Pedagogy, Environmental Education, and Context: Promoting Knowledge Through Concept Mapping

Austin, Barbara; Schmidt, Nina

doi:10.1007/978-90-481-9222-9_15

Cited by 5 publications

(2 citation statements)

References 6 publications

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“…Academic performance in this study was measured only with standardized tests. Other more contextualized or higher-level performance assessments (Austin & Schmidt, 2010) might provide a better understanding of how EE-themes might impact classroom instruction. Longitudinal studies or broader scoped studies are needed.…”

Section: Recommendations For Further Researchmentioning

confidence: 99%

Integration of Science Disciplinary Core Ideas and Environmental Themes through Constructivist Teaching Practices

Holley

Park

2020

EURASIA J MATH SCI T

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A descriptive, mixed methods study investigated learning outcomes and processes of integrating environmental education (EE) and science education (SE). Specifically, this study examined the impact of EE-based constructivist science teaching approach on students' science achievement scores, environmental self-efficacy, course completion rate, and perceptions of their learning experiences. Participants of the study (N=46) included students in a Physical Science course at one public high school in a southeastern state of the United States. Data sources included the students' final exam scores, standardized unit test scores, self-efficacy measurements, course completion data, and student written reflections. Data analysis indicated that students with an EEbased constructivist science teaching approach (N=23) performed higher on science achievement tests and developed statistically higher environmental self-efficacy than those in a traditional teaching classroom (N=23). More students passed the final exam (96%) and the mean final exam score was four points higher (82) in EE-based constructivist teaching approach classes. Students who were in the EE-based constructivist science teaching approach classroom tended to perceive their learning experiences in more positive ways.

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Section: Recommendations For Further Researchmentioning

confidence: 99%

Integration of Science Disciplinary Core Ideas and Environmental Themes through Constructivist Teaching Practices

Holley

Park

2020

EURASIA J MATH SCI T

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“…Their findings are supportive of the idea that PD can influence the way in which teachers' content knowledge is organized. In a study with preservice teachers, Austin and Schmidt (2010) used concept mapping to investigate the development of expert-like knowledge features such as noticing and abstracting patters, using an overarching framework to organize information, and using a contextual clue as a means of flexible knowledge retrieval and application. They used concept maps to solicit crossdisciplinary knowledge representations of environmental science, and in doing so concluded that participants were able to create maps that reflected cross-disciplinary connections.…”

Section: Assessing Teacher Learning Via Concept Mapsmentioning

confidence: 99%

Concept Mapping as a Mechanism for Assessing Science Teachers’ Cross-Disciplinary Field-Based Learning

Garner

Kaplan

Hathcock

et al. 2019

Journal of Science Teacher Education

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Two common goals of science teacher professional development (PD) are increased content knowledge (CK) and improved readiness to teach through inquiry. However, PD assessment challenges arise when the context is structured around inquiry-based, participant-driven learning, and when the content crosses scientific disciplines. This study extended the use of concept mapping as an assessment tool for examining changes in the content knowledge of 21 high school science teachers who participated in a field-based environmental science summer institute. The scoring rubric focused on documenting concepts, links, and map organization and scope in an attempt to capture development of crossdisciplinary knowledge in ways that correspond with theories of expertise development. The analysis revealed significant gains from pre-PD to post PD maps in the sophistication of links between concepts and in the number of additional, participant-generated scientifically valid concepts. Relative to the initial maps, post PD maps also manifested more complete clustering of concepts. Findings are discussed in reference to previous studies on teachers' learning and implications for future research using concept mapping as a means of assessing teacher PD.

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Assessing Users’ Perception on the Current and Potential Educational Value of an Electrical Engineering YouTube Channel

et al. 2022

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Full comprehension of abstract concepts present in engineering education has been usually considered challenging. Engaging multimedia resources have proven to be useful pedagogical aids to increase students' motivation. In fact, already existing dissemination videos might be suitable to fulfill this objective. This research aims to contribute assessing video implications in the enhancement of engineering education quality, through the evaluation of the current pedagogical use of a specific electrical engineering YouTube channel. To meet this objective, we characterize the use of such channel through a quantitative methodology based on a 5-point Likert scale survey (Cronbach's alpha=0.76). Sample data was collected from 912 respondents, who assessed the channel content and format adequacy, users' preferences, and their perceptions on video integration in educational contexts. Results show (3.98 over 5) that there is currently a far-reaching educational use of the channel, and a general perception that its contents and audiovisual format are adequate for such purpose. Most users agree (4.74 over 5) that this kind of pedagogical resource could enhance education quality. As limitations, an underrepresentation of teachers in the sample could be highlighted, though student community is well represented. Overall findings suggest that the format and cognitive load in scientific dissemination YouTube channels might be perceived as suitable for pedagogical use, as means to improve education experience. This complementary use unveils the need to implement technology integration models to facilitate their pedagogical insertion, which will be addressed as future works along with more evaluations of similar dissemination channels.

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Pedagogy, Environmental Education, and Context: Promoting Knowledge Through Concept Mapping

Cited by 5 publications

References 6 publications

Integration of Science Disciplinary Core Ideas and Environmental Themes through Constructivist Teaching Practices

Integration of Science Disciplinary Core Ideas and Environmental Themes through Constructivist Teaching Practices

Concept Mapping as a Mechanism for Assessing Science Teachers’ Cross-Disciplinary Field-Based Learning

Assessing Users’ Perception on the Current and Potential Educational Value of an Electrical Engineering YouTube Channel

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