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

Autor/inn/en	Sellmann, Daniela; Liefländer, Anne K.; Bogner, Franz X.
Titel	Concept Maps in the Classroom: A New Approach to Reveal Students' Conceptual Change
Quelle	In: Journal of Educational Research, 108 (2015) 3, S.250-257 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.896315
Schlagwörter	Foreign Countries; High School Students; Concept Mapping; Science Instruction; Climate; Qualitative Research; Statistical Analysis; Attitude Change; Concept Formation; Correlation; Secondary School Teachers; Science Teachers; Student Attitudes; Control Groups; Experimental Groups; Interrater Reliability; Germany + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Concept Map; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Klima; Qualitative Forschung; Statistische Analyse; Attitudinal change; Einstellungsänderung; Concept learning; Begriffsbildung; Korrelation; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Interrater-Reliabilität; Deutschland
Abstract	When entering the classroom, adolescents already hold various conceptions on science topics. Concept maps may function as useful tools to reveal such conceptions although labor-intensive analysis often prevents application in typical classroom situations. The authors aimed to provide teachers with an appropriate approach to analyze students' concept maps within daily school routine. They intended to conclude qualitative changes from analyzing quantitative parameters. To test the approach, high school students were asked to map their conceptions before and after attending an educational program on climate change. For the analyses, quantitative as well as qualitative methods were applied. A comparison of pre- and postmaps pointed to a conceptual change. From strong correlations between qualitative and quantitative parameters we assumed our approach to be applicable. Due to its simple and barely time-consuming handling, the authors' approach is suitable for application in conventional classroom situations and may contribute to inform teachers about students' conceptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01