An assessment of high school students’ conceptual structures of heat and temperature through concept maps

2017 ◽  
Author(s):  
Isil Aykutlu ◽  
Sevim Bezen ◽  
Celal Bayrak
Keyword(s):  
High School ◽  
High School Students ◽  
Concept Maps ◽  
School Students ◽  
Conceptual Structures

scholarly journals Let’s Talk About ‘My’ Concept Map: Use of Dialogue to Enhance Concept Mapping

2018 ◽  
Vol 41 (1) ◽  
pp. 64-75
Author(s):  
Roshan Lamichhane ◽  
Amber Simpson
Keyword(s):  
High School ◽  
High School Students ◽  
Focus Group ◽  
Concept Mapping ◽  
Concept Maps ◽  
Concept Map ◽  
Student Understanding ◽  
Evidence Based ◽  
Introductory Chemistry ◽  
School Students

The intersection of dialogue and concept map use is explored through this qualitative study. An introductory chemistry classroom for middle or high school students explores the combined effect of these two evidence-based teaching strategies. Following the lesson, students participated in a focus group to provide feedback on the lesson's use of discussing their concept maps. The results of that feedback and ideas for improvement and how to utilize this strategy in your own classroom is presented. Although this method may pose it's own unique set of challenges in the classroom, student understanding of basic foundational chemistry concepts was advanced.

scholarly journals Assessing changes in high school students' conceptual understanding through concept maps before and after the computer-based predict–observe–explain (CB-POE) tasks on acid–base chemistry at the secondary level

2015 ◽  
Vol 16 (4) ◽  
pp. 843-855 ◽  
Author(s):  
Fatma Yaman ◽  
Alipaşa Ayas
Keyword(s):  
High School ◽  
High School Students ◽  
Alternative Assessment ◽  
Concept Maps ◽  
Concept Map ◽  
Acid Base ◽  
School Students ◽  
Before And After ◽  
Computer Based ◽  
Representational Level

Although concept maps have been used as alternative assessment methods in education, there has been an ongoing debate on how to evaluate students' concept maps. This study discusses how to evaluate students' concept maps as an assessment tool before and after 15 computer-based Predict–Observe–Explain (CB-POE) tasks related to acid–base chemistry. 12 high school students participated in this study. Students' concept maps were evaluated taking into account three parts: qualitative, quantitative and representational level. The results gathered from the quantitative analysis of the pre and post concept maps were analyzed using SPSS 17.0. The results showed that there is a significant difference between students' pre and post concept map scores (z= 3.05;p< 0.05). From the qualitative analysis of the concept maps, the majority of the students constructed their pre and post concept maps non-hierarchically; while they drew more interconnected concept maps after the CB-POE tasks. Regarding their representational level, the students used the macroscopic level more often than microscopic and symbolic levels in both their pre and post concept maps. Nonetheless, they increased the number of macroscopic, microscopic and symbolic level representations in their post concept maps. The paper concludes with suggestions and implications for educators and researchers to improve the quality of concept map evaluation.

scholarly journals THE STUDY OF CHEMICAL TRANSFORMATIONS: AN ANALYSIS OF CONCEPTUAL CHANGE AT THE BEGINNING OF HIGH SCHOOL

2020 ◽  
Vol 25 (1) ◽  
pp. 192
Author(s):  
Daniela Rodrigues Da Silva ◽  
Juan Ignacio Pozo ◽  
José Cláudio Del Pino
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Change ◽  
Junior High School ◽  
Teaching And Learning ◽  
Implicit Theories ◽  
Chemical Transformations ◽  
School Students ◽  
Conceptual Structures ◽  
The Individual

