Využitie pojmového mapovania pri skúmaní predstáv žiakov a študentov o prepojení orgánových sústav

Romana Schubertová; Michaela Bednárová

doi:10.14712/18047106.999

Vol. 9 No. 1 (2018): sciED Research Reports

Using Concept Mapping to Assess Pupils’ and Students’ Awareness of the Relationship Between Organ Systems of the Human Body

Romana Schubertová, ¹ Michaela Bednárová, ²

Fakulta prírodných vied, Univerzita Mateja Bela, Banská Bystrica
Fakulta prírodných vied, Univerzita Mateja Bela

DOI: https://doi.org/10.14712/18047106.999

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Schubertová, R., & Bednárová, M. (2018). Using Concept Mapping to Assess Pupils’ and Students’ Awareness of the Relationship Between Organ Systems of the Human Body. Scientia in Educatione, 9(1). https://doi.org/10.14712/18047106.999

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Abstract

Recent research in science education has developed several techniques for assessing student awareness and knowledge of biological objects and phenomena. Similar to drawing, concept mapping is one of the projective techniques, yet it can also provide information about the cognitive structure formed by the pupil or student in question. The aim of this research is to describe the prevalent ideas of pupils and students about the interconnection between organ systems of the human body, and to compare these ideas. A total of 83 seventh graders at ISCED 2 level and 20 biology teacher trainees in the 1st year of the Master’s study participated in the research. The research established that pupils and students tended to emphasize nervous system in relation to the other systems, but also had a firmly rooted misconception about linking the urinary system to the digestive system. On the other hand, pupils and students proved largely unaware of the relationship between circulatory and muscular systems, even though this relationship is obvious to an expert who considers the transmission of nutrients and breathing gases. As a conclusion we provide some suggestions towards pedagogical implications that can influence the creation and transformation of the misconceptions identified throughout this project.

