Concept Map Assessment Research Articles

Misconception Analysis of the Material Science Content of the Human Circulatory System Using Concept Map Assessment in Elementary School

Understanding of science concepts is important so that students are able to describe and relate a concept to other concepts. The reality is that students often do not understand science concepts in depth. This study aims to identify the misconceptions that occur in the content of IPA, the sub-concept of the human circulatory system with a concept map assessment. The method used is descriptive qualitative. This study uses tests and interviews as data collection techniques. This research was conducted at SD Negeri Manahan with the research subject being fifth grade students consisting of 25 students. The research guidelines were in the form of a concept map making test and interviews. The results showed that there were still students who had misconceptions about the human circulatory system, namely the value in the low category of 48% of students, medium category of 40% of students, and high category of 12% of students. The biggest misunderstanding occurs in the concept of the function and name of each organ in the human circulatory system.

Practical way to apply fourth-generation assessment tools integrated into creating meaningful learning experiences in biology at high school

The learning process for a Biology topic regarding organisms and animal kingdom diversity was investigated through an innovative Interactive Didactic Sequence (IDS) which integrated the idea of “concept maps” with the Hermeneutic-Dialectic Circle (HDC). HDC is a tool for data collection and a reference for pluralist-constructivist thinking, considered a form of fourth-generation evaluation. Hofstede's cultural dimensions were also integrated into the investigation in order to facilitate mediation in an evaluative context. Students' performances (N = 25) from a São Paulo-Brazil public school were statistically evaluated. Their cultural profile was determined via the Hofstede Value Survey Model 1994 questionnaire. The elaborative process of arranging concept maps was individual (CM-individual) and integrated with HDC in groups (CM-HDC). Concept map assessment methods were based off existing literature. An improvement in students' performances (p < 0.05) that presented concept maps integrated to HDC in a more complex structure when compared to individually-built maps was observed. Employment of HDC helped form motivational/interactive dialogues between students and teachers, which, in turn, assisted in achieving greater learning through the use of concept maps. The application of the fourth-generation evaluation was improved via knowledge regarding students' cultural profiles.

Concept maps as dynamic tools to increase students' understanding of knowledge and creative thinking

&lt;div&gt;&lt;p class="TableParagraph"&gt;Concept maps are closely related to students' understanding of knowledge and creative thinking skills. This study aims to determine the effectiveness of concept maps as in increasing understanding of knowledge and creative thinking skills when students are involved in learning activities. The type of research method chosen is descriptive analysis. Research data were collected through (1) questionnaires, (2) concept map assessment rubrics, and (3) interviews. The results of the questionnaire were evaluated using the percentage technique. Students' answers to open-ended questions about the advantages and disadvantages of applying concept maps are summarized and analyzed descriptively. The results showed that most respondents stated that learning with concept maps was fully effective. Analysis of answers to questionnaires and open-ended questions cloncludes that concept maps are effective as a tool to improve students' understanding of knowledge and creative thinking skills that have implications for meaningful learning, student positive attitudes, and student academic achievement.&lt;/p&gt;&lt;/div&gt;

Concept mapping in computer-supported learning environments: a bibliometric analysis

ABSTRACT Concept mapping (CM) is widely used in educational settings as a teaching/learning or assessment tool. We conducted a bibliometric analysis and systematic review to provide an updated review on CM research in computer-supported learning environments. A total of 356 selected studies published from 1990 to 2020 were analyzed from the Web of Science database. The findings revealed an increasing and continuous focus on CM research. The leading journal for publishing CM research was Computers & Education, and the United States was the country with the most published studies. The most frequently used keywords were categorized into four clusters to represent the four main themes of CM research. Subsequent analysis showed that the most applied learning subject was environmental science or natural science; traditional computers/devices were the most used devices/hardware; higher education students were the most used samples; quantitative methods were the most used research methods; computers as mindtools were the most adopted learning strategy; and concept mapping assessment was the most used measurement tool in the CM research. These findings reveal the trends of CM research and provide future research directions and applications of practical education for researchers and educators.

