scholarly journals Concept Mapping in Magnetism and Electrostatics: Core Concepts and Development over Time

2020 ◽  
Vol 10 (5) ◽  
pp. 129 ◽  
Author(s):  
Christian M. Thurn ◽  
Brigitte Hänger ◽  
Tommi Kokkonen
Keyword(s):  
Conceptual Change ◽  
Concept Maps ◽  
Clustering Algorithm ◽  
Change Theory ◽  
Knowledge Structures ◽  
Knowledge Network ◽  
High Achieving Students ◽  
Core Concepts ◽  
Teaching Unit ◽  
Pagerank Centrality

Conceptual change theories assume that knowledge structures grow during the learning process but also get reorganized. Yet, this reorganization process itself is hard to examine. By using concept maps, we examined the changes in students’ knowledge structures and linked it to conceptual change theory. In a longitudinal study, thirty high-achieving students (M = 14.41 years) drew concept maps at three timepoints across a teaching unit on magnetism and electrostatics. In total, 87 concept maps were analyzed using betweenness and PageRank centrality as well as a clustering algorithm. We also compared the students’ concept maps to four expert maps on the topic. Besides a growth of the knowledge network, the results indicated a reorganization, with first a fragmentation during the unit, followed by an integration of knowledge at the end of the unit. Thus, our analysis revealed that the process of conceptual change on this topic was non-linear. Moreover, the terms used in the concept maps varied in their centrality, with more abstract terms being more central and thus more important for the structure of the map. We also suggest ideas for the usage of concept maps in class.

Schrijvend-Leren En Tekstanalyse

2004 ◽  
Vol 72 ◽  
pp. 9-22
Author(s):  
Anke Herder
Keyword(s):  
Conceptual Change ◽  
Concept Maps ◽  
Text Structure ◽  
Knowledge Structures ◽  
Writing To Learn ◽  
Analysis Tool ◽  
Graphic Representations ◽  
Explanatory Text ◽  
Rhetorical Features ◽  
Insight Into

In the context of recent studies on writing to learn, concept maps are constructed in an attempt to make knowledge structures and conceptual change explicit. These graphic representations are based on the concepts and semantic relations in a student's text. However, a concept map does not give insight into the rhetorical text structure and other rhetorical features, nor does it show the way concepts are located and connected in this structure. Since the dialectic between content knowledge and rhetorical knowledge is essential in the process of 'knowledge transforming', and consequently conceptual change, an analysis tool that integrates both analysis of rhetorical text structure and of semantic structures in text is needed. In a pilot study of a forthcoming research project about writing to learn in the content areas in primary education, an instrument was designed for integrated text analysis and graphic representation. The analysis and representations were demonstrated with data collected from ll-to-12 year old students, who wrote an explanatory text for younger students about a climate issue. Revision was triggered by asking the student whether he expected a younger pupil to understand the written explanation. An analysis and graphic representations of two texts written by two different students focused on location and use of concepts, expansions of meaning of these concepts, and connections between concepts through coherence relations, all embedded in the rhetorical text structure. It was concluded that the analysis tool proposed here makes it possible to compare students' knowledge structures and accordingly can provide insight into conceptual changes, relative to writing.

Management of Abstract Algebra Concepts Based on Knowledge Structure

2013 ◽  
Vol 284-287 ◽  
pp. 3537-3542
Author(s):  
Chin Chun Chen ◽  
Yuan Horng Lin ◽  
Jeng Ming Yih
Keyword(s):  
Mahalanobis Distance ◽  
Clustering Algorithm ◽  
Fuzzy Theory ◽  
Clustering Algorithms ◽  
Knowledge Structures ◽  
Interpretive Structural Modeling ◽  
Fuzzy C Means ◽  
Integrated Method ◽  
Combined Algorithm ◽  
Fuzzy C Means Algorithm

Knowledge Management of Mathematics Concepts was essential in educational environment. The purpose of this study is to provide an integrated method of fuzzy theory basis for individualized concept structure analysis. This method integrates Fuzzy Logic Model of Perception (FLMP) and Interpretive Structural Modeling (ISM). The combined algorithm could analyze individualized concepts structure based on the comparisons with concept structure of expert. Fuzzy clustering algorithms are based on Euclidean distance function, which can only be used to detect spherical structural clusters. A Fuzzy C-Means algorithm based on Mahalanobis distance (FCM-M) was proposed to improve those limitations of GG and GK algorithms, but it is not stable enough when some of its covariance matrices are not equal. A new improved Fuzzy C-Means algorithm based on a Normalized Mahalanobis distance (FCM-NM) is proposed. Use the best performance of clustering Algorithm FCM-NM in data analysis and interpretation. Each cluster of data can easily describe features of knowledge structures. Manage the knowledge structures of Mathematics Concepts to construct the model of features in the pattern recognition completely. This procedure will also useful for cognition diagnosis. To sum up, this integrated algorithm could improve the assessment methodology of cognition diagnosis and manage the knowledge structures of Mathematics Concepts easily.

