Zkoumání problémů, které mají učitelé při konstrukci pojmových map týkajících se energie

Abraham Motlhabane

doi:10.14712/18047106.42

Vol. 4 No. 1 (2013): sciED Research Reports

An Exploration of Teacher’s Challenges in the Construction of Concept Maps on Energy

Abraham Motlhabane,

DOI: https://doi.org/10.14712/18047106.42

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Motlhabane, A. (2013). An Exploration of Teacher’s Challenges in the Construction of Concept Maps on Energy. Scientia in Educatione, 4(1), 19-32. https://doi.org/10.14712/18047106.42

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Abstract

One of the challenges in the teaching of science is the construction of valid scientific relationships between concepts. An investigation was done with 15 General Education and training (GET) science teachers to determine the challenges they have to deal with in constructing concept maps. Knowledge of how to construct concept maps is crucial since it can help teachers to plan the execution of instruction. The challenge to teachers was to arrange concepts in a hierarchy, the use of propositional linkages as well as cross-linking of concepts. The article suggests that interventions geared at addressing the challenges faced by teachers may include the teaching and learning strategies dealing with concept relations like concept mapping.

References

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AUSUBEL, D. P. Educational psychology: A Cognitive View. New York : Holt, Rinehart and Winston, 1968. Search in Google Scholar
BABBIE, E., MOUTON, J. The practice of social research: Oxford University Press Southern Africa; Belmont : Cape Town, 2001. Search in Google Scholar
BYRNE, J., GRACE, M. Using a Concept Mapping Tool with a Photograph Association Technique (CoMPAT) to Elicit Children’s Ideas about Microbial Activity, Search in Google Scholar
International Journal of Science Education, 32, 4, 2010, p. 479–500. Retrieved 25 May 2011 from EBSCOhost. Search in Google Scholar
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DAWKINS, K., DICKERSON, D., MCKINNEY, S., BUTLER, S. Teaching Density to Middle School Students: Preservice Science Teachers’ Content Knowledge and Pedagogical Practices, Clearing House, 82, 1, 2008, p. 21–26. Retrieved 1 July 2011 from EBSCO host. Search in Google Scholar
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HODSON, D. Teaching and learning science, towards a personalized approach. Buckingham. Phil., Miss. : Open University Press, 1998. Search in Google Scholar
INGEC, S. Analysing Concept Maps as an Assessment Tool in Teaching Physics and Comparison with the Achievement Tests. International Journal of Science Education, 31(14), 2009, 1 897–1 915. Search in Google Scholar
LEMMER, M. Analysis of South African Grade 10 learners’ conceptual resources regarding the concept of energy in Physics. African Journal of Research in Mathematics, Science and Technology Education, 15(1), 2011, 4–17. Search in Google Scholar
MCMILLAN, J. H., Schumacher, S. Research in Education: A conceptual Introduction. 4th ed. Addison Wesley Longman, Inc : New York, 1997. Search in Google Scholar
MCNEESE, M. D, AYOUB, P. J. Concept mapping in the analysis and design of cognitive sytems: a historical review. (In B. M. Moon, R. R. Hoffman, J. D. Novak, A. J. Canas (Eds). Applied concept mapping, capturing, analysing and organising knowledge, p. 3–21. CRC press. London, 2011 Search in Google Scholar
MOON, B. M., HOFFMAN, R. R., ESKRIDGE, T. C., COFFEY, J. W. Skills in concept mapping. (In B. M. Moon, R. R. Hoffman, J. D. Novak, A. J. Canas (Eds). Applied concept mapping, capturing, analysing and organising knowledge, p. 3–21. CRC press. London, 2011. Search in Google Scholar
NOVAK, J. D. Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning. Instructional science, 19, 1990, 29–52. Search in Google Scholar
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NOVAK, J. D., CANAS, A. J. The theory underlying concept maps and how to construct them. Florida Institute for Human and Machine Cognition Pensacola FI, 32502. Retrieved 12 July 2011 from http://www.ihmc.us. 2006 Search in Google Scholar
NOVAK, J. D., CANAS, A. J. Applying tools and ideas in the corporate world. (In B. M. Moon, R. R. Hoffman, J. D. Novak, A. J. Canas (Eds). Applied concept mapping, capturing, analysing and organising knowledge, p. 3–21. CRC press. London, 2011. Search in Google Scholar
NOVAK, J. D., GOWIN, D. B. Learning to learn. Cambridge University Press. : London, 1984. Search in Google Scholar
ODED, B., STAVANS, A. The effect of “false” schema activation on the construction of meaning. System, 22, (4), 1994, 497–507. Search in Google Scholar
OKEBUKOLA, P. A. Concept mapping with a cooperative learning flavor. The American Biology teacher, 54 (4), 1992. Search in Google Scholar
PIAGET, J. The equilibrium of cognitive structures: The central problem of intellectual development. (New translation of the development of thought ed). Chigaco : University of Chicago Press, 1985. Search in Google Scholar
RUIZ-PRIMO, M. A., SHAVELSON, R. J. Problems and issues in the use of concept maps in science assessment. Journal of research in science teaching, 33 (6), 1996, 569–600. Search in Google Scholar
SCHEIN, E. Kurt Lewin’s Change Theory in the field and in the classroom: Notes Toward a Model of Managed Learning, Systems practice, 1995. Search in Google Scholar
SILVERMAN, D. Qualitative analysis research: theory, method and practice. Thousand oaks, CA : Sage, 2004. Search in Google Scholar
SLOTTE, V., LONKA, K. Spontaneous concept maps aiding the understanding of scientific concepts. International Journal of Science Education, 21(5), 1999, 515–531. Search in Google Scholar
STODDART, T., ABRAMS, R., GASPER, E., CANADAY, D. Concept maps as assessment in science inquiry learning — a report of methodology. International Journal of Science Education, 22(12), 2000, 1 221–1 246. Search in Google Scholar
TREAGUST, D. F., DUIT, R. Conceptual change: a discussion of theoretical, methodological and practical challenges for science education. Cultural Studies of Science Education, 3:297–328, 2008. Search in Google Scholar
VAN ZELE, E., LENAERTS, J., WIEME, W. Improving the usefulness of concept maps as a research tool for science education. International Journal of Science Education, 26(9), 2004, 1 043–1 064. Search in Google Scholar
WATTS, M. Constructivism, reconstructivism and task-orientated problem-solving. In P. J. Fensham (ed.), The content of science, p. 39–58. London : Falmer, 1994. Search in Google Scholar
WHEELDON, J., FAUBERT, J. Framing Experience: Concept Maps, Mind Maps, and Data Collection in Qualitative Research. International Journal of Qualitative Methods, 8(3), 2009, 68–83. Retrieved 22 August 2011 from EBSCOhost. Search in Google Scholar

