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The purpose of this research study was to (a) describe how concept mapping can be used as an integral instructional strategy for teaching a college course on evolution, (b) evaluate the utility of incorporating concept mapping in a college course on evolution, (c) determine whether students' concept maps reveal “critical junctures” in learning as the course unfolds, and (d) assess the impact of concept mapping on students' study practices and on students' understanding of course content. Key findings include: (a) Critical junctures in learning evolution can be identified by monitoring the degree of concordance of superordinate concepts appearing on the class set of concept maps submitted after each of the course lectures; (b) students who made concept maps reported spending an average of 37% more study time on this college biology course than on their previous biology courses; and (c) the use of “seed concepts,” “micromapping,” a standard concept map format, and a standard concept map checklist made the strategy feasible for the instructor to implement and for the student to adopt. A concept map performance index formulas was also developed for this research study in order to assess students' overall mapping performance. 相似文献
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Yu-Tzu Lin Chia-Hu Chang Huei-Tse Hou Ke-Chou Wu 《Interactive Learning Environments》2016,24(7):1552-1573
This study investigated the effectiveness of using Google Docs in collaborative concept mapping (CCM) by comparing it with a paper-and-pencil approach. A quasi-experimental study was conducted in a physics course. The control group drew concept maps using the paper-and-pencil method and face-to-face discussion, whereas the experimental group employed Google Docs to create concept maps and used Google Chat for discussion. Learning achievements, physics concept representation, attitudes toward science, and attitudes toward CCM were examined to identify the differences between the two groups and the effectiveness of Google Docs. The results suggested that the use of Google Docs did not significantly affect physics achievement. However, Google Docs fostered physics concept representation and enhanced attitudes toward science. Moreover, the Google Docs group tended to learn more collaboratively. The students in this group also agreed with the superiority of observation and modification functions provided by the real-time co-editing mechanism and revision history. 相似文献
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Eleni Morfidi Anastasios Mikropoulos Aspasia Rogdaki 《Education and Information Technologies》2018,23(1):271-286
The present study examined whether the use of concept mapping is more effective in teaching expository material in comparison to a traditional, lecture only, approach. Its objective was threefold. First, to determine if multimedia concept mapping produces differential learning outcomes compared to digital text-based concept mapping. Secondly, to compare the above experimental approaches to traditional teaching and finally to demonstrate if there are significant differences in the level of satisfaction reported by children under the three instructional approaches used. Thirty fifth grade children participated from which three groups of poor readers were formed, matched on age, gender and reading ability. The two experimental groups were taught with the use of digital text-based and multimedia concept maps respectively and the control group was subjected to the traditional teaching method of expository material. Each group had three sessions of instruction on three different expository texts. The results indicated that concept mapping can be an effective means for teaching expository content. However, there were no differential learning outcomes when adding multimedia elements to concept maps. Moderate satisfaction was reported for all three approaches. The findings coincide with the body of literature emphasizing the importance of concept mapping in the learning and instruction of children with reading difficulties. The study’s results inform potential educators on the use of multimedia with poor readers in elementary school. 相似文献
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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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William J. Pankratius 《科学教学研究杂志》1990,27(4):315-333
Direct teaching of problem-solving methods to high school physics students met with little success. Expert problem solving depended upon an organized knowledge base. Concept mapping was found to be a key to organizing an effective knowledge base. The investigation of the effect of the degree of concept mapping on achievement was the purpose of this study. Six intact high school physics classes, taught by this investigator, took part in the study. Two classes were control groups and received standard instruction. Four classes received six weeks of concept-mapping instruction prior to the unit under study. Two of these four classes were the low-level treatment group and were required to submit concept maps at the conclusion of the instruction. The other two classes were the high-level treatment group and were required to submit concept maps at the beginning and at the conclusion of the unit under study. One class from each treatment group took a pretest prior to instruction. An analysis of the posttest results revealed no pretest sensitization. A one-way analysis of covariance indicated a significant main effect for the treatment level at the p < 0.05 level. A pair of single-df comparisons of the adjusted treatment means resulted in significant differences (p < 0.05) between the control group and the average of the treatment means as well as between the two experimental groups. It can be concluded that for this sample (upper-middle-class high school physics students) mapping concepts prior to, during, and subsequent to instruction led to greater achievement as measured by posttest scores. 相似文献
