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An Investigation of Concept Mapping to Improve the Reading Comprehension of Science Texts 总被引：1，自引：1，他引：0
Kevin Oliver 《Journal of Science Education and Technology》2009,18(5):402-414
This study investigated how well 74 6th-grade science students represented text structures from a 900-word textbook chapter
on soil conservation, given a concept map template with four superordinate terms and 24 unsorted concepts. Findings suggest
students were more successful at classifying pre-selected terms under given superordinate categories than they were at fully
identifying relevant concept sets and articulating three different relationship types between terms. No significant differences
were noted in the mapping performance of students at different reading levels. About two-third of students indicated they
enjoyed concept mapping and would prefer to both read and map rather than just read without mapping. Students also expressed
a strong preference for mapping in pairs or small groups compared to mapping alone. Multiple recommendations are provided
for improving the relational thinking of students tasked with concept mapping expository science texts, including bridging
to more open-ended maps, embedding mapping in longer-term inquiry projects, and leveraging collaborative and tool-based scaffolds. 相似文献
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Derek Scott Madden Diane J. Grayson Erinn H. Madden Antoni V. Milewski Cathy Ann Snyder 《International Journal of Science Education》2013,35(17):2667-2678
Teachers may use apprenticeships and collaboration as instructional strategies that help students to make authentic scientific discoveries as they work as amateur researchers in academic field studies. This concept was examined with 643 students, ages 14–72, who became proficient at field research through cognitive apprenticeships with the Smithsonian Institute, School for Field Studies and Earthwatch. Control student teams worked from single research goals and sets of methods, while experimental teams varied goals, methods, and collaborative activities in Kenya, Costa Rica, Panama, and Ecuador. Results from studies indicate that students who conducted local pilot studies, collaborative symposia, and ongoing, long-term fieldwork generated significantly more data than did control groups. Research reports of the experimental groups were ranked highest by experts, and contributed the most data to international science journals. Data and anecdotal information in this report indicate that structured collaboration in local long-term studies using apprenticeships may increase the potential for students' academic field studies contribution of new information to science. 相似文献
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CPFS结构是数学学习特有的认知结构.概念构图是测查个体认知结构的一种直接、有效的方法.个体的CPFS结构与其概念构图能力之间存在较为密切的联系.具备优良CPFS结构的学生,同时具备较强的概念构图能力,而具备较强概念构图能力的学生,可能具备优良的CPFS结构.CPFS结构与概念构图能力的不同水平中,一方的低水平与中、高两水平的区别对另一方水平影响显著,但中、高两水平的区别对另一方水平无明显的影响. 相似文献
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Sarantos Psycharis 《Education and Information Technologies》2008,13(2):119-128
Although collaborative group work is used by many instructors as a useful educational tool, there is much room for research
on how learning actually occurs within collaborative learning environments. This paper attempts to explore the relationship(if
any) between task structure and collaborative group interactions in a synchronous peer interaction collaborative learning
environment. For this reason, we used the Cmap during a Physics course for Grade 12 students. This paper compares two groups
of students, one studying concept maps with single answer task, and the other studying concept maps with variable answer task.