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[1] AUSTIN, L. B., SHORE, B. M. 1995. Using concept mapping for assessment in physics. Physics Education, 30, 1995, 41–45. Search in Google Scholar

[2] AUSUBEL, D. P. Educational psychology: A Cognitive View. New York : Holt, Rinehart and Winston, 1968. Search in Google Scholar

[3] BABBIE, E., MOUTON, J. The practice of social research: Oxford University Press Southern Africa; Belmont : Cape Town, 2001. Search in Google Scholar

[4] BYRNE, J., GRACE, M. Using a Concept Mapping Tool with a Photograph Association Technique (CoMPAT) to Elicit Children’s Ideas about Microbial Activity, Search in Google Scholar

[5] International Journal of Science Education, 32, 4, 2010, p. 479–500. Retrieved 25 May 2011 from EBSCOhost. Search in Google Scholar

[6] CLARK, E. V. Meaning: Development. Encyclopedia of Language & Linguistics, 2006, p. 577–583. Search in Google Scholar

[7] DALEY, B. J., TORRE, D. M. Concept maps in medical education: an analytical literature review. Medical Education, 44(5), 2010, 440–448. Search in Google Scholar

[8] DAWKINS, K., DICKERSON, D., MCKINNEY, S., BUTLER, S. Teaching Density to Middle School Students: Preservice Science Teachers’ Content Knowledge and Pedagogical Practices, Clearing House, 82, 1, 2008, p. 21–26. Retrieved 1 July 2011 from EBSCO host. Search in Google Scholar

[9] DUIT, R., TREAGUST, D. F., MANSFIELD, H. Investigating student understanding as prerequisite to improving teaching and learning in science and mathematics. In D. F. Treagust, R. Duit, B. J. Fraser (Eds). Improving Teaching and Learning in Science and Mathematics, 1996, p. 17–31. Teachers college : Columbia University. Search in Google Scholar

[10] HODSON, D. Teaching and learning science, towards a personalized approach. Buckingham. Phil., Miss. : Open University Press, 1998. Search in Google Scholar

[11] INGEC, S. Analysing Concept Maps as an Assessment Tool in Teaching Physics and Comparison with the Achievement Tests. International Journal of Science Education, 31(14), 2009, 1 897–1 915. Search in Google Scholar

[12] LEMMER, M. Analysis of South African Grade 10 learners’ conceptual resources regarding the concept of energy in Physics. African Journal of Research in Mathematics, Science and Technology Education, 15(1), 2011, 4–17. Search in Google Scholar

