<?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%">Thomas  J.J. McCloughlin</style></author><author><style face="normal" font="default" size="100%">Philip  S.C. Matthews</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">REPERTORY GRID ANALYSIS AND CONCEPT MAPPING: PROBLEMS AND ISSUES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">concept mapping</style></keyword><keyword><style  face="normal" font="default" size="100%">conceptual frameworks</style></keyword><keyword><style  face="normal" font="default" size="100%">repertory grid analysis</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1415392540.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">48</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">'Repertory grid analysis' was used as a way of constructing representations of learners conceptions of living things; and finding a common structure or understanding; this was described in previous work. 'Concept mapping' has been stated as an appropriate assessment procedure in science curricula in a number of countries. Previous relevant published work describing the benefits of 'concept mapping' as a learning, teaching, and assessing tool is large. However, the existence of a large literature is not justification in itself, and in this work we provide a critique of the current literature. Problems with 'concept mapping' are simply ignored. However, it is thought that 'repertory grid analysis' does overcome some of the recognized problems of 'concept mapping' such as: i) comparison of concept maps between students or between students and educators: in repertory grid this becomes not only possible but a reliable method - this has proven to be one of the more problematic areas in traditional 'concept mapping'; ii) quantification of concept mapping - integer scoring of whole concept maps in 'repertory grid analysis' is eliminated since the arranged structure of the graph produced holds significance for the conceptual structure. More research needs to be done in repertory grid analysis and its implications and applications in curricular research have yet to be fully explored.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">91-106</style></section></record><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%">Danuse Nezvalova</style></author><author><style face="normal" font="default" size="100%">Michael Svec</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SHOULD BE CONCEPT MAPPING USED IN THE SCIENCE TEACHING?</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">concept learning</style></keyword><keyword><style  face="normal" font="default" size="100%">concept mapping</style></keyword><keyword><style  face="normal" font="default" size="100%">constructivist learning theory</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392298483.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Students´ understanding of physics develops through everyday experience. Teachers must help students overcome their prior naive notions and move toward a more scientific understanding. This process is fundamental to student learning and it is one of very important objectives of physics teaching. In this article the strategy of concept mapping which can help students rationalize their perceptions in light of accepted scientific understanding is described. Concept maps are drawings or diagrams showing the mental connections that students make between a major concept and other concepts they have learned. This technique provides an observable and assessable record of the students´ conceptual schemata – the patterns of associations they make in relation to a given focal concept. Concept maps allow the teacher to discover the web of relationships that learners bring to the task at hand – the students´ starting points. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">90-96</style></section></record></records></xml>