The aim of the study presented in this article is to also investigate the influence of task structure on students’ interactivity
according to certain indicators and cognitive performance. 相似文献
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James Rye Rick Landenberger Timothy A. Warner 《Journal of Science Education and Technology》2013,22(3):379-392
The concept map tool set forth by Novak and colleagues is underutilized in education. A meta-analysis has encouraged teachers to make extensive use of concept mapping, and researchers have advocated computer-based concept mapping applications that exploit hyperlink technology. Through an NSF sponsored geosciences education grant, middle and secondary science teachers participated in professional development to apply computer-based concept mapping in project-based learning (PBL) units that investigated local watersheds. Participants attended a summer institute, engaged in a summer through spring online learning academy, and presented PBL units at a subsequent fall science teachers’ convention. The majority of 17 teachers who attended the summer institute had previously used the concept mapping strategy with students and rated it highly. Of the 12 teachers who continued beyond summer, applications of concept mapping ranged from collaborative planning of PBL projects to building students’ vocabulary to students producing maps related to the PBL driving question. Barriers to the adoption and use of concept mapping included technology access at the schools, lack of time for teachers to advance their technology skills, lack of student motivation to choose to learn, and student difficulty with linking terms. In addition to mitigating the aforementioned barriers, projects targeting teachers’ use of technology tools may enhance adoption by recruiting teachers as partners from schools as well as a small number that already are proficient in the targeted technology and emphasizing the utility of the concept map as a planning tool. 相似文献
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Martyn Stewart 《Assessment & Evaluation in Higher Education》2012,37(3):349-368
In the physical and natural sciences, the complexity of natural systems and their interactions is becoming better understood. With increased emphasis on learning about complex systems, students will be encountering concepts that are dynamic, ill‐structured and interconnected. Concept‐mapping is a method considered particularly valuable for enabling learning in subject areas that are complex or ill‐structured. Evaluations of concept‐mapping tend to reflect their many applications. Many evaluations that try to measure enhancements in learning use test scores or grade‐point averages as performance indicators, which provide little information on how cognitive processes have developed. In this study, a modification of the Biggs and Collis’ Structure of the Observed Learning Outcomes (SOLO) taxonomy is applied to measure differences in the cognitive and structural complexity of learning outcomes between groups of students who participated in a concept‐mapping activity with those from a cohort that did not. The evaluation demonstrated that the intervention was effective in enabling the great majority of students to achieve better connectivity in thinking, though improvements in overall performance were less significant. Almost all students perceived the intervention to be of value to their learning. 相似文献
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The researchers designed the study to achieve two goals: (1) determine the affect of peer collaboration on high school biology students' acquisition of concepts related to photosynthesis and (2) examine interactions in a collaborative peer group situation to determine how these interactions relate to the developpment of concepts associated with photosynthesis. Using quantitative and qualitative data analysis techniques, the researchers concluded that students working in peer collaborative groups developed more scientifically correct conceptions of photosynthesis than did students working alone. However, not all group-generated views were internalized by group members when assessed individually. Based on qualitative data, a functional relationship exists between prior knowledge and concept development. Two types of peer interaction, consonant and dissonant, were identified as enhancing concept development. When peer group roles are not assigned, roles fluctuate depending on group members' expertise or perceived expertise displaying a bidirectional zone of proximal development. This zone allows for enhanced concept development. Based on the above conclusions, the researchers recommend that (1) peer collaboration be used to help students overcome scientific misconceptions; (2) peer collaborative tasks be designed to engage students in consonant and dissonant interactions; and (3) cognitive group roles, as opposed to traditionl managerial cooperative group roles, be used. 相似文献
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Jay Parkes Dawn M. Zimmaro Stephen M. Zappe Hoi K. Suen 《Educational Research and Evaluation》2013,19(4):357-378
Task-related variance causes scores from performance assessments not to be generalizable and thus inappropriate for high stakes use. It is possible that task-related variance is due, in part, to students’ inability to transfer their knowledge consistently from one assessment task to another. Therefore, concept-mapping, a cognitive tool, might be useful to aid this transfer. This study examines the effects of concept maps on the task-related variance components of Political Science performance assessments. On three quizzes, some students used concept maps while writing two essays, while other students did not. The task variance components remained unchanged across groups, but the person main effect components increased and the task-by-person interaction components decreased for those using concept maps. Also, the scores from the concept mapping groups had higher generalizability coefficients than for those who did not use a concept map. 相似文献
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Peter Akinsola Okebukola 《教育心理学》1992,12(2):113-129
