Mapping Conceptual Change in Matter and Molecules.

Autor/in	Fellows, Nancy
Titel	Mapping Conceptual Change in Matter and Molecules.
Quelle	(1993), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Observation Techniques; Comparative Analysis; Concept Formation; Concept Mapping; Elementary School Students; Grade 6; Information Utilization; Intermediate Grades; Interviews; Knowledge Level; Matter; Middle School Students; Middle Schools; Molecular Structure; Organization; Science Instruction; Student Evaluation; Teaching Methods; Thinking Skills; Writing Evaluation + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Concept Map; School year 06; 6. Schuljahr; Schuljahr 06; Informationsnutzung; Mittelstufe; Interviewing; Interviewtechnik; Wissensbasis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Organisation; Organisationsstruktur; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit
Abstract	To analyze a student's conceptual changes, analyzing transcriptions of writing and verbal statements may not provide enough information. In a study of 25 sixth graders learning about matter and molecules, concept mapping of students' stated ideas was used to analyze the kinds of organizational changes the students made to use new science information. Mapping student statements across time should provide insight into the ways they restructure knowledge. Methodology used and findings are reported for 2 of the 25 students as they studied matter and molecules. Interviews, student writings, transcripts of their remarks, and observations of classroom instruction were used to make the concept maps. Maps were constructed by placing each concept in a circle and connecting the circles as concepts were mentioned. Comparing the maps over time reflected changes in student thinking. With the aid of instruction, students organized their information more usefully and their maps became more organized, with more hierarchical levels. Implications for teaching and learning are discussed. Eight figures of concept maps are included. (Contains 24 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC