Using Concept Mapping to Assess a Large-Scale Project

Eddy, Colleen M. and Wojnowski, David and Harrell, Pamela and Subramaniam, Karthigeyan and Pratt, Sarah (2012) Using Concept Mapping to Assess a Large-Scale Project. In: Concept Maps: Theory, Methodology, Technology. Proc. of the Fifth Int. Conference on Concept Mapping. University of Malta, Valetta, Malta, pp. 446-451. ISBN 978-99957-0-309-7

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Concept maps have been used in many research studies to analyze content knowledge transformation, but very few studies examine their use in large-scale projects. The purpose of this study is to evaluate the growth of in-service teacher content knowledge across 37 professional development projects, which include over 1,000 mathematics and/or science teachers. Project directors participate in an orientation to concept maps, which provides a rationale for using them, and instruction for creating an expert C-map. During the project director training, each project director generated C-maps. The C-maps are specific to the content for each institute and align with the major project content objective. The C-maps are used as a template for the creation of S-maps, which are used as pre/post-assessment tools for the evaluation of in-service teacher content knowledge. A team of researchers including science/mathematics education faculty and academic faculty verify the C-maps and provide feedback to project directors prior to the construction of the S-map template. In addition to the concept maps, the number of content courses taken by the in-service teacher and interviews are used for purposes of analyzing teacher content knowledge.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2012
Subjects: L Education > L Education (General)
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Q Science > Q Science (General)
Q Science > QA Mathematics
Depositing User: Mr. Ernest Prats
Date Deposited: 29 Sep 2012 21:14
Last Modified: 29 Sep 2012 21:14

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