Problem solving is an enduring issue in science education, ostensibly because science itself is basically concerned with problem solving—exploring the universe and seeking answers to intriguing phenomena in nature. Remarkable strides have been made in psychology about recording the minutiae of problem solving as a cognitive process. Concept mapping, a metalearning tool, is appearing on the scene as a potential pathway for promoting the acquisition of problem‐solving skills. Drawing 40 subjects from a pool of students who experienced cooperative and individualistic concept‐mapping experiences for six months and adjudged to be good concept mappers, this study found the concept‐, mapping group to be significantly more successful in solving three biological problems than 20 subjects who served as control. Written and think‐aloud procedures and interviews were conducted as part of the administration of the Biology Problem Solving Test. No statistically significant difference was found between students who mapped concepts cooperatively and those who mapped individually. There were mixed results for gender. The implications of the findings for further research and for improving problem‐solving abilities of students are drawn. 相似文献
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Concept maps consist of nodes that represent concepts and links that represent relationships between concepts. Various studies
have shown that concept mapping fosters meaningful learning. However, little is known about the specific cognitive processes
that are responsible for such mapping effects. In a thinking-aloud study, we analyzed the relations between cognitive processes
during concept mapping as well as the characteristics of the concept maps that the learners produced and learning outcomes
(38 university students). To test whether differences in learning outcome are due to differences in general abilities, verbal
and spatial abilities were also assessed. In a cluster-analysis two types of ineffective learners were identified: ‘non-labeling
mappers’ and ‘non-planning mappers’. Effective learners, in contrast, showed much effort in planning their mapping process
and constructing a coherent concept map. These strategies were more evident in students with prior concept-mapping experience
(‘advanced beginners’) than in those who had not used this learning strategy before (‘successful beginners’). Based on the
present findings, suggestions for a direct training approach (i.e., strategy training with worked-out examples) and an indirect
training approach (i.e., supporting the learners with strategy prompts) were developed. 相似文献
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The purpose of this study was to examine changes in the quality of science teachers’ argumentation as a result of their engagement in a teacher workshop on earthquake engineering emphasizing distributed learning approaches, which included concept mapping, collaborative game playing, and group lesson planning. The participants were ten high school science teachers from US high schools who elected to attend the workshop. To begin and end the teacher workshop, teachers in small groups engaged in concept mapping exercises with other teachers. Researchers audio-recorded individual teachers’ argumentative statements about the inclusion of earthquake engineering concepts in their concept maps, which were then analyzed to reveal the quality of teachers’ argumentation. Toulmin’s argumentation model formed the framework for designing a classification schema to analyze the quality of participants’ argumentative statements. While the analysis of differences in pre- and post-workshop concept mapping exercises revealed that the number of argumentative statements did not change significantly, the quality of participants’ argumentation did increase significantly. As these differences occurred concurrently with distributed learning approaches used throughout the workshop, these results provide evidence to support distributed learning approaches in professional development workshop activities to increase the quality of science teachers’ argumentation. Additionally, these results support the use of concept mapping as a cognitive scaffold to organize participants’ knowledge, facilitate the presentation of argumentation, and as a research tool for providing evidence of teachers’ argumentation skills. 相似文献
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概念图是学生协作知识建构的一种有效支持工具,然而在Web环境下概念图的协同创作系统的研究却并不多见。鉴于此,文章通过对协作学习中概念图的理论研究,分析了概念图协作创建过程中学习者的认知过程,设计了基于概念图的协作知识建构的理论模型,设计了概念图协作创作系统的功能模型和动态模型,介绍了基于Flex和FMS技术的系统实现方案,讨论了系统功能和实现过程。文章的研究成果能丰富协作知识建构的理论研究,推进概念图在网络协作学习实践中的应用。 相似文献
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Costley Jamie Fanguy Mik 《Educational technology research and development : ETR & D》2021,69(2):655-671
Studies showing improved learning performances for students who take notes collaboratively have speculated that sharing this task among group members may reduce the extraneous cognitive burden placed on each member. Therefore, a study (n?=?171) was conducted in the context of a flipped scientific writing course to examine the effects of collaborative note-taking on student’s levels of cognitive load. Students in the course were divided into two groups, with members of the treatment group being directed to take collaborative notes in a shared online document and members of the control group receiving no such instructions. The study also measured the level of collaboration the collaborative note-takers engaged in, as well as the level of completeness of the notes that they produced. The results showed that, firstly, the treatment group reported higher levels of both germane and extraneous cognitive load compared to those of the control group, meaning that collaborative note-takers experienced higher levels of understanding of course content as well as increased confusion. Secondly, the level of collaboration was positively and significantly correlated with levels of germane load (understanding), but not with extraneous load (confusion). Thirdly, no correlation was found between completeness of notes and cognitive load. Accordingly, the authors suggest that collaborative note-taking is worthwhile, as the gains to students’ understanding of course content outweigh the disadvantages of increased confusion.