[13] MCMILLAN, J. H., Schumacher, S. Research in Education: A conceptual Introduction. 4th ed. Addison Wesley Longman, Inc : New York, 1997. Search in Google Scholar

[14] MCNEESE, M. D, AYOUB, P. J. Concept mapping in the analysis and design of cognitive sytems: a historical review. (In B. M. Moon, R. R. Hoffman, J. D. Novak, A. J. Canas (Eds). Applied concept mapping, capturing, analysing and organising knowledge, p. 3–21. CRC press. London, 2011 Search in Google Scholar

[15] MOON, B. M., HOFFMAN, R. R., ESKRIDGE, T. C., COFFEY, J. W. Skills in concept mapping. (In B. M. Moon, R. R. Hoffman, J. D. Novak, A. J. Canas (Eds). Applied concept mapping, capturing, analysing and organising knowledge, p. 3–21. CRC press. London, 2011. Search in Google Scholar

[16] NOVAK, J. D. Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning. Instructional science, 19, 1990, 29–52. Search in Google Scholar

[17] NOVAK, J. D. Concept mapping: A tool for improving science teaching and learning. In D. F. Treagust, R. Duit, B. J. Fraser (Eds). Improving Teaching and Learning in Science and Mathematics, p.32–43. Teachers college : Columbia University, 1996. Search in Google Scholar

[18] NOVAK, J. D., CANAS, A. J. The theory underlying concept maps and how to construct them. Florida Institute for Human and Machine Cognition Pensacola FI, 32502. Retrieved 12 July 2011 from http://www.ihmc.us. 2006 Search in Google Scholar

[19] NOVAK, J. D., CANAS, A. J. Applying tools and ideas in the corporate world. (In B. M. Moon, R. R. Hoffman, J. D. Novak, A. J. Canas (Eds). Applied concept mapping, capturing, analysing and organising knowledge, p. 3–21. CRC press. London, 2011. Search in Google Scholar

[20] NOVAK, J. D., GOWIN, D. B. Learning to learn. Cambridge University Press. : London, 1984. Search in Google Scholar

[21] ODED, B., STAVANS, A. The effect of “false” schema activation on the construction of meaning. System, 22, (4), 1994, 497–507. Search in Google Scholar

[22] OKEBUKOLA, P. A. Concept mapping with a cooperative learning flavor. The American Biology teacher, 54 (4), 1992. Search in Google Scholar

[23] PIAGET, J. The equilibrium of cognitive structures: The central problem of intellectual development. (New translation of the development of thought ed). Chigaco : University of Chicago Press, 1985. Search in Google Scholar

[24] RUIZ-PRIMO, M. A., SHAVELSON, R. J. Problems and issues in the use of concept maps in science assessment. Journal of research in science teaching, 33 (6), 1996, 569–600. Search in Google Scholar

[25] SCHEIN, E. Kurt Lewin’s Change Theory in the field and in the classroom: Notes Toward a Model of Managed Learning, Systems practice, 1995. Search in Google Scholar

[26] SILVERMAN, D. Qualitative analysis research: theory, method and practice. Thousand oaks, CA : Sage, 2004. Search in Google Scholar

[27] SLOTTE, V., LONKA, K. Spontaneous concept maps aiding the understanding of scientific concepts. International Journal of Science Education, 21(5), 1999, 515–531. Search in Google Scholar

[28] STODDART, T., ABRAMS, R., GASPER, E., CANADAY, D. Concept maps as assessment in science inquiry learning — a report of methodology. International Journal of Science Education, 22(12), 2000, 1 221–1 246. Search in Google Scholar

[29] TREAGUST, D. F., DUIT, R. Conceptual change: a discussion of theoretical, methodological and practical challenges for science education. Cultural Studies of Science Education, 3:297–328, 2008. Search in Google Scholar

[30] VAN ZELE, E., LENAERTS, J., WIEME, W. Improving the usefulness of concept maps as a research tool for science education. International Journal of Science Education, 26(9), 2004, 1 043–1 064. Search in Google Scholar

[31] WATTS, M. Constructivism, reconstructivism and task-orientated problem-solving. In P. J. Fensham (ed.), The content of science, p. 39–58. London : Falmer, 1994. Search in Google Scholar

[32] WHEELDON, J., FAUBERT, J. Framing Experience: Concept Maps, Mind Maps, and Data Collection in Qualitative Research. International Journal of Qualitative Methods, 8(3), 2009, 68–83. Retrieved 22 August 2011 from EBSCOhost. Search in Google Scholar

Scientia in educatione

An Exploration of Teacher’s Challenges in the Construction of Concept Maps on Energy

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