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1. A Comparative Study of the Effects of a Concept Mapping Enhanced Laboratory Experience on Turkish High School Students' Understanding of Acid-Base Chemistry (EJ822590)
Author(s):
Ozmen, Haluk; Demircioglu, Gokhan; Coll, Richard K.
Source:
International Journal of Science and Mathematics Education, v7 n1 p1-24 Feb 2009
Pub Date:
2009-02-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Concept Mapping; High School Students; Intervention; Pretests Posttests; Achievement Tests; Chemistry; Laboratory Experiments; Comparative Analysis; Grade 10; Foreign Countries; Science Laboratories; Science Instruction; Scientific Concepts; Comprehension
Abstract: The research reported here consists of the introduction of an intervention based on a series of laboratory activities combined with concept mapping. The purpose of this intervention was to enhance student understanding of acid-base chemistry for tenth grade students' from two classes in a Turkish high school. An additional aim was to enhance student attitude toward chemistry. In the research design, two cohorts of students were compared; those from the intervention group (N = 31) and a second group (N = 28) who were taught in a more traditional manner. Student understanding of acid-base chemistry was evaluated with a pretest/posttest research design using a purpose-designed instrument, the "Concept Achievement Test" (CAT) consisting of 25 items, 15 multiple choice and ten multiple choice with explanation. Alternative conceptions identified in the pretest were incorporated into the intervention, which thereby sought to move students toward views more in accord with scientific views for the concepts. Statistical tests indicate the instrument is reliable (with an alpha reliability of 0.81) and the analysis of the findings revealed statistically significant differences between the intervention and traditional groups with respect to conceptual understanding. Examination of student explanations and analyses of semi-structured interviews conducted with selected students suggest that the main influence was the laboratory activities. Analysis of the findings in the context of relevant literature that concept mapping in conjunction with laboratory activities is more enjoyable, helps student link concepts, and reduces their alternative conceptions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. The Comparative Effect of Individually-Constructed vs. Collaboratively-Constructed Computer-Based Concept Maps (EJ823139)
Kwon, So Young; Cifuentes, Lauren
Computers & Education, v52 n2 p365-375 Feb 2009
Journal Articles; Reports - Evaluative
Descriptors: Concept Mapping; Comparative Analysis; Cooperative Learning; Independent Study; Computer Uses in Education; Web Based Instruction; Scientific Concepts; Constructivism (Learning); Science Education; Grade 7; Teaching Methods; Learning Strategies
Abstract: The researchers investigated the comparative effects of individually-constructed and collaboratively-constructed computer-based concept mapping on middle school science concept learning. One hundred and sixty one students completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, students were assigned to three groups: a self-selected study strategy group, an individual-concept mapping group, and a collaborative pairs--concept mapping group. Collaboratively and individually-constructing computer-based concept maps had equally positive effects on seventh grade middle school science concept learning as measured on a comprehension test. However, the students who collaboratively constructed concept maps created significantly higher quality concept maps than those who individually constructed concept maps indicating deeper conceptual understanding. (Contains 2 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Learning the Attachment Theory with the CM-ED Concept Map Editor (EJ823135)
Rueda, U.; Arruarte, A.; Elorriaga, J. A.; Herran, E.
Computers & Education, v52 n2 p460-469 Feb 2009
Descriptors: Concept Mapping; Cognitive Structures; Foreign Countries; Education Courses; College Students; Behavior Theories; Learning Strategies; Multimedia Materials; Educational Technology; Instructional Design; Computer Software; Computer Graphics
Abstract: This paper presents a study carried out at the University of the Basque Country UPV/EHU with the aim of evaluating the CM-ED (concept map editor) with social education students. Concept mapping is a widely accepted technique that promotes meaningful learning. Graphically representing concepts of the learning domain and relationships between them helps students integrate new knowledge into their current cognitive structure. Due to the flexibility of computer-aided drawing graphs, several concept mapping tools have been developed and their use has been studied over the last few years. CM-ED is a multilingual and multimedia software program designed for drawing concept maps. Until recently, CM-ED had been mainly used and evaluated in computer science university degree. This paper represents a qualitative step in the evaluation of CM-ED: from technical students to students of more theoretical fields. The main characteristics of the CM-ED editor and the carried out study are presented in this paper. (Contains 5 tables and 9 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Contextualization in Perspective (EJ823218)
Son, Ji Y.; Goldstone, Robert L.