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Concept mapping with Learning Tool, a computerized mapping program, was used to assess changes in the content and organization of 17 preservice teachers' concept maps for the topic of effective 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 with classroom management throughout the year, linking diverse information to that concept. They evidenced detailed and diverse understandings under the labels of knowledge and organization. Professionalism was 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. 相似文献
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Katherine M. Edmondson 《科学教学研究杂志》1995,32(7):777-793
Increased use of problem-based approaches to medical education has highlighted the challenges of curricular revision and interdisciplinary development. Venturing beyond disciplinary boundaries can be difficult, despite a desire to create interdisciplinary courses and adopt new ways of teaching. Concept mapping is an effective tool for developing an integrated curriculum. This article includes examples of concept maps that represent an entire veterinary curriculum, specific courses, and case-based exercises. The author argues that concept mapping is a valuable tool for curriculum development of any scope or discipline, but is particularly helpful for creating interdisciplinary courses and case-based exercises. 相似文献
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提高概念图策略教学有效性的研究 总被引：1，自引：0，他引：1
陈欣 《福建教育学院学报》2010,11(6):67-70
在高中生物教学中,要充分发挥概念图促进意义学习的优势以及提高概念图策略的有效性,教师必须根据学生掌握概念图熟练程度、概念图类型及其要求,采用适当的概念图教学方法给予学生具体的指导。特别是要注意做好示范与讲评,通过学生独立绘制与小组讨论,促进学生正确、有效地应用概念图进行学习。 相似文献
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Gwo-Jen Hwang Shao-Chen Chang 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):337-357
With the advancements in technology networks, mobile learning has been extensively applied in teaching contexts, enabling closer interaction between students and authentic environments. Previous studies have indicated that, when learning in real-world contexts, students need to interact with real learning targets and peers as well as the digital learning content; thus, effective learning strategies or tools are generally required for helping them organize knowledge and for promoting peer interactions. As a result, the present study developed a bi-directional peer-assessment-based concept mapping system, which not only engages students in assessing peers’ concept maps, but also encourages them to evaluate or respond to peers’ ratings and comments. To explore the effectiveness of this learning system, the study conducted an experiment in elementary science classes. A total of 101 fifth graders from four classes were recruited to participate in the study. Two classes were assigned to the experimental group and two to the control group. The experimental group adopted the bi-directional peer-assessment approach, while the control group adopted the conventional peer assessment approach for concept mapping. The results reveal that the bi-directional peer-assessment-based concept mapping system can not only increase students’ learning achievement and the completeness of their concept mapping, but can also enhance their critical thinking tendency and the feedback quality of their peer assessment. 相似文献
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Concept mapping has been used effectively to represent understanding of afield of knowledge. The maps are highly individualistic and idiosyncratic. Three high‐performing junior college students, three average performing junior college students and two university physics teachers constructed maps using 22 electricity concepts. In this study several previously used and newly developed measures were applied to the maps in an attempt to gain further insight into differences in the quality of understanding of the three groups. It was found that the concept maps constructed by high performing students differed from those of average performing students and closely resembled the concept maps of physics experts, especially when the quality of the links between concepts was taken into account. 相似文献
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Ali Günay Balım 《Irish Educational Studies》2013,32(4):437-456
The study aims to investigate the effects of using mind maps and concept maps on students' learning of concepts in science courses. A total of 51 students participated in this study which used a quasi-experimental research design with pre-test/post-test control groups. The constructivist-inspired study was carried out in the sixth-grade science course unit of ‘Light and Sound’ in a primary school with two experimental groups and one control group. The intervention was held in the experimental group 1 by using technology-assisted technique of mind mapping, in the experimental group 2 by using technology-assisted technique of concept mapping, and in the control group by means of traditional classroom instruction. After the intervention in the experimental groups, concept tests and open-ended questions related to the unit were used as post-tests. According to the data obtained from concept tests, it was found out that all groups' understanding of concepts was equivalent. Significantly, students in the experimental group 2 reported positive opinions, stating that learning through concept maps was useful and engaging. 相似文献
