Evaluating the Effectiveness of Concept Mapping in the Secondary Science Classroom PDF Download
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Author:
Publisher:
ISBN:
Category : Concept mapping
Languages : en
Pages : 57
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Book Description
For years, student achievement in the sciences has fueled the need for educational reform. Special committee reports detail the drought of science excellence in America and its dismal ramifications on our nation's economic standing and homeland security. Our nation's science competency will again be scrutinized when national monitoring of science achievement begins in the fall of 2007. Educators face the challenge of improving science success as well as promoting interest and proficiency in related careers. In response, a variety of teaching methodologies have been endorsed to improve meaningful learning. This study examines concept mapping as a tool to promote student thinking and problem solving, lead classroom instruction, and faciliate formal and informal student assessments in a secondary science classroom -- from abstract.
Author:
Publisher:
ISBN:
Category : Concept mapping
Languages : en
Pages : 57
Get Book Here
Book Description
For years, student achievement in the sciences has fueled the need for educational reform. Special committee reports detail the drought of science excellence in America and its dismal ramifications on our nation's economic standing and homeland security. Our nation's science competency will again be scrutinized when national monitoring of science achievement begins in the fall of 2007. Educators face the challenge of improving science success as well as promoting interest and proficiency in related careers. In response, a variety of teaching methodologies have been endorsed to improve meaningful learning. This study examines concept mapping as a tool to promote student thinking and problem solving, lead classroom instruction, and faciliate formal and informal student assessments in a secondary science classroom -- from abstract.
Author: Linda Jean Foster
Publisher:
ISBN:
Category : Concept learning
Languages : en
Pages : 90
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Book Description
Concept mapping is a metacognitive learning strategy which often improves a learner's ability to construct new knowledge. This action research project was intended to determine the level of effectiveness of concept mapping as a student learning intervention. Students in two high school science classes constructed concept maps before and after instruction during a unit of study about volcanoes. The maps were analyzed for increases in complexity and indications of learning. The concept maps were then compared for differences by groups based on volcano unit test scores. Based on the analysis of the matched pairs of concept maps, those maps which contained a higher amount of prior knowledge of the subject matter were associated with maps which showed greatest amount of increase in knowledge after instruction. These results are supported by the many researchers who contend that the most important factor in learning new information and gaining new knowledge is the amount of prior knowledge a learner brings into the learning situation. The results of this action research project will be applied to the development of future science courses by this researcher.
Author: Reddy, V
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Concept mapping can be contrasted with the similar idea of mind mapping, which is often restricted to radial hierarchies and tree structures. Among the various schema and techniques for visualizing ideas, processes, organizations. The present paper was aimed to test the six major hypotheses. The Present study is of quasi-experimental in nature (pre- test, post-test design) which includes experimental and control group of secondary school students. The study involves the development of concept maps with other a supporting materials to reach certain selected concepts in science for experimental group, whereas control group were used to study the effectiveness of concept mapping as teaching strategy. The Present study is of quasi-experimental in nature ( pre- test, post-test design) which includes experimental and control group of secondary school students. The study involves the development of concept maps with other a supporting materials to reach certain selected concepts in science for experimental group, whereas control group were used to study the effectiveness of concept mapping as teaching strategy. Self prepared concept mapping scale has reliability varying with age from 0.83 to 0.93 and it is valid. It is found that concept mapping was effective teaching strategy compared to conventional method of teaching. Concept mapping as a teaching strategy improved achievement in science. Concept mapping as a teaching strategy helped in attainment of concepts. Concept mapping was effective tools to evaluate science concepts. Boys and Girls do not differ in their concept mapping ability.
Author: Haiyue JIN
Publisher: Routledge
ISBN: 100058562X
Category : Education
Languages : en
Pages : 181
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Book Description
This book investigates the practicability and effectiveness of the concept map as a tool for assessing students’ conceptual understanding in mathematics. The author first introduces concept mapping and then employs it to investigate students’ conceptual understanding of four different mathematical topics. Alongside traditional scoring methods, she adopts Social Network Analysis, a new technique, to interpret student-constructed concept maps, which reveals fresh insights into the graphic features of the concept map and into how students connect mathematical concepts. By comparing two traditional school tests with the concept map, she examines its concurrent validity and discusses its strengths and drawbacks from the viewpoint of assessing conceptual understanding. With self-designed questionnaires, interviews, and open-ended writing tasks, she also investigates students and teachers’ attitudes toward concept mapping and describes the implications these findings may have for concept mapping’s use in school and for further research on the topic. Scholars and postgraduate students of mathematics education and teachers interested in concept mapping or assessing conceptual understanding in classroom settings will find this book an informative, inspiring, and overall valuable addition to their libraries.
Author: Richard Mayo Rowell
Publisher:
ISBN:
Category : Audio-visual education
Languages : en
Pages : 626
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Book Description
Author: Joseph D. Novak
Publisher: Cambridge University Press
ISBN: 1107268222
Category : Psychology
Languages : en
Pages : 226
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Book Description
For almost a century, educational theory and practice have been influenced by the view of behavioural psychologists that learning is synonymous with behaviour change. In this book, the authors argue for the practical importance of an alternate view, that learning is synonymous with a change in the meaning of experience. They develop their theory of the conceptual nature of knowledge and describe classroom-tested strategies for helping students to construct new and more powerful meanings and to integrate thinking, feeling, and acting. In their research, they have found consistently that standard educational practices that do not lead learners to grasp the meaning of tasks usually fail to give them confidence in their abilities. It is necessary to understand why and how new information is related to what one already knows. All those concerned with the improvement of education will find something of interest in Learning How to Learn.
Author: Jane Ann Heinze-Fry
Publisher:
ISBN:
Category : Biology
Languages : en
Pages : 596
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Book Description
Author: Joel J. Mintzes
Publisher: Academic Press
ISBN: 0080879241
Category : Psychology
Languages : en
Pages : 381
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Book Description
Teaching Science for Understanding
Author: Joseph D. Novak
Publisher: Routledge
ISBN: 1135184461
Category : Education
Languages : en
Pages : 334
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Book Description
This fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic well being in today's knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Novak’s pioneering theory of education presented in the first edition remains viable and useful. This new edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational ─ that is, concept maps, created with the use of CMapTools and the V diagram. The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimised by CMapTools software. CMapTools software is highly intuitive and easy to use. People who have until now been reluctant to use the new technologies in their professional lives are will find this book particularly helpful. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.
Author: Joel J. Mintzes
Publisher: Academic Press
ISBN: 0080575331
Category : Psychology
Languages : en
Pages : 411
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Book Description
Recent government publications like "Benchmarks for Scientific Literacy" and "Science for all Americans" have given teachers a mandate for improving science education in America. What we know about how learners construct meaning--particularly in the natural sciences--has undergone a virtual revolution in the past 25 years. Teachers, as well as researchers, are now grappling with how to better teach science, as well as how to assess whether students are learning. Assessing Science Understanding is a companion volume to Teaching Science for Understanding, and explores how to assess whether learning has taken place. The book discusses a range of promising new and practical tools for assessment including concept maps, vee diagrams, clinical interviews, problem sets, performance-based assessments, computer-based methods, visual and observational testing, portfolios, explanatory models, and national examinations.