References

Abdullah, A. & Scaife, J. (1997). Using interviews to assess children’s understanding of science concepts. School Science Review, 78(285), 79–84. Search in Google Scholar
Adame, R. & Kováčiková, O. (2011). Prírodoveda 1, metodická príručka pre učiteľa. Bratislava: Aitec. Search in Google Scholar
Ausubel, D.P. (1968). Educational psychology. A cognitive view. New York: Holt, Rinehart and Winston, Inc. Search in Google Scholar
Bendl, S. & Voňková, H. (2010) Využití pojmových map ve výuce pedagogiky. Pedagogická orientace, 20(1), 16–38. Search in Google Scholar
Ben-Zvi Assaraf, O., Dodick, J. & Tripto, J. (2013). High school students’ understanding of the human body system. Research Science Education, 43, 33–56. Search in Google Scholar
Bronerská, J. (2015). Výskumne ladená koncepcia vzdelávania a periodický zákon [Dizertačná práca]. Trnava: Trnavská Univerzita. Search in Google Scholar
Buzan, T. & Buzan, B. (2012). Myšlenkové mapy. Bizbooks. Search in Google Scholar
Cardac, O. (2015). Student science teachers’ ideas of the digestive system. Journal of Education and Training Studies, 3(5), 127–133. Search in Google Scholar
Davies, M. (2011). Concept mapping, mind mapping and argument mapping: what are the differences and do they mater? The International Journal of Higher Education, 62(3), 279–301. Search in Google Scholar
Dowd, J. E., Duncan, T. & Reynolds, J.A. (2015). Concept maps for improved science reasoning and writing: Complexity isn’t everything. CBE – Life Sciences Education, 14, 1–6. Search in Google Scholar
Enochson, P.G. et al. (2015). Ideas about the human body among secondary students in South Africa. African Journal of Research in Mathematics, Science and Technology Education, 19(2), 199–211. Search in Google Scholar
Garcia-Barros, S. et al. (2011). What do children aged four to seven know aboout the digestive system and the respiratory system of the human beeing and of the other animals? International Journal of Science Education, 33(15), 2095–2122. Search in Google Scholar
Glaser, B.G. & Strauss, A. L. (1967). The discovery of grounded theory. New York: Aldine. Search in Google Scholar
Greene, J.C., Caracelli, V. J., Graham, W. F. (1989). Toward a conceptual framework for mixed.method evaluation design. Educational Evaluation and Policy Analysis, 11(3), 255–274. Search in Google Scholar
Grubb, R. (2017). Roots of visual mapping. Dostupné z http://www.mindmapping.org/blog/mapping-history/roots-of-visual-mapping/ Search in Google Scholar
Haslam, F. & Treagust, D. F. (1987). Diagnosing secondary students’ misconceptions of photosythesis and respiration in plants using a two-tier multiple-choice instrument. Journal of Biological Education, 21(3), 203–211. Search in Google Scholar
Henno, I. & Reska, P. (2008). Using concept mapping as assessment tool in school biology. Proc. of the third conference on concept mapping, Tallin, Estonia & Helsinki, Finland. Search in Google Scholar
Irvine, L. (1995). Can concept mapping be used to promote meaningful learning in nursing education? Journal of Advanced Nursing, 21, 1175–1179. Search in Google Scholar
Karolčík, Š. & Murtínová, L. (2013). Možnosti aplikácie pojmových máp vo výučbe geografie na vyššom stupni sekundárneho vzdelávania. Moderní vyučování. Search in Google Scholar
Dostupné z http://http://www.modernivyucovani.cz/uspenos-zaradeniapojmovych-mapdo-programu-vyuby-geografie-na-niom-stupni-sekundarnehovzdelavania/ Search in Google Scholar
Kimáková, K. (2008). Úvod do štúdia didaktiky biológie. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach. Search in Google Scholar
Kinchin, I. M. (2008). The qualitative analysis of concept maps: some unforseen consequences and emerging opportunities. Proceedings of the trird int. conference of Search in Google Scholar
concept mapping, Tallin, Estonia & Helsinki, Finland. Search in Google Scholar
Kubiatko, M. (2017). Predstavy žiakov o vylučovacej a endokrinnej sústave. Scientia in Educatione, 8(2), 70–83. Search in Google Scholar
Mareš, J. (2010). E-learning využívajíci objektivní a subjektivní mapy pojmů. Dostupné z https://konference.osu.cz/icte/dokumenty/2010/mares.pdf Search in Google Scholar
Markham, K. M., Mintzes, J. J. & Jones, M. G. (1994). The concept map as a research and evaluation tool – further evidence of validity. Journal of Reasearch in Science Teaching, 31(1), 91–101. Search in Google Scholar
Novak, D. J. & CaËnas, J. A. (2006). The theory underlying concept maps and how to construct and use them. Príspevok prezentovaný na Technical Report IHMC Cmap Tools, Florida. Dostupné z Search in Google Scholar
http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Novak, D. J. & Gowin, D.B. (1984). Learning How to Learn. New York: Cambridge University Press. Search in Google Scholar
Nuutinen, J.A. & Sutinen, E. (2003). Visualisation of the learning process using concept mapping. Proceedings 3rd IEEE international conference on advanced technologies, Athens, Greece. Search in Google Scholar
Prokop, P. & Fančovičová, J. (2006). Students’ ideas about the human body: Do they really draw what they know? Journal of Baltic Science Education, 2(10), 86–95. Search in Google Scholar
Prokša, M. et al. (2008). Metodológia pedagogického výskumu a jeho aplikácia v didaktikách prírodných vied. Bratislava: Univerzita Komenského. Search in Google Scholar
Reiss, M. J. & Tunnicliffe, S.D. (2001). Students’ understandings of human organs and organ systems. Research in Science Education, 31(3), 383–399. Search in Google Scholar
Reiss, M. J. et al. (2002). An international study of young people’s drawings of what is inside themselves. Journal of Biological Education, 36(2), 18–22. Search in Google Scholar
Ruiz-Primo, M.A. et al. (2011). On the validity of cognitive interpretations of scores trom alternative concept-mapping techniques. Educational Assessment, 7(2), 99–141. Search in Google Scholar
Schubertová, R. (2014). Induktívne osvojovanie pojmu látkové množstvo [Dizertačná práca]. Trnava: Trnavská Univerzita. Search in Google Scholar
Sedlár, M. (2015). Systematické prístupy k analýze dát z Metódy kritických rozhodnutí. Psychologie a její kontexty, 6(2), 79–93. Search in Google Scholar
Stančíková, D. (2015). Myšlienková mapa ako výsledok činnosti žiakov na hodinách ekonomiky a práva. Bratislava: Metodicko-pedagogické centrum. Search in Google Scholar
Stears, M. & Dempster, E.R. (2017). Changes in children’s knowldge about their internal anatomy between first and ninth grades. In P. Katz (Eds.), Drawing for science education: An international perspective (147–154). Rotterdam: Sense Publishers. Search in Google Scholar
ŠPÚ. (2008). Štátny vzdelávací program pre 2. stupeň základnej školy v Slovenskej republike, ISCED 2 – nižšie sekundárne vzdelávanie. Search in Google Scholar
Dostupné z http://www.statpedu.sk/sites/default/files/dokumenty/statny-vzdelavaciprogram/isced2 spu uprava.pdf Search in Google Scholar
ŠPÚ. (2014). Inovovaný štátny vzdelávací program. Biológia. Dostupné z http://www.statpedu.sk/sites/default/files/dokumenty/inovovanystatnyvzdelavaci-program/biologia nsv 2014.pdf Search in Google Scholar
Teixera, F. M. (1998). What happens to the food we eat? Children’s conceptions of the structure and function of the digestive system. Proc. of the second conference of Search in Google Scholar
European researchers in didactic of Biology, University of G˝oteborg, Sweden. Search in Google Scholar
Tript, J., Ben-Zvi Assaraf, O., Amit, M. (2013). Mapping what they know: Concept maps as an effective tool for assessing students’ systems thinking. American Journal of Operations Research, 3(1), 245–258. Search in Google Scholar
Uhereková, M. et al. (2011). Biológia pre 7. ročník základnej školy a 2. ročník gymnázia s osemročným štúdiom. Bratislava: EXPOL PEDAGOGIKA. Search in Google Scholar
Vaňková, P. (2014). Pojmové mapy ve vzdělávání. Univerzita Karlova v Praze: Katedra informačních technologií a technické výchovy. Dostupné z http://vzdelavani-dvpp.eu/download/opory/09vankova.kn.blA4.TISK.pdf Search in Google Scholar
Wong, B. L.W. (2004). Critical decision method data analysis. In D. Diaper & N.A. Stanton (Eds.), The Handbook of tasks analysis for human computers interaction (327–346). Mahwah, New Jersey: Lawrence Erlbaum Associates. Search in Google Scholar
Wong, B. L.W. (2006). The critical decision method. In W. Karwowski (Eds.), International encyclopedia of ergonomics and human factors: Volume 1 (2nd ed.) (3067–3073). Boca Raton: Taylor & Francis. Search in Google Scholar
Zele, E.V., Lenaerts, J. & Wieme, W. (2004). Improving the usefulness of concept maps as a research tool in science education. International Journal of Science Education, Search in Google Scholar
(9), 1043–1064. Search in Google Scholar

