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The effects of knowledge maps on ins...

University of South Alabama.

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The effects of knowledge maps on inservice and preservice teachers' acquisition and retention of concepts related to design elements of visual arts.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effects of knowledge maps on inservice and preservice teachers' acquisition and retention of concepts related to design elements of visual arts./
作者:	Baggett, Paige V.
面頁冊數:	197 p.
附註:	Adviser: Edward L. Shaw, Jr.
Contained By:	Dissertation Abstracts International67-11A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3240826
ISBN:	9780542952708

The effects of knowledge maps on inservice and preservice teachers' acquisition and retention of concepts related to design elements of visual arts.
Baggett, Paige V.

The effects of knowledge maps on inservice and preservice teachers' acquisition and retention of concepts related to design elements of visual arts. - 197 p.

Adviser: Edward L. Shaw, Jr.

Thesis (Ph.D.)--University of South Alabama, 2006.

This study explored the use of teacher-generated knowledge maps among inservice and preservice teachers as a study method for the knowledge acquisition and retention of the visual art elements of design line, shape, and color.

ISBN: 9780542952708Subjects--Topical Terms:

1018432
Education, Art.

The effects of knowledge maps on inservice and preservice teachers' acquisition and retention of concepts related to design elements of visual arts.
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245 1 4 $a The effects of knowledge maps on inservice and preservice teachers' acquisition and retention of concepts related to design elements of visual arts.
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500 $a Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4076.
502 $a Thesis (Ph.D.)--University of South Alabama, 2006.
520 $a This study explored the use of teacher-generated knowledge maps among inservice and preservice teachers as a study method for the knowledge acquisition and retention of the visual art elements of design line, shape, and color.
520 $a Three separate instruments, Student Autobiography, Elements of Design Tests, and Knowledge Map Questionnaire, were developed and used for the purpose of collecting data. The Student Autobiography was developed to yield demographic data and information related to prior knowledge in the area of visual arts. The Elements of Design Tests (EDT) is a set of four separate instruments developed to measure knowledge acquisition and retention of the visual art design elements line, shape, and color. The Knowledge Map Questionnaire was developed to determine participants' attitudes toward viewing knowledge maps as a study method.
520 $a Of the 78 participants, 4 were males. The ethnicity of the participants was 18 African-American, 59 Caucasian, and one Hispanic. Most participants (n = 70) were age 35 or under. Seventy-four were elementary education majors. The students' academic classification was as follows: 51 undergraduate (1 freshman, 4 sophomore, 27 juniors, 19 seniors), 24 graduate, and 3 second bachelors. Through random assignment, 41 of the participants were assigned to the no map group, while 37 received the knowledge map as a study method.
520 $a Analysis of the Elements of Design Posttest results revealed higher means among the group who viewed the knowledge maps during the immediate and delayed administration of the posttests across the three design elements of art tested. The means were significantly higher on the immediately administered posttest for the elements of line and color; while only the element of line posttest means were statistically significantly higher for the four-day delayed posttest.
520 $a Ninety percent or greater of the responses on the three levels of the Knowledge Map Questionnaire indicated positive attitudes associated with the participants' perceptions of knowledge map use as a study strategy. Specifically, endorsement in the following areas through agreement with positive statements and disagreement with negative statements regarding map use was reported: clarity of maps (95%), effectiveness for learning concepts (90%), and enjoyment of using maps (97%).
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