Cognition and Instruction, v27 n1 p51-89 Jan 2009
2009-01-00
Descriptors: Context Effect; Perspective Taking; Form Classes (Languages); Grammar; Evidence; Tutorial Programs; Social Cognition; Medical Education; Concept Mapping; Decision Making Skills
Abstract: Instruction abstracted from specific and concrete examples is frequently criticized for ignoring the context-dependent and perspectival nature of learning (e.g., Bruner, 1962, 1966; Greeno, 1997). Yet, in the effort to create personally interesting learning contexts, cognitive consequences have often been ignored. To examine what kinds of personalized contexts foster or hinder learning and transfer, three manipulations of perspective and context were employed to teach participants Signal Detection Theory (SDT). In all cases, application of SDT principles was negatively impacted by manipulations that encouraged participants to consider the perspective of the signal detector (the decision maker in SDT situations): by giving participants active detection experience (Experiment 1), biasing them to adopt a first-person rather than third-person perspective (Experiment 2), or framing the task in terms of a well-known celebrity (Experiment 3). These contexts run the risk of introducing goals and information that are specific to the detector's point of view, resulting in sub-optimal understanding of SDT. (Contains 3 figures and 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Learning through Reflective Classroom Practice: Applications to Educate the Reflective Manager (EJ824721)
Hedberg, Patricia Raber
Journal of Management Education, v33 n1 p10-36 2009
2009-00-00
Descriptors: Reflective Teaching; Management Development; Teaching Methods; Educational Practices; Classroom Techniques; Transformative Learning; Business Administration Education; Concept Mapping; Teaching Models; Instructional Design
Abstract: Reflection is an important yet often-neglected aspect of management performance. This article proposes that management educators take advantage of the contemplative classroom learning process by modeling and teaching reflective practice. A framework for conceptualizing reflective learning is presented. Reflection can result in deeper learning not only about the subject studied but also about the learner. Moreover, critical reflection can challenge embedded assumptions, beliefs, and values. A major focus of the study is sharing specific examples of how and when to add introspective practice throughout a management course. Concerns about the consequences of opening up one's classroom for reflective learning are also discussed. (Contains 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. The Effect of Applying Elements of Instructional Design on Teaching Material for the Subject of Classification of Matter (ED503906)
Ozdilek, Zehra; Ozkan, Muhlis
Online Submission, The Turkish Online Journal of Educational Technology--TOJET v8 n1 Jan 2009
N/A
Descriptors: Instructional Effectiveness; Instructional Materials; Classification; Scientific Concepts; Grade 7; Holistic Approach; Instructional Design; Models; Academic Achievement; Constructivism (Learning); Experimental Groups; Control Groups; Concept Mapping; Animation; Prior Learning; Student Characteristics
Abstract: The aim of this study was to examine the effect of instructional materials for the subject of classification of matter as solids, liquids and gases that were developed using a holistic instructional design model on student achievement. In the study a pre-test/post-test with control group experimental design was used. The study was conducted in the 2004-2005 school year using a sample of 120 students in the 7th grade (Experimental group 1=30, Experimental group 2=30, Control group 1=30, and Control group 2=30). At the beginning of the study a prior knowledge test, science attitude scale and Multiple Intelligence Fields Determination Scale were completed by the students. At the end of the study an achievement determination questionnaire was completed by the students in the experimental and control groups. Instructional material including student worksheets, student practice questions and a teacher guide were prepared by the researchers on the Freehand MXa program. In teaching the subject to the experimental groups, a holistic instructional approach was used that combined reliance on multiple intelligence theory, a constructivist approach, deliberate use of analogies and an emphasis on science process skills. In addition, concept maps and an animation were used. The data were analyzed using descriptive statistics, one-way analysis of variance, Cohen's size effect, and the Scheffe Test with the SPSS 11.00 program at the .05 significance level. At the beginning of the study, it was found that while there was no statistically significant difference between the students of the experimental and control groups, at the end of the study levels of achievement of the students on this subject in the two experimental groups were higher than both control groups. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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7. Using an Exemplification Exercise to Teach Psychological Disorders (EJ825430)
Balch, William R.