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[1] Abdullah, A. & Scaife, J. (1997). Using interviews to assess children’s understanding of science concepts. School Science Review, 78(285), 79–84. Search in Google Scholar

[2] Adame, R. & Kováčiková, O. (2011). Prírodoveda 1, metodická príručka pre učiteľa. Bratislava: Aitec. Search in Google Scholar

[3] Ausubel, D.P. (1968). Educational psychology. A cognitive view. New York: Holt, Rinehart and Winston, Inc. Search in Google Scholar

[4] Bendl, S. & Voňková, H. (2010) Využití pojmových map ve výuce pedagogiky. Pedagogická orientace, 20(1), 16–38. Search in Google Scholar

[5] Ben-Zvi Assaraf, O., Dodick, J. & Tripto, J. (2013). High school students’ understanding of the human body system. Research Science Education, 43, 33–56. Search in Google Scholar

[6] Bronerská, J. (2015). Výskumne ladená koncepcia vzdelávania a periodický zákon [Dizertačná práca]. Trnava: Trnavská Univerzita. Search in Google Scholar

[7] Buzan, T. & Buzan, B. (2012). Myšlenkové mapy. Bizbooks. Search in Google Scholar

[8] Cardac, O. (2015). Student science teachers’ ideas of the digestive system. Journal of Education and Training Studies, 3(5), 127–133. Search in Google Scholar

[9] Davies, M. (2011). Concept mapping, mind mapping and argument mapping: what are the differences and do they mater? The International Journal of Higher Education, 62(3), 279–301. Search in Google Scholar

