Concept Mapping as an Assessment Tool in Science Education

Soika, Katrin and Reiska, Priit and Mikser, Rain (2012) Concept Mapping as an Assessment Tool in Science Education. In: Concept Maps: Theory, Methodology, Technology. Proc. of the Fifth Int. Conference on Concept Mapping. University of Malta, Valetta, Malta, pp. 128-134. ISBN 978-99957-0-308-0

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Concept mapping is a method to determine the achievement of knowledge. Concepts are linked with labelled lines to proposition. The concepts create a graphical structured meaningful relationship. The method is also proved to be effective for testing, indicating well students’ mentality and its structure. This article describes three case studies using concept maps as assessment tools. Two studies measured the necessity of animations describing abstract topics in chemistry. Memorizing time period, different learning materials, topics, and structure of animation were used as parameters. The third study detected the time when higher taxonomy scored concept maps were created. Could students find concept themselves from the exercise, or should they be given by the instructor? We argue that concept mapping method gives a unique possibility to visualize the structure of students’ knowledge.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2012
Subjects: L Education > L Education (General)
Q Science > Q Science (General)
Q Science > QD Chemistry
Depositing User: Mr. Ernest Prats
Date Deposited: 12 Sep 2012 16:10
Last Modified: 30 Sep 2012 11:54

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