@article {239,
	title = {MAKING CONCEPT MAPS USEFUL FOR PHYSICS TEACHER EDUCATION: ANALYSIS OF EPISTEMIC CONTENT OF LINKS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {29-42 },
	abstract = {In physics teacher education the use of graphical knowledge representation tools like concept maps are abundantly used because they are known to support the formation of organised knowledge. It is widely assumed that certain structural characteristics of concept maps can be connected to the usefulness of content. In order to study this relationship, the concept maps made by pre-service physics teachers are examined here. The design principles of the concept maps are based on quantitative experiments and modelling as the basic procedures in physics concept formation. The epistemic plausibility of justifications written in links is evaluated by using a four-level classification introduced here. The results show that the epistemic analysis of links affects remarkably to the acceptability of knowledge. The advantages of such concept mapping technique in supporting the conceptual understanding in physics teacher education are discussed as well as their usefulness in making plans for teaching.},
	keywords = {concept maps, epistemic content, physics teacher education, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.29},
	url = {http://oaji.net/articles/2014/987-1419166729.pdf},
	author = {Maija Nousiainen}
}
@article {227,
	title = {PRE-SERVICE PHYSICS TEACHERS{\textquoteright} CONCEPT MAPS REPRESENTING RELATIONAL STRUCTURE OF PHYSICS CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {September/2011},
	type = {Original article},
	chapter = {183-194 },
	abstract = {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.},
	keywords = {knowledge organisation, learning process, physics concept maps},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547320.pdf},
	author = {Maija Nousiainen and Ismo T. Koponen}
}
