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  • 标题:Are Concept Maps a Valid Measurement Tool for Conceptual Learning? A Cross-case Study
  • 本地全文:下载
  • 作者:Thomas Plotz
  • 期刊名称:Eurasia Journal of Mathematics, Science & Technology Education
  • 印刷版ISSN:1305-8223
  • 电子版ISSN:1305-8223
  • 出版年度:2020
  • 卷号:16
  • 期号:1
  • 页码:1-22
  • DOI:10.29333/ejmste/110174
  • 出版社:Pamukkale Univ Dept Sci Education
  • 摘要:The approaches of “problem-based learning” and “writing to learn” are known for facilitating the apprehension of concepts and better retaining of knowledge. In educational research, concept maps are sometimes used to assess the learners’ level of knowledge. In this paper, the main aim is to investigate the validity of concept maps as an instrument for the assessment of learning. Therefore, six students were observed for more than a year and their learning process was documented in various ways. The concept maps were used in the form of a pre-post-test, and the different students’ results were compared in a cross-case analysis using a master concept map. The results presented in this study indicate that the validity of concept maps compared to interviews and reports are questionable. It is possible to measure some parts of the learning process with concept maps, but conceptual learning seems to be hidden from the instrument. Therefore, concept maps might not be the most useful tool to measure conceptual change.
  • 关键词:concept maps; case study; radiation; validity
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