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.