[10] Dowd, J. E., Duncan, T. & Reynolds, J.A. (2015). Concept maps for improved science reasoning and writing: Complexity isn’t everything. CBE – Life Sciences Education, 14, 1–6. Search in Google Scholar

[11] Enochson, P.G. et al. (2015). Ideas about the human body among secondary students in South Africa. African Journal of Research in Mathematics, Science and Technology Education, 19(2), 199–211. Search in Google Scholar

[12] Garcia-Barros, S. et al. (2011). What do children aged four to seven know aboout the digestive system and the respiratory system of the human beeing and of the other animals? International Journal of Science Education, 33(15), 2095–2122. Search in Google Scholar

[13] Glaser, B.G. & Strauss, A. L. (1967). The discovery of grounded theory. New York: Aldine. Search in Google Scholar

[14] Greene, J.C., Caracelli, V. J., Graham, W. F. (1989). Toward a conceptual framework for mixed.method evaluation design. Educational Evaluation and Policy Analysis, 11(3), 255–274. Search in Google Scholar

[15] Grubb, R. (2017). Roots of visual mapping. Dostupné z http://www.mindmapping.org/blog/mapping-history/roots-of-visual-mapping/ Search in Google Scholar

[16] Haslam, F. & Treagust, D. F. (1987). Diagnosing secondary students’ misconceptions of photosythesis and respiration in plants using a two-tier multiple-choice instrument. Journal of Biological Education, 21(3), 203–211. Search in Google Scholar

[17] Henno, I. & Reska, P. (2008). Using concept mapping as assessment tool in school biology. Proc. of the third conference on concept mapping, Tallin, Estonia & Helsinki, Finland. Search in Google Scholar

[18] Irvine, L. (1995). Can concept mapping be used to promote meaningful learning in nursing education? Journal of Advanced Nursing, 21, 1175–1179. Search in Google Scholar

[19] Karolčík, Š. & Murtínová, L. (2013). Možnosti aplikácie pojmových máp vo výučbe geografie na vyššom stupni sekundárneho vzdelávania. Moderní vyučování. Search in Google Scholar

[20] Dostupné z http://http://www.modernivyucovani.cz/uspenos-zaradeniapojmovych-mapdo-programu-vyuby-geografie-na-niom-stupni-sekundarnehovzdelavania/ Search in Google Scholar

[21] Kimáková, K. (2008). Úvod do štúdia didaktiky biológie. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach. Search in Google Scholar

[22] Kinchin, I. M. (2008). The qualitative analysis of concept maps: some unforseen consequences and emerging opportunities. Proceedings of the trird int. conference of Search in Google Scholar

[23] concept mapping, Tallin, Estonia & Helsinki, Finland. Search in Google Scholar

[24] Kubiatko, M. (2017). Predstavy žiakov o vylučovacej a endokrinnej sústave. Scientia in Educatione, 8(2), 70–83. Search in Google Scholar

[25] Mareš, J. (2010). E-learning využívajíci objektivní a subjektivní mapy pojmů. Dostupné z https://konference.osu.cz/icte/dokumenty/2010/mares.pdf Search in Google Scholar

[26] Markham, K. M., Mintzes, J. J. & Jones, M. G. (1994). The concept map as a research and evaluation tool – further evidence of validity. Journal of Reasearch in Science Teaching, 31(1), 91–101. Search in Google Scholar

[27] Novak, D. J. & CaËnas, J. A. (2006). The theory underlying concept maps and how to construct and use them. Príspevok prezentovaný na Technical Report IHMC Cmap Tools, Florida. Dostupné z Search in Google Scholar

[28] http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

[29] Novak, D. J. & Gowin, D.B. (1984). Learning How to Learn. New York: Cambridge University Press. Search in Google Scholar

[30] Nuutinen, J.A. & Sutinen, E. (2003). Visualisation of the learning process using concept mapping. Proceedings 3rd IEEE international conference on advanced technologies, Athens, Greece. Search in Google Scholar

[31] Prokop, P. & Fančovičová, J. (2006). Students’ ideas about the human body: Do they really draw what they know? Journal of Baltic Science Education, 2(10), 86–95. Search in Google Scholar

