USING CONCEPT MAPPING FOR ASSESSMENT IN SCIENCE EDUCATION

TitleUSING CONCEPT MAPPING FOR ASSESSMENT IN SCIENCE EDUCATION
Publication TypeJournal Article
Year of Publication2014
AuthorsSoika, K, Reiska, P
JournalJournal of Baltic Science Education
Volume13
Issue5
Start Page662–673
PaginationContinuous
Date PublishedOctober/2014
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1129098
Keywordsconcept acquisition, concept mapping, paper-based instruction
Abstract

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.

URLhttp://oaji.net/articles/2015/987-1450981453.pdf
Refereed DesignationRefereed
Full Text