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自信心标记概念图评价模式可以体现出学习者对知识的理解程度和学习效能。考虑到课堂教学实施的可操作性,选用组件构建方式绘制概念图、采用BOPPPS教学模型开展教学,教师依据评价信息,包含学生对知识理解的正确性和自信心等内容进行有效指导,以对比教学试验的方式进行实证研究。依据试验数据,重点通过描述教师不同行为有效性的归一化学习增益、表现学习者理解差异性的判别值、展现学生理解一致性的命中率三个参数指标,验证翻转课堂采用自信心标记概念图评价模式的有效性。实验结果显示,实验班的归一化学习增益高于对照班,两组判别值和命中率参数均具有显著的统计学差异。由此可知,将知识理解的正确性和自信心作为学生的学习评价依据,并据此调整教师的指导策略,能够帮助学生获得更高的学习成就、增强学习信心。在高职教学中引入该评价模式,能更好地提升学生的学习兴趣和效率,培养其自主学习及问题解决的能力,达到最佳的教学效果。 相似文献
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Student and faculty perceptions of teaching effectiveness 总被引：1，自引：1，他引：1
Omnibus measures of teaching effectiveness can be viewed as weighted combinations of more narrowly defined traits describing the teaching process. Our study was designed to determine whether students and faculty weight such traits differently in forming their respective perceptions of effective teaching.Students and faculty within the School of Business and Economics at CSUN were surveyed regarding their assessment of ideal teaching effectiveness in courses where the predominant mode of presentation is lecture. Ten traits depicting various aspects of teaching were selected and each respondent was asked to distribute 100 points across the 10 according to their view of each trait's relative importance in determining effectiveness. The results indicate that there are, indeed, significant differences in student and faculty assessments.Regression analysis of individual trait weighting on demographic variables such as age, sex, field of specialization, etc., produced generally low, insignificant coefficients of determination for both students and faculty. This observed invariance of the respective perceptions of each group across differing combinations of demographic characteristics provides evidence that students and faculty adopt fundamentally different criteria in evaluating teaching effectiveness. 相似文献
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The impact of concept mapping and visualization on the learning of secondary school chemistry students 总被引：1，自引：0，他引：1
Ludo Brandt Jan Elen Jacqueline Hellemans Luc Heerman Ina Couwenberg Liesbeth Volckaert 《International Journal of Science Education》2013,35(12):1303-1313
The aim of this study was to examine whether the construction of integrated knowledge structures by students can be stimulated by concept mapping and by better visualization of concepts and their interrelationships. The investigation was carried out in regular teaching settings: chemistry courses in secondary schools in Flanders, in the domain of electrochemistry. A significant positive effect of extra attention to visualization on the learning achievement of students was found. However, significant effects of concept mapping as an instruction method could not be detected under the given research conditions. 相似文献
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David B. Hay Caroline Kehoe Marc E. Miquel Stylianos Hatzipanagos Ian M. Kinchin Steve F. Keevil Simon Lygo‐Baker 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1037-1056
This paper shows how concept mapping can be used to measure the quality of e‐learning. Six volunteers (all of them 3rd‐year medical students) took part in a programme of e‐learning designed to teach the principles of magnetic resonance imaging (MRI). Their understanding of MRI was measured before and after the course by the use of concept mapping. The quality of change in individuals' maps was assessed using criteria developed to distinguish between meaningful and rote‐learning outcomes. Student maps were also scored for evidence of conceptual richness and understanding. Finally, each map was compared directly with the content of the electronic teaching material. The results show that many of the student misconceptions were put right in the course of their learning but that many of the key concepts introduced in the teaching were ignored (or sometimes learnt by rote) by the students. This was because the teaching material locked these new ideas in structures and terminology that precluded meaning‐making among non‐experts. Our data suggest that students' prior knowledge is a key determinant of meaningful learning. We suggest that this must be acknowledged if the design and use of electronic teaching material is also to be meaningful. Ultimately, measures of student learning are the only authentic indicators of the quality of teaching through technology. 相似文献
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通过概念图评估和测验,探讨八年级学生建构概念图的特征,能够很好的反映出学生的学业水平。相比被试概念图制作的概念得分和层级得分,命题得分对学生的科学学业测验成绩有更高的预测效度。通过对学生制作的概念图错误问题的分析,能够反映学生在学习过程中存在的问题,并能有效地指导教师的教学。 相似文献
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口语课作为留学生汉语教学的主干课型之一,重在培养学习者口头语言交际能力。由于留学生汉语学习受学习目的、方式、时间等限制．与学历教育存在着较大的差异,传统的教学方式效果不尽如人意。将任务型口语教学引入留学生汉语口语教学中。探索一条比较适合留学生学习汉语口语的教学途径,提高留学生汉语口语教学效果就显得尤为重要。 相似文献
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金跃强 《宁波大学学报(教育科学版)》2017,(3):82-086
在线公选课程参与学生数多、涉及面广,在人才培养中发挥了重要作用,但在线课程教学过程中教师和学生时空分离使得教师及管理人员无法直接观察学生的学习状况。解决这一问题的有效途径之一是通过采集和分析学生的在线学习数据,利用数据驱动方法实现在线课程教学评价与管理。本文利用某在线课程平台的学生学习实际数据进行了实证研究,结果表明学生对不同类别在线公选课程的偏好程度差异较大,学生在线公选课程的成绩分布明显偏离正态分布,在线公选课程的考核有效性有待提升,以进一步提高在线课程教学效果。 相似文献