Penerapan peta konsep sebagai strategi asesmen formatif dalam upaya meningkatkan hasil belajar siswa pada pembelajaran sistem koordinasi

This study aimed to examine the application of concept maps as a formative assessment strategy in an effort to improve student learning outcomes in learning coordination systems. The method in this research is pre-experimental involved only one experimental class without a control class. The research design used is one group pretest-posttest design. A total of one class of students from class XI Science in one of the high schools in Bandung has been involved as a research subject. The research instruments used include the concept map assessment rubric used by students and teachers when learning activities take place, the concept map assessment sheet to confirm the results of the concept map, and student questionnaire responses, and the pretest and posttest instruments to analyze the effect of the application of concept maps to learning outcomes in the form of mastery of student concepts. Concept map making activities are carried out individually with online learning, each student's concept map results are assessed by the teacher and then given feedback on the concept map. The results showed that there was an increase in the average value of the concept map of students after being given feedback that is equal to 64.05 to 67.91. An increase also occurred in the results of the average pretest and posttest scores after the learning activities were carried out in the amount of 40.61 to 64.39. Student responses to the application of concept maps generally showed 75.80% positive responses. The results also showed that there was an effect of the application of the concept map to student learning in the form of increasing scores in the medium category (N-gain= 0.40).

Implementing Alternative Assessment Strategies in Chemistry Amidst COVID-19: Tensions and Reflections

The COVID-19 pandemic in the first quarter of 2020 resulted in the worldwide disruption of teaching and learning in main stream schools and in institutes of higher learning. Singapore was not spared. With the closure of schools in early April, it was imminent that the delivery and assessment of our freshman general chemistry course must be overhauled for the new semester. While the delivery of Home-based Learning (HBL) was a challenge for all educators, it was a mammoth roadblock for chemistry courses because of laboratory classes. Besides being thrusted to learn and use new technology tools for online lessons, instructors also had to quickly explore and design alternative assessments to substitute in-person written examinations and tests. This paper documents the struggles that played out in the decision to implement concept map assessments and “split-half” laboratory classes for safe distancing. Although these interventions are not novel, we confronted tensions as we sought to address academic integrity, administrative guidelines, and our own inadequacy particularly in concept map assessments. In light of positive and negative feedback from both staff and students, lessons were drawn to enhance future implementation and for further research.

Concept Map Assessment Reveals Short-Term Community-Engaged Fieldwork Enhances Sustainability Knowledge.

Today’s rapidly changing world calls for sustainability-minded scientists who are prepared to solve complex, interconnected problems. Service learning is a pedagogical approach that allows students to engage with the needs of the community by integrating academic work with complex civic issues. Student learning was examined during a short-term service-learning experience focused on water-quality monitoring in an urban watershed to determine whether community-engaged fieldwork in an upper-level ecology lab course enhances sustainability knowledge for future biologists. We used concept map scoring methods and reflection assessments to evaluate and understand changes in the structure and content of student knowledge as a result of the experience. Students showed increases in sustainability knowledge breadth, depth, and complexity, particularly in demonstrating biological–sociological connections. Student reflections indicated most students identified at least one community-engaged serving-learning objective as a result of this experience. These results suggest that community-engaged fieldwork can illustrate ecological and sociological sustainability concepts for students and that engagement works best when we make explicit our objective of engaging communities in the learning process. Short service-learning experiences are effective, can be quickly assessed using concept maps, and can be readily incorporated in other classrooms to enhance sustainability education.

Concept Maps as Assessments of Expertise: Understanding of the Complexity and Interrelationships of Concepts in Science

Concept maps were created as one of six measures to identify exceptionally talented students during the Cultivating Diverse Talent in STEM (CDTIS) project, with the goal of identifying and nurturing talents in students from groups traditionally underrepresented in special programs. New methods were compared with conventional methods to select students for an internship in the laboratories of scientists. In this article, we describe development, field testing, and implementation of the concept map assessments in life and physical science. Assessments were field tested in partner schools with high percentages of American Indian (97% to 100%) and Hispanic (83%) low-income students. Students were selected by considering their performance on all six assessments and were placed in internships along with students selected using conventional methods. Concept maps were successful: (a) students from partner schools demonstrated high levels of domain-relevant skills; (b) scores approximated a normal distribution; (c) scores of students from culturally diverse, low-income groups were very similar to the scores of students selected using conventional methods even though many of conventionally identified students had high grade point averages and came from schools in high-income areas with many educational opportunities. Students completed original research and presented posters to the university community and their local communities. Concept maps can be used alone or in combination with other assessments; their use needs to be studied with larger groups of students and in other contexts.

