also presented.

scholarly journals Mapping of Scientific Knowledge Structures – A Generalization of the use of Concept Maps as Algorithmic Language.

2017 ◽  
Author(s):  
Luiz Adolfo de Mello
Keyword(s):  
Scientific Knowledge ◽  
Concept Maps ◽  
Knowledge Structures ◽  
Theory Of Knowledge ◽  
Conceptual Mapping ◽  
Didactic Transposition ◽  
Algorithmic Language ◽  
Science Theory ◽  
Conceptual Maps ◽  
Physical Laws

We present a research methodology developed for the theory of knowledge which use conceptual mapping (Novak, 1990), cognitive science theory (Izqueirdo, 2003), theory of didactic transposition (Chevallard 1982) and algorithmic language. We defend the idea that in particular cases, as in the study of the theory of scientific knowledge that conceptual mapping should be done obeying well-defined rules. Due to certain particularities of how Physical theories are constructed and expressed in terms of Physical laws we will have to generalize the tool "conceptual maps" to describe how the Physical theories are elaborated. This generalization will be called "Mapping Scientific Knowledge Structures". With theme the part of physics called blackbody radiation and the theory of Planck's quantization it will be demonstrating the usefulness and effectiveness of this methodology and this tool.

The role of differential phase contrast in electron microscopy

1978 ◽  
Vol 36 (1) ◽  
pp. 176-177
Author(s):  
E.M. Waddell ◽  
J.N. Chapman ◽  
R.P. Ferrier
Keyword(s):  
Phase Contrast ◽  
Practical Method ◽  
Position Vector ◽  
Differential Phase ◽  
Pure Phase ◽  
Differential Phase Contrast ◽  
The Difference ◽  
Image Position ◽  
First Moment

Dekkers and de Lang (1977) have discussed a practical method of realising differential phase contrast in a STEM. The method involves taking the difference signal from two semi-circular detectors placed symmetrically about the optic axis and subtending the same angle (2α) at the specimen as that of the cone of illumination. Such a system, or an obvious generalisation of it, namely a quadrant detector, has the characteristic of responding to the gradient of the phase of the specimen transmittance. In this paper we shall compare the performance of this type of system with that of a first moment detector (Waddell et al.1977).For a first moment detector the response function R(k) is of the form R(k) = ck where c is a constant, k is a position vector in the detector plane and the vector nature of R(k)indicates that two signals are produced. This type of system would produce an image signal given bywhere the specimen transmittance is given by a (r) exp (iϕ (r), r is a position vector in object space, ro the position of the probe, ⊛ represents a convolution integral and it has been assumed that we have a coherent probe, with a complex disturbance of the form b(r-ro) exp (iζ (r-ro)). Thus the image signal for a pure phase object imaged in a STEM using a first moment detector is b2 ⊛ ▽ø. Note that this puts no restrictions on the magnitude of the variation of the phase function, but does assume an infinite detector.

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