Teaching of Psychology, v36 n1 p55-58 Jan 2009
Descriptors: Psychology; Lecture Method; Introductory Courses; Intermode Differences; Pretests Posttests; Mental Disorders; Instructional Effectiveness; Concept Mapping; Class Activities; Undergraduate Students; Classroom Techniques; Teaching Methods
Abstract: At the beginning of the semester, 2 introductory psychology classes took 1 pretest requiring them to match 12 psychological disorders with the correct definitions and another requiring them to match the disorders with appropriate examples. Twelve weeks later, both classes heard lecture material on the disorders. One class also performed an exercise in which students wrote an original example of each disorder. At the end of the period in each class, students took posttests identical to the pretests. The lecture-plus-exercise class performed significantly better than the lecture-only class on the posttests but not on the pretests, reflecting the teaching effectiveness of the exemplification exercise as a supplement to lecture material. (Contains 2 notes and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Effects of Concept Mapping Strategy on Learning Performance in Business and Economics Statistics (EJ825415)
Chiou, Chei-Chang
Teaching in Higher Education, v14 n1 p55-69 Feb 2009
Descriptors: Concept Mapping; Research Design; Statistics; Business; Economics; Visual Aids; Instructional Effectiveness; Textbooks; Teaching Methods; Comparative Analysis; Academic Achievement
Abstract: A concept map (CM) is a hierarchically arranged, graphic representation of the relationships among concepts. Concept mapping (CMING) is the process of constructing a CM. This paper examines whether a CMING strategy can be useful in helping students to improve their learning performance in a business and economics statistics course. A single factor, between subjects experimental design with three participant groups (collaborative concept mapping (CCMING) versus individual concept mapping (ICMING) versus traditional textbook exercises (TTE)) was employed. The experimental results suggest that adopting a CMING strategy can significantly improve student learning achievement in statistics, compared to using TTE, and adopting a CCMING improves student achievement even more than using ICMING. Furthermore, most of the students were satisfied with using CMING to learn statistics. (Contains 9 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Are High-Coherent Concept Maps Better for Prior Knowledge Activation? Differential Effects of Concept Mapping Tasks on High School vs. University Students (EJ809118)
Gurlitt, J.; Renkl, A.
Journal of Computer Assisted Learning, v24 n5 p407-419 Oct 2008
2008-10-00
Descriptors: High School Students; College Students; Concept Mapping; Learning Strategies; Prior Learning; Correlation; Learning Experience; Learning Processes; Web Based Instruction; Educational Technology; Computer Assisted Instruction; Prompting; Science Instruction; Physics; Recall (Psychology)
Abstract: We investigated whether and how prior knowledge activation improves learning outcomes for high school (less experienced learners) and university students (experienced learners) in a hypertext environment. Map coherence was defined as the extent to which relationships between the concepts in the map were made explicit. Therefore, we classified the mapping task of creating and labeling lines as low-coherent, and the mapping task of labeling provided lines as high-coherent. Learners were randomly assigned to the conditions of (1) high-coherent knowledge activation; (2) low-coherent knowledge activation; and (3) a baseline condition without prior knowledge activation. We found an overall effect for prior knowledge activation, learning experience, and an interaction between learning experience and the coherence of the prior knowledge activation task on learning outcomes. High school students benefited most from labeling provided lines, while university physics majors benefited most from creating and labeling lines. This interaction effect and effects of the specific mapping tasks on process measures support the claim that different prior knowledge activation tasks are suited for different groups of learners. (Contains 3 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Literary Geospaces (EJ808885)
Howard, Jennifer
Chronicle of Higher Education, v54 n47 pB10 Aug 2008
2008-08-01
Journal Articles; Reports - Descriptive
No
Descriptors: Humanities; Learning Resources Centers; Historical Interpretation; Knowledge Representation; Concept Mapping; Foreign Countries
Abstract: Digital-humanities centers have sprung up on many campuses, and the field has already launched many careers--but not always smoothly. A panel at the Modern Language Association conference in December focused on a particular subset of work that the organizers described as "literary geospaces." Two of the featured projects--Janelle Jenstad's Map of Early Modern London and Matthew L. Jockers's work on mapping or "georeferencing" the development of Irish-American literature--suggest the potential and some of the uncertainties that await literary critics who take up digital-humanities work. In this article, the author discusses these projects that help convey the significance of texts' locales in various eras. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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