<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maija Nousiainen</style></author><author><style face="normal" font="default" size="100%">Ismo T. Koponen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRE-SERVICE PHYSICS TEACHERS’ CONCEPT MAPS REPRESENTING RELATIONAL STRUCTURE OF PHYSICS CONCEPTS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">knowledge organisation</style></keyword><keyword><style  face="normal" font="default" size="100%">learning process</style></keyword><keyword><style  face="normal" font="default" size="100%">physics concept maps</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">September/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1410547320.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">10</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In this study, a parsimonious set of quantities is developed to characterise and evaluate the quality of concept maps. It is shown here how such a set can be based on measurements of the connectivity, clustering and cohesion of concept maps. A structural model of the data is introduced so that concept maps can be evaluated and classified by using only two quantities called here richness of content (D) and quality of structure (q). The model is used in monitoring changes in the concept maps (N=33) consisting of two sets of maps (initial and final ones), made before and after teaching. Such an approach gives access to monitor changes of the concept maps during a teaching sequence.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">183-194 </style></section></record></records></xml>