Concept mapping: A tool to develop reflective science instruction

Mason, Cheryl L.

doi:10.1002/sce.3730760105

Cited by 64 publications

(43 citation statements)

References 14 publications

(10 reference statements)

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“…Educators have found concept maps useful to assess prior student knowledge, to identify gaps in student knowledge, to help teacher education students identify key concepts to target in their teaching, and as an assessment tool to determine the extent and quality of new connections students are able to make after instruction (Mason 1992).…”

Section: Previous Uses Of Concept Mapsmentioning

confidence: 99%

“…Concept maps have been used with elementary students (Eschenbrenner 1994), middle school students (Sizmur and Osborne 1997;Coleman 1998), high school students (Stensvold and Wilson 1990), and college students (Heinze-Fry and Novak 1990;Pearsall, Skipper and Mintzes 1997) including teacher education students (Mason 1992). While concept mapping was originally developed for use with the English language, recent work has begun to explore how concept mapping might be adapted for use with English Language Learners whose first language uses a sentence structure different from that used in English.…”

Section: Previous Uses Of Concept Mapsmentioning

confidence: 99%

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Concept maps as assessment in science inquiry learning - a report of methodology

Stoddart¹,

Abrams²,

Gasper³

et al. 2000

International Journal of Science Education

146

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SummaryIncreasing availability of technologies, such as CD-ROMs and the WWW, in schools means that more teachers will have the potential to implement student-centered, inquirybased approaches to learning. Assessing what each student knows in a broad subject area, such as science, is difficult. Assessing students' understanding in circumstances where each student may pursue different topics of study, where there is no way to predict in advance what those topics of study will be, and where the possible topics of study include natural phenomena which are only beginning to be studied by professional scientists is more difficult. The authors recently faced such a challenge. To meet the challenge, the authors chose to assess studentlearning using an open-ended concept map activity combined with a rubric which extracts quantitative information about the quality of understanding from each map. This article describes the method the authors developed, including tests of reliability and validity.

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Section: Previous Uses Of Concept Mapsmentioning

confidence: 99%

Section: Previous Uses Of Concept Mapsmentioning

confidence: 99%

Concept maps as assessment in science inquiry learning - a report of methodology

Stoddart¹,

Abrams²,

Gasper³

et al. 2000

International Journal of Science Education

146

View full text Add to dashboard Cite

show abstract

“…Consequently, teacher candidates with majors in the field frequently could not effectively interrelate concepts in their disciplines (Lederman, Gess-Newsome & Latz (1994);Mason, 1992).…”

Section: Applications In Programsmentioning

confidence: 99%

Teaching Osmosis to Biology Students

Odom

Barrow

Romine

2017

The American Biology Teacher

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These standards incorporate a number of changes from the 1998 version. These changes have come about to remedy weaknesses in the standards discovered in their use by the NSTA's NCATE Program Review Board and to address concerns about the vagueness of some of the 1998 standards.In NCATE institutional reviews, the review board quickly learned that the ten standards adopted in 1998 were too broad to be addressed effectively by institutions, who interpreted the standards in many-sometimes unintended-ways. As an interim measure, NSTA integrated more specific "dimensions," into NCATE program review materials to help institutions understand the meaning of each standard. The dimensions thus became a de facto subset of standards to which programs seeking recognition were required to respond. In this revision, the task force has formally incorporated the dimensions into the standards, refining them in language and placement in order to define the knowledge, skills or dispositions sought for each of the original ten standards better. The standards themselves-especially standards two, three, four, seven and nine-have also been rewritten to focus and clarify their meanings.The task force has also added a set of subject matter content recommendations to this version of the standards. In the 1998 standards, the content recommendations were similar to those found in the 1987 curriculum-based standards. In addition, the National Science Education Standards were not directly referred to in the 1998 standards; references were added later in NCATE documents. In this revision, content recommendations have been created by the task force based on the recommendations of the American Association of Physics Teachers, the American Chemical Society, the National Association of Biology Teachers and the National Earth Science Teachers Association, and review of the NSES. These recommendations are expressed in the form of competencies rather than courses, and are intended to guide institutions and states in their selection of their subject matter requirements and assessments.The vision and recommendations of the NSES are given more prominence in this version of the standards than in the previous version. The unifying concepts, for example, have been given more attention, and their meanings have been delineated much more carefully.In terms of the format of the standards, the revised standards are each followed by a "discussion" section-replacing the "rationale" in the 1998 standards-and an "application to programs" section-replacing the former "recommendations" section. Narratives in these new sections are tighter and more focused than in the previous document. The "indicators" sections in the 1998 version were dropped, since they proved more confusing than helpful in practice.The revised standards have been subjective to numerous reviews, and comments received from science teacher educators have been carefully examined for possible incorporation into the standards. This version of the standards has generally been positively received and the c...

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“…12 En tant qu'innovation pédagogique, notre expérience a permis de tester qualitativement les objectifs d'enseignement suivants :…”

Section: Hypothèses Des Expérimentationsunclassified

Protocoles d'emploi des cartes conceptuelles au lycée et en formation des maîtres1

Tribollet¹,

Langlois²,

Jacquet³

2000

trema

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Concept mapping: A tool to develop reflective science instruction

Cited by 64 publications

References 14 publications

Concept maps as assessment in science inquiry learning - a report of methodology

Concept maps as assessment in science inquiry learning - a report of methodology

Teaching Osmosis to Biology Students

Protocoles d'emploi des cartes conceptuelles au lycée et en formation des maîtres1

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