Hazırlık Sınıfında Kavram Haritası Destekli İngilizce Öğretiminin Kullanımı Üzerine Bir Karma Yöntem Çalışması

The aim of this study is to examine preparatory students’ concept mapping performances and their views on concept maps in the main course assisted by the concept mapping. In order to full the aims of the study, explanatory sequential design of mixed methods approach is employed. In the quantitative phase of the study, weak experimental design with a single study group was used and the quantitative data were obtained through concept map assessment form developed by the researcher to determine the students' concept mapping performances and the qualitative data were collected by the open-ended questions form, which aims to reveal the opinions of the students on concept maps, developed by the researcher. The concept mapping assisted instruction was applied to the experimental group. The study group is comprised of 14 prep students who take main course at Çağ University. Paired samples t-test analysis was employed for the related samples in order to determine whether there is a statistically significant difference between the pre-and-post-test concept map performances of the students in the study group. Content analysis method was applied in the analysis of qualitative data. The quantitative results of the study showed a statistically significant difference between pre-and-post-test scores of the study group. In addition, Quantitative results showed that the students' opinions mostly focus on the effect of the concept mapping method on efficiency in education and retention in learning. Regarding the use of the concept mapping method in the course, the students stated that the concept mapping method provided retention in learning, learning in a holistic way, concretizing the concepts, seeing the deficiencies in learning and they find the method effective.

Utilizing Graphical Elements for Concept Map Analysis to Design Teaching and Learning Assessment

The graphical elements as parts of concept map construction are employed to assess both learning and teaching. Augmenting the use of concept maps, this study examines the graphical elements, such as, nodes, edges, cliques, diameters, travelling paths and structures of the graphs to relate to ones’ understanding to a topic, in this case, polynomials for middle school. In the aspect of teaching assessment, the teacher’ concept map drawn according to the lesson plan is served as the master map, which echoes the teacher’s expectation of students’ learning. On the other hand, students’ maps also reveal their understanding through the nodal relationship, which can be the definitions of terms, related examples, graph representation and algebraic manipulation. Data collection includes a focus group of 10 students and 1 teacher undergoing the concept map assessment task with restricted node terms. Graphically analyzed, students’ concept maps reveal some common elements as in the teacher’s map. In addition, the interview with the teacher also suggests that concept map as the assessment tool is an effective teaching reflection for which the teacher can see what to fulfill for future classes.

Implementasi Asesmen Peta Konsep Untuk Mengukur Struktur Kognitif Dan Berpikir Kritis Dalam Pembelajaran Berbasis Masalah

Learning assessment which is usually used has not facilitated the developing of cognitive structure and critical thinking in problem solving. It gives an effect to the learning result which is not satisfied yet. One of the assessment which develops the meaningful learning is map concept. The aim of the research is to analysis accomplished learning, map concept quality which is arranged by the students, the developing of cognitive structure and critical thinking, the relationship between map concept quality which is arranged by the students and the developing of cognitive structure and critical thinking. The research is a quasi experiment with Randomized Pretest Post Test Control Group Design. The research population is all the 9th grader students in SMPN 1 Karangkancana Kuningan in academic year 2015/2016. The number of the students is 116. The sample of the research is taken by Simple Random Technique, 58 students. The achievement of research result is (1) The accomplished of learning� is categorized �good�, every stage of learning in accordance with the planning but still found obstacles. (2) The map quality concept which is categorized �fair� and �bad�, and no category of� �high � , which is designed learning has not been able to facilitate students in the achievement of the four components of the concept maps perfectly. (3) There is a significant progress in structure cognitive and students critical thinking is categorized �fair�, students are not familiar with the of learning that develops the cognitive structure and critical thinking. (4) There is a positive correlation between map concept quality and students critical thinking which is categorized �strong�,� and there is linearity unidirectional nature, every increase in the quality of concept maps followed by an increase in critical thinking. (5) The student positive is categorized �almost all�, students are very enthusiastic and very active in learning activities. It can be concluded that map concept assessment can develop cognitive structure and students critical thinking, also, there is a significant relationship between map quality concept and students critical thinkingKeywords : Concept Map Assessment; Cognitive Structure; Critical Thinking;Problem Based Learning�

Authentic Assessment of Fungi for Vocational School Student: Concept Map, Self Assessment and Performance Test

The authentic assessment in biology teaching learning at vocational school of Bawen, SMK Negeri 1 Bawern, especially at the department of post harvest technology, has not been fully implemented yet. This study was aimed at developing and analyzing the validity, reliability, effectiveness, and practicality of authentic assessment tools such as concept map assessment (CMA), self assessment (SA), and performance assessment (PA) for vocational students. This research used Research and Development (R & D) approaches. Content and construction validities were verified by experts. Concruent and predictive validity of CMA was verified by score of correlation between CMA score and master map as well as final semester score. Concruent validity of SA was calculated from corelation scores of PA and basic competency 3.5. Concruent and predictive validations were calculated by pearson corelation product moment. Reliability of CMA and PA was analysed by reliability inter-rater reliability techniques. Reliability of SA was calculated by alpha cronbach’s methods. Effectiveness and praticability of instruments were calculated from teachers’s and students’ responses analysed with percentage description techniques. The results showed that the concept map has excellent content and construction validity, excellent concurrency validity, and good predictive validity. Self assessment had excellent content and construction validity and good concurrency validity. PA had excellent content and construction validity and good concurrency validity. CMA is very effective for measuring cognitive aspects, SA is very effective to measure scientific attitudes, and PA of biological process skills. The three types of assessment were claimed to have practicality in terms of time, ease of use, ease of correction, facility supports, and cost required

