The mystery of cognitive structure and how we can detect it: tracking the development of cognitive structures over time

Ifenthaler, Dirk; Masduki, Iskandaria; Seel, Norbert M.

doi:10.1007/s11251-009-9097-6

Cited by 126 publications

(98 citation statements)

References 31 publications

(44 reference statements)

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“…As for the method to probe the MCS, the concept map method was considered as the most convenient and effective commonly at present (Novak, 1998;Liu, 1994;Ruiz-Primo & Shavelson, 1997), because it could show clearly not only the quantity of knowledge and their connections, but also the integral organization of all knowledge (Preece, 1976;Zhang and Chen, 2000;Tsai, 2001;Ifenthaler et al, 2001). However, it was obviously inconvenient to conduct quantitative analysis (Zhang and Chen, 2000;Ifenthaler et al, 2001).…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

“…However, it was obviously inconvenient to conduct quantitative analysis (Zhang and Chen, 2000;Ifenthaler et al, 2001). So the researchers developed some new methods, such as flow-map method (Anderson and Demetrius, 1993) , the technique of "establishment by the subject" (Liu, 1994;Enger, 1996;Ruiz-Primo & Shavelson, 1997;Ruiz-Primo et al, 2001;Lavigne, 2005;Shavelson et al, 2005;Muller et al, 2008;Lindstrom & Sharma, 2011), the method of "Pathfinder Associative Networks" (Casas et al, 2011;Geeslin & Shavelson, 1975;Jonssen et al, 1993;Fenker, 1975;Preece, 1976;Wainer & Kaye, 1974), and the method with HIMATT (Ifenthaler, 2011).…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

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Research on Organization of Mathematics Knowledge in Good Mathematical Cognitive Structure

Yang

Zhu

et al. 2017

EURASIA J MATH SCI T

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This research adopted the method of network data analysis, chose 31 senior high school first-grade outstanding students as participants and 44 concepts about trigonometric function as materials, analyzed the organization of mathematics knowledge in good mathematical cognitive structure (GMCS) with the help of software Ucinet. The results indicated: (1) The connections between the concepts in GMCS were more extensive, especially those connections with higher tightness degree. (2) Most connections in GMCS were direct. (3) There were more abstract concepts as accumulation points connecting with others. (4) There were a number of concrete and frequently used concepts connecting with others directly. Therefore, the mathematics teachers should help students to construct extensive and direct connections between mathematics knowledge in their mind. These new findings expanded and deepened the current research about mathematical cognitive structure(MCS), pointed out the direction and target for educators helping their students form GMCS. Meanwhile, this research demonstrated the network data analysis method was feasible and valuable to analyze mathematics psychological issues.

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Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Research on Organization of Mathematics Knowledge in Good Mathematical Cognitive Structure

Yang

Zhu

et al. 2017

EURASIA J MATH SCI T

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“…Instead of applying a fine-grained analysis of changes in cognitive structures (e.g., Ifenthaler et al 2009), we use a (highly powered) regression approach. Specifically, we analyze data from more than 70,000 exams written by almost 3,000 advanced law students at the Faculty of Law at the University of Münster.…”

Section: Introductionmentioning

confidence: 99%

Development of legal expertise

2013

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In a comprehensive empirical investigation (N = 71,405) we analyzed the development of legal expertise in a critical 1-year period of academic legal training in which advanced law students start practicing to solve complex cases. We were particularly interested in the functional form of the learning curve and inter-individual differences in learning. Performance increases monotonically with the number of practice exams following a slightly concave learning curve without any considerable kinks. Considering the performance development over time, however, the curve is not monotonic and shows intermediate drops in performance. We provide evidence which suggests that these drops are due to cyclic drops in motivation. There are about equally sized marginal effects of practicing law exams in general and practicing exams in the specific area of law. However, students with high (vs. low) initial performance profit more from practicing exams within a specific area of law whereas students with low initial performance profit more from practicing exams in general. The concave increase in performance with the number of practicing exams is mainly driven by individuals with low initial performance. Those with high initial performance mainly display a linear learning trend. We discuss the practical implications of these findings for academic legal training.

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“…A maioria das pesquisas sobre os MCs se concentra no campo da educação e ensino (sobretudo no ensino de ciências). Elas podem ser organizadas em quatro categorias: avaliação (CICU-TO; CORREIA, 2012;HAY, 2007;HILBERT;RENKL, 2008;HAY;ADAMS, 2000;NOVAK, 2002;OLIVER, 2009), aprendizagem, (CORREIA; DONNER JR.; INFAN-TE-MALACHIAS, 2008;CAÑAS, 2007;HAY;LYGO-BAKER, 2008;CAÑAS, 2005), cognição (AMADIEU et at., 2009;IFENTHALER;MASDUKI;SEEL, 2011;KARPICKE;BLUNT, 2011) e colaboração (FISCHER et al, 2002;TORRES;MARRIOTT, 2009).…”

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Análise de vizinhança de mapas conceituais a partir do uso de múltiplos conceitos obrigatórios

Correia

Cicuto

Dazzani

2014

Ciênc. educ. (Bauru)

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Resumo: Os mapas conceituais (MCs) são úteis para representar o conhecimento e promover a aprendizagem significativa. O objetivo desse trabalho foi utilizar a análise de vizinhança (AViz) para avaliar a aprendizagem dos alunos. Oxigênio, hemácias, células e nutrientes foram conceitos obrigatórios (COs) que deveriam ser utilizados durante a elaboração de um MC para responder à seguinte pergunta: "como os nutrientes e o oxigênio chegam à célula?". Os resultados revelaram que proposições relacionando COs podem ser indicadores de uma adequada compreensão conceitual sobre o tema. Dos 36 MCs considerados, mais de 70% apresentaram 2 ou 3 proposições CO-CO. A AViz é uma maneira simples para identificar proposições com erros ou falta de clareza semântica, permitindo que os professores avaliem o nível de entendimento conceitual dos alunos durante o processo de aprendizagem.Palavras-chave: Ensino de biologia. Aprendizagem significativa. Avaliação da aprendizagem. Mapa conceitual.Abstract: Concept maps (CMs) are useful to represent knowledge and promote meaningful learning. The aim of this study was to use Neighborhood Analysis (NeAn) to assess students' learning outcomes. Oxygen, erythrocyte, cells and nutrients were compulsory concepts (CCs) that must be used during the preparation of a CM to answer "how do nutrients and oxygen reach the cell?". The results showed that propositions involving CCs may be indicators of an adequate conceptual understanding about the topic. From all CMs considered in this study (n=36), more than 70% presented two or three CC-CC propositions. NeAn is a straightforward way to identify propositions with mistakes or lack of semantic, allowing teachers to assess students' level of conceptual understanding during the learning process.

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The mystery of cognitive structure and how we can detect it: tracking the development of cognitive structures over time

Cited by 126 publications

References 31 publications

Research on Organization of Mathematics Knowledge in Good Mathematical Cognitive Structure

Research on Organization of Mathematics Knowledge in Good Mathematical Cognitive Structure

Development of legal expertise

Análise de vizinhança de mapas conceituais a partir do uso de múltiplos conceitos obrigatórios

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