Utilization of AVL with OLS on students’ motivation and common misconceptions in cell division

Most instructors at one point or another in their careersduring office hours, in the laboratory setting, or as a tutorhave had the luxury of sitting down one-on-one with a student to help him or her learn.For many, the reward of watching the proverbial lightbulb go on over a student's head was a first, addictive step into a career that involved teaching.Now imagine-or for many of us, remember-standing in front of 30, 60, 100, 150, 200, 300, 700, or even 1000 students in a traditional college or university lecture setting.Did you sometimes wish you could just sit down and talk with students from your large lecture individually, and then they would finally get it?What is similar and different about your instructional choices in a large lecture versus a one-onone situation?To what extent can we translate what is known about effective tutoring to a large lecture setting?One-on-one human tutoring has been extensively studied.Insights into what makes it effective is of great interest in a variety of fields, including computer-based tutoring program development, general education research, and training of future teachers.It is well accepted that one-on-one tutoring promotes both greater student learning and increased student motivation to learn compared with traditional, formal classroom teaching and learning settings (Slavin, 1987).However, examination of the research literature on effective tutoring would suggest that this mode of instruction and our approaches to fostering student understanding in large biology lecture classrooms need not be as dramatically different as one might assume.In fact, the differences in what instructors choose to say and do, as well as what they choose not

The research aims to calculate the increase of student’s Concept Map (CM) scores through the implementation of Problem-Based Learning (PBL). The research is a classroom action. Research procedures include planning, observation, implementation, and reflection. The subjects were 34 X grade students. The data were collected by observation, assessment, interviews, and documentation. CM scores were calculated as a percentage based on expert CM. The research data consisted of the percentage of students’ CM scores, performance assessment, the implementation of PBL syntax, interviews, and documentation of the learning process. The validity test used data triangulation. The analysis techniques are through reduction, data presentation, and drawing conclusions. The results show that the percentage of CM scores in the pre-cycle, cycle I, and cycle II, respectively have a range of values of 4.62-20.80%; 11.56-24.25%; and 12.14-30.86% with an average increase in the first cycle is 10.96%, and the second cycle is 4.06%. The increase in the average percentage of CM score is supported by the linear increase in the average components of H, P, B, and E, thus the application of PBL is able to increase the percentage of CM scores based on the linear increase in the average components of H, P, B, and E.

This study investigated the score exchangeability of concept maps with problem-solving essays. Of interest was whether sixth-grade students' concept maps predicted their scores on essay responses that used concept map content. Concept maps were hypothesized to be alternatives to performance assessments for content-area domain knowledge in science. Both special (n = 16) and general (n = 16) education students participated in a science unit that covered three ecosystem cycles: (a) the water cycle, (b) the nitrogen cycle, and (c) the carbon dioxide-oxygen cycle. Assessment tasks required students to draw three concept maps and respond to two essay questions. Results showed that concept maps and essay tasks lacked consistent exchangeability. Findings indicated low predictive validity between map scores and essay scores and, thus, maps should not be considered alternative content-area domain assessments.

Science and Technology Teachers’ Uses of Concept Maps for Measurement-Evaluation. The significance of measurement and evaluation in the learning process has been reflected in all phases of the educational process. In this study, it was intended to analyse the usage of concept map by science teachers in the assessment process. The sample of this qualitative research was conducted with 29 science and technology teachers who were employed in Kastamonu City. The data were collected by structured questions aiming at revealing the teachers' perspectives towards the concept maps, and two different concept maps which were structured to assess the aspects of concept map scoring. The obtained data were analysed with descriptive and content analysis methods. Even though the findings revealed that teachers consider concept maps as an effective technique and use concept maps in lessons; they have lack of knowledge and practice. In the light of the findings, it was concluded that science and technology teachers were deficient on using concept maps in the measurement and evaluation process. In this regard, it is recommended that the teachers be informed and trained through in-service courses about both theoretical and practical knowledge required in employing concept maps in educational applications.