[32] Prokša, M. et al. (2008). Metodológia pedagogického výskumu a jeho aplikácia v didaktikách prírodných vied. Bratislava: Univerzita Komenského. Search in Google Scholar

[33] Reiss, M. J. & Tunnicliffe, S.D. (2001). Students’ understandings of human organs and organ systems. Research in Science Education, 31(3), 383–399. Search in Google Scholar

[34] Reiss, M. J. et al. (2002). An international study of young people’s drawings of what is inside themselves. Journal of Biological Education, 36(2), 18–22. Search in Google Scholar

[35] Ruiz-Primo, M.A. et al. (2011). On the validity of cognitive interpretations of scores trom alternative concept-mapping techniques. Educational Assessment, 7(2), 99–141. Search in Google Scholar

[36] Schubertová, R. (2014). Induktívne osvojovanie pojmu látkové množstvo [Dizertačná práca]. Trnava: Trnavská Univerzita. Search in Google Scholar

[37] Sedlár, M. (2015). Systematické prístupy k analýze dát z Metódy kritických rozhodnutí. Psychologie a její kontexty, 6(2), 79–93. Search in Google Scholar

[38] Stančíková, D. (2015). Myšlienková mapa ako výsledok činnosti žiakov na hodinách ekonomiky a práva. Bratislava: Metodicko-pedagogické centrum. Search in Google Scholar

[39] Stears, M. & Dempster, E.R. (2017). Changes in children’s knowldge about their internal anatomy between first and ninth grades. In P. Katz (Eds.), Drawing for science education: An international perspective (147–154). Rotterdam: Sense Publishers. Search in Google Scholar

[40] ŠPÚ. (2008). Štátny vzdelávací program pre 2. stupeň základnej školy v Slovenskej republike, ISCED 2 – nižšie sekundárne vzdelávanie. Search in Google Scholar

[41] Dostupné z http://www.statpedu.sk/sites/default/files/dokumenty/statny-vzdelavaciprogram/isced2 spu uprava.pdf Search in Google Scholar

[42] ŠPÚ. (2014). Inovovaný štátny vzdelávací program. Biológia. Dostupné z http://www.statpedu.sk/sites/default/files/dokumenty/inovovanystatnyvzdelavaci-program/biologia nsv 2014.pdf Search in Google Scholar

[43] Teixera, F. M. (1998). What happens to the food we eat? Children’s conceptions of the structure and function of the digestive system. Proc. of the second conference of Search in Google Scholar

[44] European researchers in didactic of Biology, University of G˝oteborg, Sweden. Search in Google Scholar

[45] Tript, J., Ben-Zvi Assaraf, O., Amit, M. (2013). Mapping what they know: Concept maps as an effective tool for assessing students’ systems thinking. American Journal of Operations Research, 3(1), 245–258. Search in Google Scholar

[46] Uhereková, M. et al. (2011). Biológia pre 7. ročník základnej školy a 2. ročník gymnázia s osemročným štúdiom. Bratislava: EXPOL PEDAGOGIKA. Search in Google Scholar

[47] Vaňková, P. (2014). Pojmové mapy ve vzdělávání. Univerzita Karlova v Praze: Katedra informačních technologií a technické výchovy. Dostupné z http://vzdelavani-dvpp.eu/download/opory/09vankova.kn.blA4.TISK.pdf Search in Google Scholar

[48] Wong, B. L.W. (2004). Critical decision method data analysis. In D. Diaper & N.A. Stanton (Eds.), The Handbook of tasks analysis for human computers interaction (327–346). Mahwah, New Jersey: Lawrence Erlbaum Associates. Search in Google Scholar

[49] Wong, B. L.W. (2006). The critical decision method. In W. Karwowski (Eds.), International encyclopedia of ergonomics and human factors: Volume 1 (2nd ed.) (3067–3073). Boca Raton: Taylor & Francis. Search in Google Scholar

[50] Zele, E.V., Lenaerts, J. & Wieme, W. (2004). Improving the usefulness of concept maps as a research tool in science education. International Journal of Science Education, Search in Google Scholar

[51] (9), 1043–1064. Search in Google Scholar

Scientia in educatione

Using Concept Mapping to Assess Pupils’ and Students’ Awareness of the Relationship Between Organ Systems of the Human Body

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