The Social Construction of Scientific Concepts or the Concept Map as Device and Tool Thinking in High Conscription for Social School Science

Roth, Wolff‐Michael; Roychoudhury, Anita

doi:10.1002/sce.3730760507

Cited by 157 publications

(110 citation statements)

References 34 publications

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“…Through constructing a group concept map, group members explain their views and knowledge to one another about a topic. The group members also negotiate and develop collaboratively the meanings they would add to their concept maps [10], [11].…”

Section: A Collaborative Concept Mappingmentioning

confidence: 99%

Collaborative Concept Mapping as a Pre-Writing Strategy for L2 Learning: A Korean Application

Lee¹

2013

IJIET

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Abstract-This study aimed at examining the use of concept mapping technique in a course module for Korean language learning with U.S. college students, who were prompted to engage in collaborative writing planning. The study assumed that concept mapping enhances students' communicative interaction to promote their L2 writing. One hundred and twenty-three participants were recruited from three different proficiency level classes (beginning, intermediate, and advanced classes). Data were collected during three writing sessions: pretest of writing, individual planning, and collaborative planning. The MANCOVA results on the five components of composition score showed that the effect of collaborative concept mapping on L2 writing significantly differed across the three class levels. The study suggested practical implications for the use of collaborative mapping tasks in L2 writing contexts.Index Terms-Collaborative language learning, concept mapping, prewriting strategy, second language writing learning.

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Section: A Collaborative Concept Mappingmentioning

confidence: 99%

Collaborative Concept Mapping as a Pre-Writing Strategy for L2 Learning: A Korean Application

Lee¹

2013

IJIET

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“…It is widely acknowledged that mathematics instruction often prevents meaningful learning and does not give students an opportunity to understand mathematical concepts and to critically and freely reflect on relationships between ideas (Boaler, 1997). Roth and Roychoudhury (1992) have pointed out that even though instruction may attempt to show connections, textbooks and teachers can never provide all possible connections. Besides, no matter how many formulations there are and how explicit they are, students will always have to construct their own ways of expressing the relationship between pairs of concepts.…”

Section: Discussionmentioning

confidence: 99%

“…While a map is a model of reality, one needs to understand the map's context in order to appropriately interpret how it represents that reality. The map externalises only a part of an individual's thoughts (Roth & Roychoudhury, 1992). It is possible to get a fuller picture of a student's learning if we consider a concept map as a product that depends highly on the contexts of its production: the individuals who produced it, and who they are and where they come from: their learning histories, and the mathematical opportunities and resources to which they have access.…”

Section: Discussionmentioning

confidence: 99%

Understanding student understanding in mathematics

Mwakapenda

2004

Pythagoras

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Understanding is one of the most important traits associated with the attainment of educational goals. However, Nickerson (1985) observes that although the concept of understanding is a fundamental one for education, “what it means to understand is a disarmingly simple question to ask but one that is likely to be anything but simple to answer” (p. 215). A significant concern in school mathematics is learner understanding of mathematical concepts.

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“…It is, however, in the processes of teaching and learning where we encounter the vast majority of literature in this field. The first research was carried out at the end of the eighties and the beginning of the nineties (Daley; Shaw; Balistrieri; Glasenapp; Piacentine, 1999; Markham; Mintzes; Jones, 1994; Roth; Roychoudhury, 1992Roychoudhury, , 1993 More specifically, in the study and use of concept maps for learning, we will consider three main lines of work, all of which can be traced back explicitly to the theory of meaningful learning created by Ausubel (1963). Each line of work uses one kind of map which is given a name and has specific characteristics.…”

Section: Theoretical Groundwork In Concept Mapsmentioning

confidence: 99%

Theoretical foundation and literature review of the study of concept maps using eye tracking methodology

Rovira¹

2016

EPI

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Cristòfol Rovira is professor at the Communication Department of the Pompeu Fabra University (UPF). He teaches in journalism and advertising programs, in the Master's Degree in Social Communication (UPF), the Master in Digital Documentation (UPF), the Master in Search Engines (UPF) and Master in Management Digital Content (UB -UPF). His research focuses on search engine optimization, usability, search engine marketing, and on concept maps using eye tracking methodology. AbstractIn this paper, we will be carrying out an in-depth analysis of a series of investigations involving concept maps used in eye tracking methodology. First, the background to this kind of research is analyzed: on the one hand we will focus on generic scientific literature about those concept maps with theoretical foundations in the psychology of learning, and second the literature of eye tracking in teaching and learning will be reviewed. Finally, we will center our attention on the way in which the literature for these two areas overlaps. A total of 15 published works on concept maps using eye tracking were located and subsequently the quality of these papers, their visibility, topics, and results were analyzed. The findings show there are very few published works on this subject, all originated from dispersed sources which proved difficult to locate, despite the fact that eye tracking methodology lends itself perfectly to the study of concept maps. We predict that in coming years there will be many more publications in this field. KeywordsConcept maps; Knowledge maps; Graphic organizer; Node-link maps; Eye tracking; Eye movements; Comprehensive analysis; Bibliography; Literature reviews. ResumenEn este artículo se presentan los resultados de una revisión bibliográfica sobre las investigaciones publicadas hasta la fecha sobre mapas conceptuales aplicando la metodología del seguimiento de la mirada. Se estudian los antecedentes de este tipo de trabajos: por un lado la producción científica genérica sobre mapas conceptuales con bases teóricas en la psicología del aprendizaje y por otro lado la metodología del seguimiento de la mirada aplicada a la investigación sobre la enseñanza y el aprendizaje. Finalmente se concreta en la intersección de ambos tipos de trabajos y se reseñan 15 publicaciones sobre mapas conceptuales usando el seguimiento de la mirada. Se analiza la calidad de estos trabajos, su visibilidad, los temas tratados y los resultados obtenidos. Los conclusiones son que hay pocas publicaciones, dispersas y con poca visibilidad y que el seguimiento de la mirada se aplica de forma poco eficiente. A pesar de estas conclusiones, se constata que la metodología del seguimiento de la mirada se adecua muy bien al estudio de los mapas conceptuales y se pronostica que en los próximos años habrán muchos más trabajos en este campo.Nota: Este artículo puede leerse traducido al español en:

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The Social Construction of Scientific Concepts or the Concept Map as Device and Tool Thinking in High Conscription for Social School Science

Cited by 157 publications

References 34 publications

Collaborative Concept Mapping as a Pre-Writing Strategy for L2 Learning: A Korean Application

Collaborative Concept Mapping as a Pre-Writing Strategy for L2 Learning: A Korean Application

Understanding student understanding in mathematics

Theoretical foundation and literature review of the study of concept maps using eye tracking methodology

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