To understand the phenomenon of chemical transformations in high school, students need to comprehend the idea of conservation of matter and of non-conservation of substances during the process.By considering the hypothesis of hierarchical integration, this article aims at showing the conceptual changes produced by junior high school students through the use of a Teaching and Learning Proposal (TLP). Due to the learning difficulties presented by the students, the TLP was structured around three assumptions which are considered basic for the studying of chemical transformations: concepts (conceptual cores); approach models (macroscopic, symbolic, submicroscopic); and strategies (problem solving and counter suggestion). Qualitative research, characterized as a case study, presents the comparison between pre and posttests, in addition to the microgenetic analysis of learning, which evaluates in detail how these changes occur in a given period of time. The research was carried out with four volunteer students in four individual meetings (sessions) organized in three stages: pre-test, development of the TLP and posttest. Content analysis was the methodology employed to analyze the outcomes. Results show that both the individual theories explained by each student and their constructions involve a process that encompasses the elaboration of models with different levels of complexity, which coexist and are mobilized according to the problems proposed, being structured by a mixture of ideas constituted by implicit theories and scientific theories, that is, in the process of conceptual change, the students built new conceptual structures (each in their own time), without abandoning those that already existed, so that, they gradually differentiated and redesigned their interpretations aimingto the understanding and use of theories organized around scientifically accepted models.

Diagnosing the quality of high school students’ and pre-service chemistry teachers’ cognitive structures in organic chemistry by using students’ generated systemic synthesis questions

2018 ◽  
Vol 19 (1) ◽  
pp. 305-318 ◽  
Author(s):  
Tamara Hrin ◽  
Dušica Milenković ◽  
Mirjana Segedinac
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
High School Students ◽  
Organic Compounds ◽  
Cognitive Structures ◽  
School Students ◽  
Knowledge Domain ◽  
Chemistry Teachers ◽  
Conceptual Structures

The importance of well elaborated cognitive structures in a science knowledge domain has been noted in many studies. Therefore, the main aim of this particular study was to employ a new diagrammatic assessment approach, students’ generated systemic synthesis questions (SSynQs), to evaluate and compare the quality of high school students’ and pre-service chemistry teachers’ cognitive structures in the organic chemistry domain. We used a mixed research sample (N= 83), and SSynQs were constructed following the high school chemical curriculum in the Republic of Serbia. Besides the overall quality of the cognitive structures, the size (extent) and strength (complexity) of the conceptual structures, as external representations of cognitive structures, were also analysed. It was found that both high school students and pre-service chemistry teachers had a substantial size of the conceptual structures, showing relatively good knowledge about IUPAC naming and structures of organic compounds, except for ethers. However, the strength of the conceptual structures, or inter-correlations between organic chemistry concepts, was evaluated as weak within high school students, and medium within pre-service chemistry teachers. This resulted in the identification of three main learning difficulties (LDs), accompanied by a lack of understanding (LU) about the chemical properties and relations of organic compounds. It was surprising to find that all identified LDs and LUs within high school students also appeared within pre-service chemistry teachers. What is more, the most desired and expected cognitive structures (distinguished multidimensional cognitive structures) without LDs and LUs appeared within high school students.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

Mobilizing for Some

2016 ◽  
Vol 28 (3) ◽  
pp. 123-135 ◽  
Author(s):  
Raffael Heiss ◽  
Jörg Matthes
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Experimental Design ◽  
Collective Efficacy ◽  
Political Efficacy ◽  
Negative Effects ◽  
School Students ◽  
Positive Effects ◽  
Specific Factors

Abstract. This study investigated the effects of politicians’ nonparticipatory and participatory Facebook posts on young people’s political efficacy – a key determinant of political participation. We employed an experimental design, using a sample of N = 125 high school students (15–20 years). Participants either saw a Facebook profile with no posts (control condition), nonparticipatory posts, or participatory posts. While nonparticipatory posts did not affect participants’ political efficacy, participatory posts exerted distinct effects. For those high in trait evaluations of the politician presented in the stimulus material or low in political cynicism, we found significant positive effects on external and collective efficacy. By contrast, for those low in trait evaluations or high in cynicism, we found significant negative effects on external and collective efficacy. We did not find any effects on internal efficacy. The importance of content-specific factors and individual predispositions in assessing the influence of social media use on participation is discussed.

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