Effects of a Specialized Content Knowledge Workshop on Preservice Teachers’ Pedagogical Content Knowledge in Physical Education Teaching

It has been known that specialized content knowledge (SCK) is directly related to pedagogical content knowledge (PCK). However, little is known about the direct relationship between SCK and PCK. The purpose of this study was to examine the effects of a SCK workshop with knowledge packet on preservice teachers’ PCK in physical education teaching. A total of 18 preservice teachers, who were taking secondary methods class, were randomly divided by two different groups (i.e., control group and experimental group). Pedagogical content knowledge in physical education (PCKPE) tool and concept map assessment were used to examine preservice teachers’ PCK. A SCK workshop using knowledge packet was conducted only for the experimental group. A 2 X 2 (Group X Time) analysis of variance (ANOVA) with repeated measures was utilized and a significant interaction was found between group and time (Wilks’ ramda = .48, F (1, 7) = 7.68, p .05). The preservice teachers’ PCKPE scores significantly improved from pre-test (M = 29.54, SD = 3.17) to post-test (M = 40.95, SD = 3.37) in experimental group (p .001). The PCKPE scores were strongly related to the concept map scores in both pre- and post-test (r = .82 and .86, respectively, p .001). Results confirm that the PCKPE measurement tool can be used to accurately measure PCK as a direct observational tool.

Automatic Concept Map Assessment in Formative Assessment Approach

Automatic Concept Map Assessment in Formative Assessment Approach

MAPAS CONCEITUAIS: PROPOSTAS DE APRENDIZAGEM E AVALIAÇÃO

Os mapas conceituais são ferramentas gráficas para a organização e representação do conhecimento. Os mapas conceituais surgem com a proposta de aprendizagem e não ensinamento, o que rompe com a estrutura conservadora aplicada no ensino no país. O objeto de estudo é o mapa conceitual, e o objetivo é o de apresentar sete modelos de avaliação de mapas conceituais com vistas a disponibilizar mecanismos e/ou constructos de avaliação aos professores. Este ensaio, meramente teórico, tem três seções: (a) aprendizagem significativa e sua contribuição para o mapa conceitual; (b) analogia entre mapa mental e conceitual; e (c) modelos de avaliação de mapas conceituais. O presente ensaio não se propõe a debater e discutir quais dos modelos apresentados é mais ou menos adequados para a avaliação de mapas conceituais, deixando que os leitores do artigo tenham suas próprias avaliações, uma vez que não foi conduzida uma pesquisa empírica para testá-los.

Cognitive Style and Concept Mapping Performance

AbstractBackgroundCognitive style has been shown to influence the number, type, and organization of an individual's ideas. Concept maps are used regularly to assess students’ organization and mastery of knowledge (their cognitive level) in engineering courses, yet very few studies have analyzed concept maps with respect to cognitive style.Purpose/HypothesisThis study sought to investigate the relationship between cognitive style and concept mapping performance. Using principles of cognitive psychology and concept mapping assessment, we hypothesized that correlations between cognitive style and the selected concept map metrics are not statistically significant.Design/MethodConcept maps from 104 engineering undergraduates in a first‐year design course were analyzed using 12 traditional scoring metrics and four holistic scoring metrics. One holistic metric was expanded to allow more detailed evaluation, bringing the number of map metrics to 20. Cognitive style was measured using the Kirton Adaption–Innovation Inventory, a psychometric instrument previously applied in engineering education contexts. Relationships between the concept map metrics and cognitive style were investigated using standard linear techniques.ResultsResults show substantial support for the null hypothesis that cognitive style and concept mapping performance are uncorrelated.ConclusionsEngineering educators can be confident that the concept map metrics used here reflect cognitive level and not cognitive style. Cognitive style inventories and concept maps are likely measuring two separate aspects of an individual's cognition and are therefore complementary rather than duplicative.

