Use of repertory grids in facilitating knowledge construction and reconstruction in geology

Bezzi, Alfredo

doi:10.1002/(sici)1098-2736(199602)33:2<179::aid-tea4>3.3.co;2-z

Cited by 2 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The mathematical techniques used in RGA can be used to analyse the structures of learners' concepts in science, and other curriculum subject areas, even though such concepts do not show all the characteristics required of the constructs traditionally employed in RGA. However, there are few studies that apply RGA to the study of concepts commonly found in the sciences (Bezzi, 1996;Fetherstonhaugh, 1994;Winer & Vazquez-Abad, 1995). However, its main use in educational research to date has been in studying the perceptions held by educators of their work, the children in their care or themselves 'in role'; and/of their students of them, their environment and the material they must learn (Artiles & Trent, 1990;Cuniliffe, 1994;Derry & Potts, 1998;Fang, 1996;Kubrusly, 1984;Menmuir & Christie, 1999;Munby, 1984;Nespor, 1985;Owens, 1988;Shaw, 1992;Solas, 1992;Tisher, 1983;Walker & Kleine, 1985;Watson, 1994;Williams, Pack, & Khisty, 1997)…”

Section: What Is Repertory Grid Analysis?mentioning

confidence: 99%

Repertory Grid Analysis and Concept Mapping: Problems and Issues

Matthews

2012

PEC

View full text Add to dashboard Cite

'Repertory grid analysis' was used as a way of constructing representations of learners conceptions of living things; and finding a common structure or understanding; this was described in previous work. 'Concept mapping' has been stated as an appropriate assessment procedure in science curricula in a number of countries. Previous relevant published work describing the benefits of 'concept mapping' as a learning, teaching, and assessing tool is large. However, the existence of a large literature is not justification in itself, and in this work we provide a critique of the current literature. Problems with 'concept mapping' are simply ignored. However, it is thought that 'repertory grid analysis' does overcome some of the recognized problems of 'concept mapping' such as: i) comparison of concept maps between students or between students and educators: in repertory grid this becomes not only possible but a reliable method - this has proven to be one of the more problematic areas in traditional 'concept mapping'; ii) quantification of concept mapping - integer scoring of whole concept maps in 'repertory grid analysis' is eliminated since the arranged structure of the graph produced holds significance for the conceptual structure. More research needs to be done in repertory grid analysis and its implications and applications in curricular research have yet to be fully explored. Key words: concept mapping, conceptual frameworks, repertory grid analysis.

show abstract

Section: What Is Repertory Grid Analysis?mentioning

confidence: 99%

Repertory Grid Analysis and Concept Mapping: Problems and Issues

Matthews

2012

PEC

View full text Add to dashboard Cite

show abstract

“…According to the constructivist view of learning, the growth of understanding always involves a learner constructing his or her own private understanding of some part of the public knowledge. Here, students' own private understanding was often described as misconception (the use of "mis-" applies only when one implicitly compares a student's private conception with some public, accepted meaning (Bezzi, 1996;Pines & West, 1986)). Of course, students' private understanding can be described not only as misconceptions (Brumby, 1984;Cho et al, 1985;Gallegos et al, 1994;Taber, 2014) but also as preconceptions, alternative conceptions, alternative frameworks, alternative conceptual frameworks, intuitive theories, mini-theories (Taber, 2015a), prior knowledge (Taber, 2015b), and students' conceptions (a collection of related and interrelated conceptions that students hold, see M. Hewson & P. Hewson, 1983).…”

Section: Introductionmentioning

confidence: 99%

Trends and Foundations in Research on Students’ Conceptual Understanding in Science Education: A Method Based on the Structural Topic Model

2020

JBSE

View full text Add to dashboard Cite

This study aims to reveal the trends and foundations in research on students’ conceptual understanding in science education. The literature was selected from three recognized journals in science education. The Structural Topic Model (STM) method was used to categorize articles into ten topics considering information about the semantic cohesion and exclusivity of words to topics. The topic, which has attracted increasing research interest, was selected using a method similar to standard regression analysis, and its changing focus was identified through an analysis of its research contents. Foundations of research about students’ conceptual understanding between 1980–1999 and 2000–2019 were obtained through a review of their top 10 most-cited papers. Three conclusions were drawn: a) there were ten sub-topics of research about students’ conceptual understanding; b) the research on the development (or pathways) of students’ scientific argumentation/reasoning is likely to attract further interest in the future; and c) compared to the studies in the first period, the studies in the second stage favor research on the description (nature, mental process, etc.) of the process of students’ conceptual understanding as the research foundation. Keywords: conceptual understanding, journal publication, structural topic model, text mining.

show abstract

Use of repertory grids in facilitating knowledge construction and reconstruction in geology

Cited by 2 publications

References 0 publications

Repertory Grid Analysis and Concept Mapping: Problems and Issues

Repertory Grid Analysis and Concept Mapping: Problems and Issues

Trends and Foundations in Research on Students’ Conceptual Understanding in Science Education: A Method Based on the Structural Topic Model

Contact Info

Product

Resources

About