The study aimed to improve student’s Concept map (CM) scores through the application of instructional techniques questions in the form of planning investigation according to driving questions (planning) in Project Based Learning. Research is a Class Action Research with 3 Cycles, including: planning to compile the lesson plan and its completeness, implementation of actions, observation, reflection and construct of expert CM. The research subjects consist of 35 high school students. Validation data use triangulation method: verification of CM scores suitability and documentation based on CM experts and interviews. Data analysis is done with qualitative descriptive: reducing, presenting data and drawing conclusions based on complete CM data. The results showed that the teacher’s questions functioned as instructional techniques that increased the CM scores of students but variation presented in component CM.

The research aims to increase the student’s Concept Map (CM) score through the application of instructional technique questions in the stages of searching for the theoretical background of the driving question in Project Based Learning. Research is a Class Action Research with 3 Cycles, procedure of the research are: planning the lesson plan, implementation of actions, observation, reflection, and construct of expert CM. The research subjects consisted of 32 high school students. Percentage of students’s CM score calculated based Novak & Gowin. Validation test uses triangulation method: verification of CM scores suitability and documentation based on CM experts and interviews. Data analyzed as qualitative descriptive by reducing, presenting data and drawing conclusions based on complete CM data. The results shown that the instructional technique of teacher’s questions increased the CM scores of students, but variation presented in component CM.

This yearlong study was implemented in seventh-grade life science classes with the students' regular teacher serving as teacher/researcher. In the study, a method of scoring concept maps was developed to assess knowledge and comprehension levels of science achievement. By linking scoring of concept maps to instructional objectives, scores were based upon the correctness of propositions. High correlations between the concept map scores and unit multiple choice tests provided strong evidence of the content validity of the map scores. Similarly, correlations between map scores and state criterion-referenced and national norm-referenced standardized tests were indicators of high concurrent validity. The approach to concept map scoring in the study represents a distinct departure from traditional methods that focus on characteristics such as hierarchy and branching. A large body of research has demonstrated the utility of such methods in the assessment of higher-level learning outcomes. The results of the study suggest that a concept map might be used in assessing declarative and procedural knowledge, both of which have a place in the science classroom. One important implication of these results is that science curriculum and its corresponding assessment need not be dichotomized into knowledge/comprehension versus higher-order outcomes. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 1103–1127, 1998.

Empirical evidence that concept mapping reduces neurocognitive effort during concept generation for sustainability

The study aimed to improve student’s Concept map (CM) scores teacher’s questions on evaluating data, arriving a conclusion, presenting the project in class as preferred and discussion (evaluating data) stage of Project Based Learning. This research was a classroom action research with 3 Cycles. Procedure of this research are planning to compile the lesson plan, implementation of actions, observation, reflection, and construct expert concept map. The subject of this research consisted of 36 students of senior high school. The research data is the concept map score. Validation use triangulation method. verification of CM scores suitability and documentation based on CM experts and interviews. Data obtained by reducing data, graph transformation, and drawing conclusions. The result of this research showed that the teacher’s questions functioned as instructional techniques that improve the CM scores of students.

ABSTRACTIn this study, we investigated the value of a concept map marking guide as an alternative formative assessment tool for science teachers to adopt for the topic of energy. Eight high school science teachers marked students’ concept maps using an itemized holistic marking guide. Their marking was compared with the researchers’ marking and the scores of a multiple-choice diagnostic test. Statistical analysis revealed that teachers evaluated students’ concept maps consistently, but the concept map scores were only mildly correlated with the multiple-choice test scores. We explored what each assessment method revealed in terms of students’ understanding with one student’s performance as a showcase. Teachers’ views on using the marking guide of concept maps as an assessment tool were also included. We discuss the value of the concept map marking guide as a formative assessment tool for science teachers to create and modify in order to encourage students’ conceptual learning.