Concept Mapping as an Innovative Teaching Strategy to Enhance Cognitive Learning in Nursing Administration Course

Background Concept mapping is a teaching and learning strategy that establishes a bridge between howpeople learn knowledge and sensible learning.Aim The present study aims to explore the effect of concept mapping based learning on students' cognitivelearning levels in nursing administration course.Methods It is a quasi- experimental study. The study was conducted in faculty of nursing –Helwan University.Subjects were composed of all 4th year students (102) in faculty of nursing –Helwan University, for the academicyear 2012-2013, . Two types of Questionnaire formats were used (Students’ knowledge about conceptmapping questionnaire format and satisfaction questionnaire format) plus concept map assessment Rubricand students’ achievement test in collecting data for this study.Findings The majority of the experimental students before awareness sessions were lack knowledge aboutconcept mapping. Also, regarding applications concept map scoring rubric assignments the majority of theexperimental students had moderate score in the 1st assignment and high score in 2nd assignment. As evident,the majority of the studied students either control or experimental had low score in pre-test. While, in the posttestthe majority of experimental had high score. Most of them perceived concept mapping positively as alearning tool.Conclusion There was a high significant difference between experimental students' knowledge about conceptmapping before and after awareness sessions, concept mapping improved students’ meaningful learninglevels. Finally, most of experimental students perceived concept mapping positively.

Concept maps: A useful and usable tool for computer-based knowledge assessment? A literature review with a focus on usability

The concept map is now widely accepted as an instrument for the assessment of conceptual knowledge and is increasingly being embedded into technology-based environments. Usability addresses how appropriate (for a particular use) or how user-friendly a computer-based assessment instrument is. As we know from human-computer interaction research, if the interface is not user-friendly, a computer-based assessment can result in decreased test performance and reduced validity. This means that the usability of the interface affects the assessment in such a way that if the test is not user-friendly, then the test taker will not be able to fully demonstrate his/her level of proficiency and will instead be scored according to his/her information and communication technology (ICT) literacy skills. The guidelines of the International Test Commission (2006) require usability testing for such instruments and suggest that design standards be implemented. However, we do not know whether computer-conducted concept map assessments fulfill these standards. The present paper addresses this aspect. We conducted a systematic research review to examine whether and how researchers have studied and considered usability when conducting computer-based concept map assessments. Only 24 out of 119 journal articles that assessed computer-based concept maps discussed the usability issue in some way. Nevertheless, our review brings to light the idea that the impact of usability on computer-based concept map assessments is an issue that has received insufficient attention. In addition, usability ensures a suitable interaction between test taker and test device; thus, the training effort required for test use can be reduced if a test's usability is straight forward. Our literature review, however, illustrates that the interplay between usability and test use training has mostly been neglected in current studies.

문제중심학습을 적용한 영아 성장발달 모듈 개발 및 평가

Purpose: The purpose of this study was to develop a module for infants in pediatric nursing based on problem-based learning (PBL) and to analyze its effect. Methods: The data used in the study was collected from 79 junior nursing students. For the analysis of the module effect, one group post-test design was applied for measurement of academic achievement. Results: The module for infants is comprised of a 4-hour PBL module. The academic achievement tests are composed of formative (tutor evaluation, self-evaluation) and summative evaluations. The self-evaluation revealed the strong need for PBL and the importance of PBL in the problem solving process and integrative thinking. The mean score of the subjects` learning satisfaction, problem solving process and concept map assessments were all above 50 percent. There was no significant difference in the mean score between the infant PBL and other teaching methods. Conclusion: The PBL proved to be a useful learning method to promote the critical and integrative thinking process.

Concept map analysis in the assessment of speech-language pathology students’ learning in a problem-based learning curriculum: A longitudinal study

The aim of this study was to track students’ critical thinking performance longitudinally through concept map analysis in a problem-based learning (PBL) curriculum. Concept map analysis has been employed in the assessment of students’ critical thinking in medical education. Little is known concerning concept mapping (CM) in speech-language pathology (SLP) education. In this quantitative study, students in a 4-year SLP education program (N = 38) were followed until the completion of a fully-integrated PBL curriculum from Years 1 to 3. Students’ concept maps were analyzed using a tool developed for this study, the Concept Map Assessment Profile (CMAP). There was an increase in concept map scores across the 3 years at the beginning of the academic year. The CM performance over the 3 years predicted 21.0% to 33.6% of variance in three measures of learning outcomes. The CMAP is a reliable measure, with strong inter-rater and intra-rater reliability (r = 0.85 and r = 0.96, respectively). In addition to its use as an assessment tool, the CMAP might be used to facilitate students’ learning as feedback concerning strengths and weaknesses in the development of critical thinking can be provided.