scholarly journals USING CONCEPT MAPPING FOR ASSESSMENT IN SCIENCE EDUCATION

2014 ◽  
Vol 13 (5) ◽  
pp. 662-673
Author(s):  
Katrin Soika ◽  
Priit Reiska
Keyword(s):  
Science Education ◽  
Concept Mapping ◽  
Research Method ◽  
Concept Maps ◽  
Assessment Method ◽  
Mapping Method ◽  
Long Term Memory ◽  
Interactive Animation ◽  
Based Instruction

Conceptual acquisition is an important aspect of science education, especially with regard to committing things to long term memory. Three case studies were carried out to examine approaches to conceptual acquisition in science education. The aim of these studies was to determine whether concept mapping method is a valid research method. To answer the question, studies were developed. Two of them used animation to describe abstract topics in chemistry. The aim of the third study was to compare the differences in higher taxonomy concept maps, created in an allocated timeframe. The findings of the studies indicate that the use of voiced interactive animation without teacher explanation does not lend itself to superior concept acquisition. As a result of the study it was concluded that concept mapping as an assessment method provides a unique possibility to visualize the structure of students’ conceptual achievements. Based on the outcomes it is recommended concept mapping should be used more as an assessment or research method. Key words: assessment, concept mapping, animation, paper-based instruction, concepts.

Teaching Critical Thinking and Team Based Concept Mapping

2010 ◽  
pp. 171-186 ◽  
Author(s):  
Dawndra Meers-Scott ◽  
LesLee Taylor ◽  
John Pelley
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Collaborative Learning ◽  
Concept Mapping ◽  
Concept Maps ◽  
Personality Types ◽  
New Method ◽  
Long Term Memory ◽  
Group Activities

Critical thinking cannot be fully developed without involvement in collaborative learning activities that elicit problem solving dialogue. Concept maps are effective tools for dialogue because they require decisions about the organization of and the relationships between facts and concepts. This active decision making process develops both long term memory and the ability to apply that knowledge. The authors describe a new method for incorporating scored concept maps into an established collaborative learning method, Team-Based Learning, as a way to improve the effectiveness of individual preparation and for enhancing the problem solving dialogue during group activities. Their new method, Team-Based Concept Mapping, has advantages for students with different personality types and with different backgrounds because it provides greater clarity and precision in the group dialogue. The effect of concept mapping on the interaction between different personality types is discussed and suggestions for future studies to develop this method are offered.

scholarly journals Concept Mapping, an Effective Tool for Long-Term Memorization of Anatomy—A Quasi-Experimental Research Carried out among 1st Year General Medicine Students

2020 ◽  
Vol 10 (1) ◽  
pp. 530-543
Author(s):  
Sergiu-Mihai Nicoara ◽  
Stefan-Emeric Szamoskozi ◽  
Delia-Alexandrina Mitrea ◽  
Daniel-Corneliu Leucuta
Keyword(s):  
Concept Mapping ◽  
General Medicine ◽  
Mapping Method ◽  
Long Term Memory ◽  
Term Memory ◽  
Starting Point ◽  
Conceptual Maps ◽  
Quasi Experimental ◽  
The University

This study is part of a doctoral thesis conducted at the Faculty of Psychology of Babes-Bolyai University in collaboration with the University of Medicine, both from Cluj-Napoca, Romania. The starting point of the study was based on the eternal question of the medical student—“How should I learn to manage to retain so much information?” This is how learning through conceptual maps and learning by understanding has been achieved. In the study, a number of 505 students from the Faculty of General Medicine were randomly selected and divided into groups, to observe changes in the grades they obtained when learning anatomy with the concept mapping method vs. traditional methods. Six months later, a retest was carried out to test long-term memory. The results were always in favor of the experimental group and were statistically significant (with one exception), most notably for the 6-month retesting. It was also observed that the language of teaching, different or the same as the first language, explains that exception, at least partially. Other results were taken into account, such as the distribution of bad and good grades in the two groups. Other parameters that influenced the obtained results and which explain some contradictory results in the literature are discussed. In conclusion, the use of conceptual maps is useful for most students, both for short and long-term memory.