References

This study was conducted to find out the impact of graphical advance organizers on the development of higher order thinking skills among ninth grade biology students. Due to the increasing complexity of the scientific content, especially at secondary stage, there is a need for cognitive tools to develop the higher order thinking skills. Graphical advance organizers are the visual instructional tools presented before learning and are designed to bridge the gap between prior knowledge and the new content to make the learning more meaningful. This quasi-experimental research utilized a pre-test/post-test control group design involving 57 Grade 9 students in one urban public school; Government Girls High School Westridge No. 3, Rawalpindi (Pakistan). The experimental group (30 students) received instruction in biology using graphical advance organizers while the control group (27 students) was taught using conventional lecture-based methods without visual aids. Data were collected using a validated analysis skill assessment tool specifically developed to measure students’ ability to interpret, compare, analyze, and evaluate biological information. The findings revealed that students exposed to graphical advance organizers demonstrated significantly higher gains in higher order thinking skills (analysis and evaluation) than those in the control group. This study contributes to the growing body of literature on instructional strategies in science education and emphasizes the importance of incorporating graphical organizers in the secondary classrooms to promote analytical and evaluating skills. Recommendations are offered for educators, curriculum developers, and policymakers to embed visual learning tools at secondary level biology instruction to foster higher order thinking skills. References Ajaja, P. O. (2011). Effects of advance organizers on attainment and retention of students' concept of gravity in Nigeria. 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(2013). Graphic organizers and their impact on higher-level secondary math students [Master's thesis, Minnesota State University]. Haladyna, T. M., & Downing, S. M. (2004). Handbook of test development. Lawrence Erlbaum Associates. Hattie, J. (2009). *Visible learning: A synthesis of over 800 meta-analyses relating to achievement*. Routledge. Horton, P. B., McConney, A. A., Gallo, M., Woods, A. L., Senn, G. J., & Hamelin, D. (1993). An investigation of the effectiveness of concept mapping as an instructional tool. Science Education, 77(1), 95-111. https://doi.org/10.1002/sce.3730770108 Kalyani, D., & Rajasekaran, K. (2018). Innovative teaching and learning. Journal of Applied and Advanced Research, 3(1), 23-25. https://doi.org/10.21839/jaar.2018.v3i1.162 Mehmood, N., Anwer, M., & Tatlah, A. (2017). Effect of combined teaching strategies on higher order thinking skills (HOTS) of biology students. Global Regional Review, 4(1), 312-319. https://doi.org/10.31703/grr.2019(IV-I).33 Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413-448. https://doi.org/10.3102/00346543076003413 Novak, J. D. (1990). Concept maps and Vee diagrams: Two metacognitive tools to facilitate meaningful learning. Instructional Science, 19(1), 29-52. https://doi.org/10.1007/BF00377984 Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge University Press. Safdar, M. (2012). Concept maps: An instructional tool to facilitate meaningful learning. European Journal of Educational Research, 1(1), 1-10. Scott, L. C. (2015). The futures of learning 3: What kind of pedagogies for the 21st century? UNESCO Education Research and Foresight Working Papers, 15. Shihusa, H., & Keraro, F. N. (2009). Using advance organizers to enhance students' motivation in learning biology. Eurasia Journal of Mathematics, Science and Technology Education, 5(4), 413-420. https://doi.org/10.12973/ejmste/75284 Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. https://doi.org/10.1207/s15516709cog1202_4 Tenzin, S., Rai, R., & Gyeltshen, D. (2024). The effectiveness of graphic organizers in fostering the learning of chemical bonding in chemistry. Anatolian Journal of Education, 9(2), 43-54. https://doi.org/10.29333/aje.2024.924a Uzomah, T. N., Achor, E., & Jack, G. U. (2023). Fostering students' academic achievement in physics through graphic organizer-enhanced learning strategy. Edukasiana: Jurnal Inovasi Pendidikan, 3(2), 1-10. https://doi.org/10.56916/ejip.v3i2.706 Vekiri, I. (2002). What is the value of graphical displays in learning? Educational Psychology Review, 14(3), 261-312. https://doi.org/10.1023/A:1016064429161 Yuliati, S. R., & Lestari, I. (2018). Higher-order thinking skills (HOTS) analysis of students in solving HOTS question in higher education. Perspektif Ilmu Pendidikan, 32(2), 181-188. https://doi.org/10.21009/PIP.322.10

