Analysing Concept Maps as an Assessment Tool in Teaching Physics and Comparison with the Achievement Tests

İngeç, Şebnem Kandil

doi:10.1080/09500690802275820

Cited by 59 publications

(36 citation statements)

References 24 publications

(20 reference statements)

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“…Most of the literature related to the problems emerging while preparing concept maps in Turkish focus upon the problems associated with writing phrases (Didiş et al, 2014;İngeç, 2009;Lee, 1999;Park & Kim, 2008;Sağlam, 2009;Sözbilir & Neacşu, 2014;Turan & Ekmekci, 2011;Ünlü et al, 2006). The structural differences between Turkish and English cause distortions in the resultant clauses and make it difficult to write propositions.…”

Section: Discussionmentioning

confidence: 99%

“…This immense difference between English and Turkish lingual syntax causes problems in preparing Novakian concept maps in Turkish (Turan & Ekmekci, 2011;İngeç, 2009;Sağlam, 2009;Ünlü, İngeç, & Taşar, 2006;Bağcı Kılıç, 2003). Ünlü et al (2006) reported in their study that they had had too many problems due to the syntaxial differences between Turkish and English and that the expressions between the concepts describing their relationship were often not compatible with Turkish grammar.…”

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confidence: 99%

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A Different Approach to Preparing Novakian Concept Maps: The Indexing Method

2016

EDUC SCI-THEOR PRACT

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People who claim that applying Novakian concept maps in Turkish is problematic base their arguments largely upon the structural differences between the English and Turkish languages. This study aims to introduce the indexing method to eliminate problems encountered in Turkish applications of Novakian maps and to share the preliminary results of its application. For this purpose, 20 pre-service chemistry teachers who had mastered the concept-mapping method after seven weeks of intense education were asked to prepare concept maps on the topic of atoms by using both the Novakian and indexing methods. The maps were qualitatively assessed by experts regarding informational content. The participants were asked to state in writing their opinions about the indexing method. The resulting analysis revealed that the participants were able to express the relation between two concepts more realistically when they used the indexing method, and the resulting maps were much richer in informational content. Almost all participants (95%) stated that the new method was more convenient in terms of reflecting the necessary mental information.The results of the study show the indexing method to be a much more convenient and informative way of preparing concept maps for both teachers and students.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

A Different Approach to Preparing Novakian Concept Maps: The Indexing Method

2016

EDUC SCI-THEOR PRACT

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“…In educational settings, the use of graphical knowledge representation tools like concept maps has been one promising line of approach which is known to support the formation of such organized knowledge (Novak and Gowin 1984;Ruiz-Primo and Shavelson 1996;Trowbridge and Wandersee 1989;di Sessa and Sherin 1998;Ingeç 2008). The importance of knowledge organization has thus been recognized.…”

Section: Introductionmentioning

confidence: 98%

Coherent Knowledge Structures of Physics Represented as Concept Networks in Teacher Education

Koponen

Pehkonen

2009

Sci & Educ

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A characteristic feature of scientific knowledge is the high degree of coherence and connectedness of its conceptual structure. This notion is also behind the widely accepted instructional method of representing the concepts as networks. We suggest here that notions of explanatory coherence and deductive coherence naturally connect the structure of knowledge to the processes which are important in constructing the concept networks. Of these processes, experimental method and modelling are shown to be closely connected with explanatory and deductive coherence, respectively. From this viewpoint, we compare here how experts and novices represent their physics knowledge in the form of concept networks, and show that significant differences between experts' and novices' quality of knowledge become directly reflected in the structure of the networks. The results also show how concept networks make visible both the structure of knowledge and the methodological procedures, which support its formation.

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“…According to many researchers, pre-service physics teachers have misconceptions or imperfect knowledge on the subjects of optics, energy, force and motion (Sahin and Yagbasan 2012;Bayraktar 2009;İngec 2009;Yalcin, Altun, Turgut, and Aggül, 2009). Pre-service physics teachers should correct these misconceptions before graduation or starting to teach the physics class.…”

Section: Objective and Problemsmentioning

confidence: 99%

Implementing Differentiated Instruction on Pre-Service Physics Teachers: Agendas /Fizik Öğretmen Adaylarına Farklılaştırılmış Öğretimin Uygulanması: Ajandalar).... Doi: 10.14686/buefad.v4i2.5000136908

Salar¹,

Turgut²

2015

BUEFAD - BUJFED

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The purpose of this study is to determine missing knowledge of pre-service physics teachers related to the subjects of optics, energy, force and motion and try to overcome the imperfect knowledge problem using differentiated instruction. The study was conducted with 26 pre-service physics teachers. Before intervention three different multiple choice tests (pre-tests) was implemented to pre-service physics teachers for determine their missing knowledge. After this determination, one of the researchers lectured pre-service physics teachers during eight weeks using differentiated instruction. Two weeks after instruction multiple choice tests was implemented again as post-tests. Paired sample t-test was conducted to determine whether there is a significant difference between the tests. There were significant differences in all three units in favour of post-test results. This means that the lack of knowledge of the teachers have been largely resolved.Key Words: agendas; differentiated instruction; physics education; pre-service teachers Fizik Öğretmen Adaylarına Farklılaştırılmış ÖğretiminUygulanması: Ajandalar Öz: Bu araştırmanın amacı, fizik öğretmeni adaylarının, optik, enerji, kuvvet ve hareket konularındaki eksik bilgilerini belirlemek ve ardından bu eksiklikleri farklılaştırılmış öğretim kullanarak gidermeye çalışmaktır. Çalışma 26 öğretmen adayı ile gerçekleştirilmiştir. Uygulamadan önce, üç farklı çoktan seçmeli test (ön-test) öğretmen adaylarının eksik bilgilerini belirlemek amacıyla uygulanmıştır. Daha sonra, farklılaştırılmış öğretim kullanarak sekiz hafta süren uygulama yapılmıştır. Uygulamadan iki hafta sonra, çoktan seçmeli testler son-test olarak tekrar uygulanmıştır. Ön testler ile son testler arasında anlamlı farkın olup olmadığını anlamak amacıyla bağımlı gruplar t-testi yapılmıştır. Sonuç olarak, son testler lehine anlamlı bir fark çıkmıştır. Bu sonuca bakılarak, öğretmen adaylarının eksik bilgilerinin büyük ölçüde giderildiği söylenebilir.

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Analysing Concept Maps as an Assessment Tool in Teaching Physics and Comparison with the Achievement Tests

Cited by 59 publications

References 24 publications

A Different Approach to Preparing Novakian Concept Maps: The Indexing Method

A Different Approach to Preparing Novakian Concept Maps: The Indexing Method

Coherent Knowledge Structures of Physics Represented as Concept Networks in Teacher Education

Implementing Differentiated Instruction on Pre-Service Physics Teachers: Agendas /Fizik Öğretmen Adaylarına Farklılaştırılmış Öğretimin Uygulanması: Ajandalar).... Doi: 10.14686/buefad.v4i2.5000136908

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