Explicit teaching of problem categorization using concept mapping, and an exploratory study of its effect on student achievement and on conceptual understanding – the case of chemical equilibrium problems

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Antonios Bakolis ◽  
Dimitrios Stamovlasis ◽  
Georgios Tsaparlis
Keyword(s):  
Student Achievement ◽  
Problem Solving ◽  
Concept Mapping ◽  
Conceptual Understanding ◽  
Chemical Equilibrium ◽  
Concept Maps ◽  
Equilibrium Problems ◽  
Solution Process ◽  
Control Group ◽  
Long Term Memory

Abstract A crucial step in problem solving is the retrieval of already learned schemata from long-term memory, a process which may be facilitated by categorization of the problem. The way knowledge is organized affects its availability, and, at the same time, it constitutes the important difference between experts and novices. The present study employed concept maps in a novel way, as a categorization tool for chemical equilibrium problems. The objective was to determine whether providing specific practice in problem categorization improves student achievement in problem solving and in conceptual understanding. Two groups of eleventh-grade students from two special private seminars in Corfu island, Greece, were used: the treatment group (N = 19) and the control group (N = 21). Results showed that the categorization helped students to improve their achievement, but the improvement was not always statistically significant. Students at lower (Piagetian) developmental level (in our sample, students at the transitional stage) had a larger improvement, which was statistically significant with a high effect size. Finally, Nakhleh’s categorization scheme, distinguishing algorithmic versus conceptual subproblems in the solution process, was studied. Dependency of problem solving on an organized knowledge base and the significance of concept mapping on student achievement were the conclusion.

Concept Maps as an Assessment Tool in Psychology Courses

2002 ◽  
Vol 29 (1) ◽  
pp. 25-29 ◽  
Author(s):  
Joy M. Jacobs-Lawson ◽  
Douglas A. Hershey
Keyword(s):  
Concept Maps ◽  
Assessment Tool ◽  
Faculty Members ◽  
Mapping Technique ◽  
Long Term Memory ◽  
Term Memory ◽  
Traditional Assessment ◽  
Psychology Courses ◽  
Assessment Techniques

A concept map is a graphic, hierarchically arranged knowledge representation that reflects the content of an individual's semantic long-term memory. In this article we describe the basic mapping technique, a number of variations on the technique, how faculty members can use concept maps as an adjunct to traditional assessment techniques in psychology courses, and as a means of evaluating students' maps both quantitatively and qualitatively. Based on the results of a comparison between students' concepts maps completed at the beginning and the end of semester, we conclude that the technique is effective at evaluating students' knowledge.

scholarly journals CONCEPT MAPPING AS A TOOL FOR MEANINGFUL LEARNING

2020 ◽  
Vol 8 (12) ◽  
pp. 833-841
Author(s):  
Divya P. ◽  
◽  
Smitha R ◽  
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Cognitive Mapping ◽  
Short Term Memory ◽  
Teaching Method ◽  
Meaningful Learning ◽  
Long Term Memory ◽  
Evaluation Tool ◽  
Term Memory ◽  
Abstract Knowledge

Concept maps have now been used as a research and evaluation tool. It enables students to visualize the structure of knowledge, interrelated concepts and the relationships among various concepts and sub-concepts. Concept mapping has been found to be an effective teaching method which enhances meaningful learning. Concept mapping was significantly more effective than the traditional or expository teaching strategies in enhancing learning. Cognitive mapping differs from traditional methods by making underlying cognitive structures transparent and giving a focus to the set of propositions by which learners construct meaning. Concept map structure correlates with the perceived data. They provide quick summary and help to identify topics to elicit new information. Concept mapping is a strategy that can be used to impart content knowledge with sense within a limited period of time.Concepts learned by rote learning tends to be quickly forgotten. Teaching methods and tools should transform knowledge from short-term memory to long-term memory. Several research studies have supported Concept mapping in academic and non-academic fields. This article describes how the concept mapping can be used to transform abstract knowledge and understanding into concrete visual representations. It is underlined that the Concept maps will serve as a suitable tool to support educators in promoting students comprehension and understanding of new concepts.