Underpinning science education reform movements in the last 20 years—at all levels and within all disciplines—is an explicit shift in the goals of science teaching from students simply creating a knowledge base of scientific facts to students developing deeper understandings of major concepts within a scientific discipline. For example, what use is a detailed working knowledge of the chemical reactions of the Krebs cycle without a deeper understanding of the relationship between these chemical reactions of cellular respiration and an organism’s need to harvest energy from food? This emphasis on conceptual understanding in science education reform has guided the development of standards and permeates all major science education reform policy docu

The purpose of this study was to investigate the effects of different teaching strategies (text‐based concept mapping vs. image‐based concept mapping) on the learning outcomes and cognitive processes of mobile learners. Eighty‐six college freshmen enrolled in the “Local Area Network Planning and Implementation” course taught by the first author participated in the research. This study randomly selected one class as the experimental group and the other as the control group. Students in the experimental group used image‐based concept mapping to finish assigned tasks and those in the control group used text‐based concept mapping to complete the same tasks. Quantitative analysis combined with qualitative analysis was used to examine the learning outcomes and cognitive levels of the students, as defined by the revised Bloom's taxonomy. The results showed that (1) there was no significant difference in students' learning achievements, (2) the group using image‐based concept mapping showed higher level than the text‐based group in the dimension of understanding and creating and (3) the image‐based concept mapping strategy was more complete and diverse than the text‐based concept mapping strategy. Practitioner notes What is already known about this topic Concept mapping is one of the famous chart‐based learning strategies to enable formalization and analysis of the process of learning in science education. The dual coding predicts that if pupils are offered the same conceptual material in a concept map format, versus a more normal, non‐graphic format, the concept mapping approach would lead to better memorization of the material. Many concept mapping studies indicated that students who study from concept maps have better learning performance in comparison to students who study isomorphic text representations. What this paper adds This study attempts to use image‐based concept mapping as a novel mobile learning teaching strategy to conquer the problems of fragmented and scattered knowledge structures in e‐learners. This study investigated the effects of different teaching strategies (text‐based concept mapping vs. image‐based concept mapping) on the learning outcomes of mobile learners. This study was examined the effects of different teaching strategies (text‐based concept mapping vs. image‐based concept mapping) on the cognitive processes of mobile learners. Implications for practice and/or policy Students in the group using image‐based concept mapping performed better than the group using text‐based concept mapping on the cognitive level of understanding and creating. Learners in the group using image‐based concept mapping exhibited more complete and diverse map structures than those in the group using text‐based concept mapping. The teaching strategy of image‐based concept mapping could potentially assist students in learning meaningfully in the context of mobile learning

Concept maps have been used extensively in science education both to promote and to measure meaningful learning. This study examines the use of concept maps to measure tertiary science students' understanding of fundamental concepts in statistical inference. Different methods of scoring maps are examined, and a revised scheme developed. Student scores on concept maps of two aspects of statistics, namely problem definition and statistical inference, are compared before and after a practical statistical investigation conducted by the students. The concept map scores are also compared with marks awarded for the practical assignment. While there was no significant improvement in concept map scores over time, some significant correlations were found between aspects of the concept map scores and scores on the practical assignment. Valuable qualitative information can be gained from an investigation of student concept maps, which enables clarification of student misconceptions, and which cannot be obtained from traditional assessment methods.