東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Using Concept Maps to Monitor Knowle...

Cook, Leah J.

Linked to FindBook

Google Book

Amazon

博客來

Using Concept Maps to Monitor Knowledge Structure Changes in a Science Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Using Concept Maps to Monitor Knowledge Structure Changes in a Science Classroom./
Author:	Cook, Leah J.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	109 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
Subject:	Science education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10659541
ISBN:	9780355268966

Using Concept Maps to Monitor Knowledge Structure Changes in a Science Classroom.
Cook, Leah J.

Using Concept Maps to Monitor Knowledge Structure Changes in a Science Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 109 p.

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)--Western Michigan University, 2017.

The aim of this research is to determine what differences may exist in students' structural knowledge while using a variety of concept mapping assessments. A concept map can be used as an assessment which connects concepts in a knowledge domain. A single assessment may not be powerful enough to establish how students' new knowledge relates to prior knowledge. More research is needed to establish how various aspects of the concept mapping task influence the output of map creation by students. Using multiple concept maps and pre-instruction and post-instruction VNOS instruments during a 16-week semester, this study was designed to investigate the impact of concept map training and the impact of assessment design on the created maps. Also, this study was designed to determine what differences can be observed between expert and novice maps and if similarities and differences exist between concept maps and an open-ended assessment. Participants created individual maps and the maps were analyzed for structural complexity, overall structure, and content. The concept maps were then compared by their timing, design, and scores.

ISBN: 9780355268966Subjects--Topical Terms:

521340
Science education.

Using Concept Maps to Monitor Knowledge Structure Changes in a Science Classroom.
LDR:03002nmm a2200325 4500 001 2127750
005 20180105074620.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9780355268966
035 $a (MiAaPQ)AAI10659541
035 $a AAI10659541
040 $a MiAaPQ $c MiAaPQ
100 1 $a Cook, Leah J. $3 3289921
245 1 0 $a Using Concept Maps to Monitor Knowledge Structure Changes in a Science Classroom.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 109 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
500 $a Adviser: Brandy Pleasants.
502 $a Thesis (Ph.D.)--Western Michigan University, 2017.
520 $a The aim of this research is to determine what differences may exist in students' structural knowledge while using a variety of concept mapping assessments. A concept map can be used as an assessment which connects concepts in a knowledge domain. A single assessment may not be powerful enough to establish how students' new knowledge relates to prior knowledge. More research is needed to establish how various aspects of the concept mapping task influence the output of map creation by students. Using multiple concept maps and pre-instruction and post-instruction VNOS instruments during a 16-week semester, this study was designed to investigate the impact of concept map training and the impact of assessment design on the created maps. Also, this study was designed to determine what differences can be observed between expert and novice maps and if similarities and differences exist between concept maps and an open-ended assessment. Participants created individual maps and the maps were analyzed for structural complexity, overall structure, and content. The concept maps were then compared by their timing, design, and scores.
520 $a The results indicate that concept mapping training does significantly impact the shape and structure complexity of the map created by students. Additionally, these data support that students should be frequently reminded of appropriate concept mapping skills and opportunities so that good mapping skills will be utilized. Changing the assessment design does appear to be able to impact the overall structure and complexity of created maps, while narrowing the content focus of the map does not necessarily restrict the overall structure or the complexity.
520 $a Furthermore, significant differences in structural complexity were observed between novice and expert mappers. The fluctuations of NOS concepts identified in student created maps may suggest why some students were still confused or had incorrect conceptions of NOS, despite explicit and reflective instruction throughout the semester.
590 $a School code: 0257.
650 4 $a Science education. $3 521340
650 4 $a Education. $3 516579
650 4 $a Educational tests & measurements. $3 3168483
690 $a 0714
690 $a 0515
690 $a 0288
710 2 $a Western Michigan University. $b Science Education. $3 3289922
773 0 $t Dissertation Abstracts International $g 79-02A(E).
790 $a 0257
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10659541