相似文献17.
Salem A. Al khawaldeh Ali M. Al Olaimat 《Journal of Science Education and Technology》2010,19(2):115-125
The present study conducted to investigate the contribution of conceptual change texts, accompanied by concept mapping instruction
to eleventh-grade students’ understanding of cellular respiration concepts, and their retention of this understanding. Cellular
respiration concepts test was developed as a result of examination of related literature and interviews with teachers regarding
their observations of students’ difficulties. The test was administrated as pre-test, post-test, and delayed post-test to
a total of 70 eleventh-grade students in two classes of the same high school in an urban area, taught by the same teacher.
The experimental group was a class of 34 students who received conceptual change texts accompanied by concept mapping instruction.
A class of 36 students comprised the control group who received traditional instruction. Besides treatment, previous understanding
and logical thinking ability were other independent variables involved in this study. The results showed that logical thinking,
treatment, previous understanding of cellular respiration concepts each made a statistically significant contribution to the
variation in students’ understanding of cellular respiration concepts. The result also showed that conceptual change texts
accompanied by concept mapping instruction was significantly better than traditional instruction in retention of this understanding. 相似文献
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《Learning and Instruction》2000,10(4):311-330
In this article we present the results of an experimental study of the influence of task characteristics on the characteristics of elaboration of conceptual knowledge in social interaction. With a pre-test and post-test we measured individual learning outcomes. We constructed a coding scheme that focuses on the communicative functions and propositional content of utterances and on elaborative episodes. The subjects were 40 students who worked in dyads on a collaborative task about electricity in one of four conditions. We compared a concept mapping task with a poster task and investigated the effect of a phase of individual preparation. The post-test scores were significantly higher than the pre-test scores. Individual preparation created better learning results and the asking of more questions. The concept mapping conditions showed more discussion of electricity concepts, collaboratively elaborated conflicts and reasoning, but no higher individual learning outcomes. In the concept mapping conditions, elaboration was related to individual learning outcomes. 相似文献
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Christina De Simone Richard F. Schmid Laura A. McEwen 《Educational Research and Evaluation》2013,19(2-3):263-283
University students are too often challenged by their limited skills in application, investigation, relational thinking, and communication of ideas. In this study, we have combined 3 tools that potentially can support and foster students’ development in the above mentioned areas through student collaboration, concept mapping, and electronic technologies. The participants in this study were 26 students in two intact classes in learning theories. In groups of 3 to 5 students, they were asked to generate 3 concept maps and accompanying prose over the term on 3 major issues in the field of learning. Through the use of interviews, questionnaires, and student generated concept maps, students reportedly enjoyed concept mapping for its organizational and relational properties but preferred sharing their concept maps and dialoguing with one another in a synchronous mode where immediate feedback and flow of thinking could be maintained when involved in constructing maps. Moreover, they did not like the redundancy offered by both prose and concept map outputs, suggesting that while concept mapping can be an arena for generating and generally structuring ideas, prose can be a means of communicating such ideas in a form that is common to most people. This is particularly important for teachers and students who have difficulty navigating through maps alone. 相似文献
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Sharon Bramwell-Lalor 《International Journal of Science Education》2013,35(5):839-864
This paper reports on teachers' use of concept mapping as an alternative assessment strategy in advanced level biology classes and its effects on students' cognitive skills on selected biology concepts. Using a mixed methods approach, the study employed a pre-test/post-test quasi-experimental design involving 156 students and 8 teachers from intact classes. A researcher-constructed Biology Cognitive Skills Test was used to collect the quantitative data. Qualitative data were collected through interviews and students' personal documents. The data showed that the participants utilized concept mapping in various ways and they described positive experiences while being engaged in its use. The main challenge cited by teachers was the limited time available for more consistent use. The results showed that the use of concept mapping in advanced level biology can lead to learning gains that exceed those achieved in classes where mainly traditional methods are used. The students in the concept mapping experimental groups performed significantly better than their peers in the control group on both the lower-order (F(1)?=?21.508; p?<?.001) and higher-order (F(1)?=?42.842, p?<?.001) cognitive items of the biology test. A mean effect size of .56 was calculated representing the contribution of treatment to the students' performance on the test items. 相似文献