Effectiveness of Structural Feedback Provided by Pathfinder Networks

Trumpower, David L.; Sarwar, Gul Shahzad

doi:10.2190/ec.43.1.b

Cited by 29 publications

(11 citation statements)

References 35 publications

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“…Structural knowledge is one of the important concentrations in education. The term structural knowledge can be used interchangeably with conceptual knowledge, connected understanding, and knowledge organizations (Trumpower & Sarwar, 2010). This is defined as knowledge of the relationships between key concepts (including facts, procedures, ideas, and rules) in a domain (Jonassen et al, 1993in Trumpower & Sarwar, 2010.…”

Section: Structural Knowledgementioning

confidence: 99%

What I know Best: Assessing Indonesian Student’s Structural Knowledge through Student-Generated Topics

Indah,

Rohmah,

Afifuddin

2020

EUROPEAN J ED RES

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Developing Indonesian English as a foreign language (EFL) students' structural knowledge presents a number of complexities especially in the bilingual context. This study aimed to determine how the structural knowledge patterns of Indonesian EFL students is, and it specifically explored various aspects that make structural knowledge representation difficult. The research also aimed to formulate an accommodative assessment model for the development of students' structural knowledge. Using a case study design, this study involved 120 English literature students (N=120) taking the Psycholinguistics class at one of the tertiary institutions in Malang, Indonesia. The research instruments included essay tests and questionnaires. The research findings showed that students in bilingual contexts have certain diversity and patterns in their structural knowledge. Second, students' structural knowledge could be influenced by a number of aspects such as topic mastery and the flow of thought. Furthermore, students' structural knowledge can be accommodated in an adequate evaluation model that measures structural knowledge and critical thinking skills. Further research in the area of content and language assessment will complete the study of the significance of structural knowledge in a bilingual context.

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Section: Structural Knowledgementioning

confidence: 99%

What I know Best: Assessing Indonesian Student’s Structural Knowledge through Student-Generated Topics

Indah,

Rohmah,

Afifuddin

2020

EUROPEAN J ED RES

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“…The Pathfinder algorithm was applied to participants' ratings of the relatedness of pairs of concepts from the triage domain to derive the knowledge representations. This was illustrated by Trumpower and Sarwar (2010), who assessed high school physics students' conceptual knowledge of a recently completed unit on work, energy, and power by developing a Pathfinder network for each student. In contrast, prior to playing the game, the novices' averaged knowledge structure showed mainly isolated concepts with links to only a single other concept (see Figure 6.3,left).…”

Section: Understanding Expert Knowledgementioning

confidence: 99%

Skill Acquisition and Training

Johnson¹,

Proctor²

2016

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Skill Acquisition and Training: Achieving Expertise in Simple and Complex Tasks describes the building blocks of cognitive, motor, and teamwork skills, and the factors to take into account in training them. The basic processes of perception, cognition, and action that provide the foundation for understanding skilled performance are discussed in the context of complex task requirements, individual differences, and extreme environmental demands. The role of attention in perceiving, selecting, and becoming aware of information, in learning new information, and in performance is described in the context of specific skills.A theme throughout this book is that much learning is implicit; the types of knowledge and relations that can profitably be learned implicitly and the conditions under which this learning benefits performance are discussed. The question of whether skill acquisition in cognitive domains shares underlying mechanisms with the acquisition of perceptual and motor skills is also addressed with a view to identifying commonalities that allow for widely applicable, general theories of skill acquisition. Because the complexity of real-world environments puts demands on the individual to adapt to new circumstances, the question of how skills research can be applied to organizational training contexts is an important one. To address this, this book dedicates much of its content to practical applications, covering such issues as how training needs can be captured with task and job analyses, and how to maximize training transfer by taking trainee self-efficacy and goal orientation into account.This comprehensive yet readable textbook is optimized for students of cognitive psychology looking to understand the intricacies of skill acquisition, while being accessible to a range of students and practitioners.