Developing an Administrative Perspective: Toward a Curriculum Framework for Fostering Conceptual Change

1994 ◽  
Vol 4 (4) ◽  
pp. 399-413
Author(s):  
Howard L Jacobs
Keyword(s):  
Conceptual Change ◽  
Educational Administration ◽  
Marcel Proust ◽  
Program Planning ◽  
Change Theory ◽  
Classroom Teachers ◽  
Perspective Drawing ◽  
Curriculum Framework ◽  
Entering Students ◽  
Cognitive Shift

The prior experience of entering students of educational administration as classroom teachers is usually disregarded for purposes of program planning. Nevertheless, that experience can exert a prepotent effect during the early stages of academic induction devoted to developing an administrative perspective. Drawing on conceptual change theory, a curriculum framework can be designed to foster the beginning stage of that cognitive shift during introductory coursework. The real art of discovery consists not in finding new lands, but in seeing with new eyes. -Marcel Proust All seeing is essentially perspective, and so is all knowing. -Friedrich Nietzsche

Concept Maps in the Classroom: A New Approach to Reveal Students’ Conceptual Change

2015 ◽  
Vol 108 (3) ◽  
pp. 250-257 ◽  
Author(s):  
Daniela Sellmann ◽  
Anne K. Liefländer ◽  
Franz X. Bogner
Keyword(s):  
Conceptual Change ◽  
Concept Maps ◽  
New Approach

scholarly journals Challenges in the teaching of evolution in the life sciences classroom.

2013 ◽  
Vol 32 (1) ◽  
Author(s):  
Josef J. De Beer ◽  
Elizabeth Henning
Keyword(s):  
Teacher Education ◽  
Curriculum Development ◽  
Conceptual Change ◽  
Qualitative Data ◽  
Life Sciences ◽  
Change Theory ◽  
Religious Faith ◽  
School Life ◽  
Survey Questionnaires

In this article the authors report on research that was conducted about teachers’ views on evolution, which was introduced as a theme in the school life sciences curriculum in 2008. This innovation in the curriculum has been met with mixed reactions. Whereas some teachers embrace this new theme, many teachers are opposed to the teaching of evolution. The article reports on an inquiry that was conducted amongst 255 teachers and in which survey questionnaires were used to collect qualitative data, which was analysed for its discourse. The discourse of the teachers shows that many of them cannot reconcile their religious faith with their teaching and that they may teach the ‘facts’ of evolution, but make sure that they discredit evolution as a theory. This raises serious concerns about teacher education and curriculum development. The authors examine these issues through the lens of conceptual change theory.

scholarly journals EFFECTIVENESS OF THE CONCEPTUAL CHANGE METHOD ON UNDERSTANDING PLANT MASS INCREASE

2019 ◽  
Vol 18 (4) ◽  
pp. 569-582
Author(s):  
Katja Gobec ◽  
Jelka Strgar
Keyword(s):  
Conceptual Change ◽  
Science Teachers ◽  
Agricultural Education ◽  
Biology Education ◽  
Experimental Teaching ◽  
Significant Difference ◽  
Before And After ◽  
Teaching Unit ◽  
Students Attitudes ◽  
Mass Increase

This research aimed to assess the influence of the method of conceptual change on understanding the concept of increasing the mass of plants among 414 students in agricultural education in Slovenia. In photosynthesis, biomass is produced, so understanding these processes is essential for successful agriculture. Data were collected using a knowledge test and a questionnaire that were administered before and after the traditional and experimental teaching units. The results allowed the conclusion that the method of the conceptual change (experimental teaching unit) was significantly more effective than the traditional method in improving the understanding of the contribution of solar energy and carbon dioxide to the increase in the mass of plants. There was no significant difference in the improvement of knowledge about the contribution of the minerals that plants receive through their roots. Understanding the contribution of water to the increase of the mass should be tested further because of the unexpected misconception that influenced the results that was found among students. Students’ attitudes toward biology and photosynthesis were significantly better after the experimental teaching unit. Considering these findings, other topics should be prepared using the method of the conceptual change to assist biology and science teachers in agricultural education. Keywords: agricultural education, biology education, conceptual change, photosynthesis, plant mass.

scholarly journals Editorial: Pedagogic frailty and concept mapping

2017 ◽  
pp. 254-260
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Expert Knowledge ◽  
Explanatory Power ◽  
Frailty Model ◽  
Knowledge Structures ◽  
Special Issue ◽  
Mapping Tool ◽  
Expert Knowledge Structures ◽  
Influence Activities

The model of pedagogic frailty adds cohesion to consideration of the factors that impinge upon teaching at university and which may inhibit innovation. The model was developed through the examination of expert knowledge structures using concept maps. In this editorial, we summarise the pedagogic frailty model and explain its relationship to the concept mapping tool. We emphasise the need to use excellent concept maps (succinct maps with high explanatory power) for the development of theory and the exploration of the ‘yet-to-be-known’. We introduce the papers in this special issue that each consider pedagogic frailty and/or concept mapping from different perspectives. This illustrates the utility of the frailty model and how it connects to a variety of well-established bodies of research that influence activities within universities at all levels.

The Effect of Perspective on Misconceptions in Psychology: A Test of Conceptual Change Theory

2008 ◽  
Author(s):  
Elly Avarado ◽  
Lauren Rankin ◽  
Jack Kettering ◽  
Melissa Ward ◽  
Eric Amsel
Keyword(s):  
Conceptual Change ◽  
Change Theory
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