scholarly journals Suggestions for teacher education from concept mapping studies

2015 ◽  
pp. 149-161
Keyword(s):  
Professional Development ◽  
Concept Mapping ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
Concept Maps ◽  
Teaching Quality ◽  
Mapping Method ◽  
Self Development ◽  
Teacher Personality ◽  
Teacher Professional

In order to enhance primary and secondary education, teaching and learning methods need to be continuously developed as well as, of course, promote teaching quality dependent on teacher personality, teacher professional development, teacher self-development, etc. Teacher professional development gives the novice teacher access to a wide set of teaching methods and assessment opportunities, especially geared to flexible learning and assessment methods, which can be considered for adoption. One such flexible method is the use of concept mapping. This article describes the results of several studies, where concept mapping method was used, giving many didactical suggestions for using concept mapping for learning and especially for assessment. Additionally, considerations are introduced on using concept maps as a research instrument.

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield
Keyword(s):  
Auditory Processing ◽  
Short Term Memory ◽  
Group Differences ◽  
Long Term Memory ◽  
Short Term ◽  
Significant Group ◽  
Term Memory ◽  
Memory And Attention ◽  
Speed And Accuracy

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607

Retrieval from Memory or Procedural Strategies for Addition Problems

2011 ◽  
Vol 70 (1) ◽  
pp. 35-39 ◽  
Author(s):  
Muriel Fanget ◽  
Catherine Thevenot ◽  
Caroline Castel ◽  
Michel Fayol
Keyword(s):  
Reaction Times ◽  
Long Term Memory ◽  
Verbal Reports ◽  
Term Memory ◽  
Simple Addition ◽  
Memory Traces ◽  
Addition Problem ◽  
Retrieval From Memory ◽  
Calculation Procedures

In this study, we used a paradigm recently developed ( Thevenot, Fanget, & Fayol, 2007 ) to determine whether 10-year-old children solve simple addition problems by retrieval of the answer from long-term memory or by calculation procedures. Our paradigm is unique in that it does not rely on reaction times or verbal reports, which are known to potentially bias the results, especially in children. Rather, it takes advantage of the fact that calculation procedures degrade the memory traces of the operands, so that it is more difficult to recognize them when they have been involved in the solution of an addition problem by calculation rather than by retrieval. The present study sharpens the current conclusions in the literature and shows that, when the sum of addition problems is up to 10, children mainly use retrieval, but when it is greater than 10, they mainly use calculation procedures.

The Acute Effect of Alcohol on Various Memory Processes

2010 ◽  
Vol 24 (4) ◽  
pp. 249-252 ◽  
Author(s):  
Márk Molnár ◽  
Roland Boha ◽  
Balázs Czigler ◽  
Zsófia Anna Gaál
Keyword(s):  
Low Dose ◽  
Short Term Memory ◽  
Acute Effect ◽  
Long Term Memory ◽  
Term Memory ◽  
Memory Processes ◽  
Different Types ◽  
The Brain ◽  
Legal Consequences

This review surveys relevant and recent data of the pertinent literature regarding the acute effect of alcohol on various kinds of memory processes with special emphasis on working memory. The characteristics of different types of long-term memory (LTM) and short-term memory (STM) processes are summarized with an attempt to relate these to various structures in the brain. LTM is typically impaired by chronic alcohol intake but according to some data a single dose of ethanol may have long lasting effects if administered at a critically important age. The most commonly seen deleterious acute effect of alcohol to STM appears following large doses of ethanol in conditions of “binge drinking” causing the “blackout” phenomenon. However, with the application of various techniques and well-structured behavioral paradigms it is possible to detect, albeit occasionally, subtle changes of cognitive processes even as a result of a low dose of alcohol. These data may be important for the consideration of legal consequences of low-dose ethanol intake in conditions such as driving, etc.

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