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“…These steps are illustrated via the following example ratings (see Table 1) from Trumpower & Sarwar (2010). 1.…”

Section: How the Pathfinder Algorithm Workmentioning

confidence: 99%

“…Consequently, having more concepts in a knowledge map results in time-consuming pairwise ratings tasks, and this might draw students' attention away from said task (Dicerbo 2007). Trumpower & Sarwar (2010), therefore, suggest that the set of concepts should consist of at most around 20 concepts, whereas Casas-García & Luengo-González (2013) claim that there should be no more than 12 concepts in the set. On the other hand, Cooke (1999) and Goldsmith et al (1991) argue that a set must include at least 12 concepts to accurately assess a domain.…”

Section: Criteria For Generating Referent Knowledge Mapsmentioning

confidence: 99%

“…However, a few studies have shown that less than 12 concepts might be enough to accurately assess a topic if there are core concepts confirmed by domain experts. For instance, Trumpower & Sarwar (2010) used 11 concepts of a unit on work, energy, and power to capture students' conceptual understanding before and after a feedback/remediation activity. After 24 high school students rated the relatedness degree of these concept pairs before and after the feedback/remediation activity, their pre and post knowledge maps were generated.…”

Section: Criteria For Generating Referent Knowledge Mapsmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the Mobile Structural Assessment Tool: Concept Maps for Learning Website

Filiz

Trumpower

Vanapalli

2014

Rev. colomb. estad.

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In this paper, we describe how the pathfinder algorithm converts relatedness ratings of concept pairs to concept maps; we also present how this algorithm has been used to develop the Concept Maps for Learning website (www.conceptmapsforlearning.com) based on the principles of effective formative assessment. The pathfinder networks, one of the network representation tools, claim to help more students memorize and recall the relations between concepts than spatial representation tools (such as MultiDimensional Scaling). Therefore, the pathfinder networks have been used in various studies on knowledge structures, including identifying students' misconceptions. To accomplish this, each student's knowledge map and the expert knowledge map are compared via the pathfinder software, and the differences between these maps are highlighted. After misconceptions are identified, the pathfinder software fails to provide any feedback on these misconceptions. To overcome this weakness, we have been developing a mobile-based concept mapping tool providing visual, textual and remedial feedback (ex. videos, website links and applets) on the concept relations. This information is then placed on the expert concept map, but not on the student's concept map. Additionally, students are asked to note what they understand from given feedback, and given the opportunity to revise their knowledge maps after receiving various types of feedback. ResumenEn este artículo se describe cómo el algoritmo de búsqueda de ruta convierte puntajes de conceptos pareados en mapas conceptuales. También se presenta cómo este algoritmo ha sido utilizado para desarrollar estos mapas conceptuales para aprendizaje (www.conceptmapsforlearning.com) basados en los principios del aseguramiento formativo efectivo.Las redes de búsqueda de ruta, una de las herramientas de representación de redes, ayudan a memorizar a los estudiantes y enunciar las relaciones entre mapas más que las herramientas de expresión espacial (tales como el escalonamiento multidimensional). Por tanto, las redes de búsqueda de rutas han sido usadas en varios estudios de estructura del conocimiento incluyendo la identificación de malos conceptos usados por los estudiantes. Para lograr esto, cada mapa de conocimiento tanto del estudiante como del experto son comparados vía el software de búsqueda de ruta y se remarcan las diferencias entre éstos. Después que los malos conceptos son identificados, el software de búsqueda falla en entregar una retroalimentación en estos nodos conceptuales. Para superar esta debilidad, se desarrolla una herramienta de mapa conceptual móvil que manda retroalimentaciones visuales, textuales y remediales (e.g. vídeos, enlaces a páginas web y applets) en las relaciones de los conceptos. Adicionalmente, los estudiantes son preguntados acerca de qué entienden de la retroalimentación brindada y se les da la oportunidad de revisar sus mapas de conocimiento después de recibir varios tipos de retroalimentación.Palabras clave: aseguramiento estructural, mapas conceptua...

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Effectiveness of Structural Feedback Provided by Pathfinder Networks

Cited by 29 publications

References 35 publications

What I know Best: Assessing Indonesian Student’s Structural Knowledge through Student-Generated Topics

What I know Best: Assessing Indonesian Student’s Structural Knowledge through Student-Generated Topics

Skill Acquisition and Training

Exploring the Mobile Structural Assessment Tool: Concept Maps for Learning Website

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