Promoting Deep Approaches to Learning in Science with Sequentially Related Assessments

Kincaid, W. Bradley (2004) Promoting Deep Approaches to Learning in Science with Sequentially Related Assessments. In: Concept Maps: Theory, Methodology, Technology. Proc. of the First Int. Conference on Concept Mapping. Universidad Pública de Navarra, Pamplona, Spain, pp. 303-400. ISBN 84-9769-064-8

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Scientific literacy requires deep learning of science concepts. A suite of sequentially dependent assessments, which includes online chapter quizzes, concept mapping, and essay exams, was employed to promote deep learning. These assessments were evaluated in a pilot study that included survey instruments for each assessment type and for the overall course as well as open-ended questions for each assessment. Analysis of the surveys and comments resulted in several hypotheses to be tested with subsequently collected data. Hypotheses from this pilot study include: 1) sequentially dependent assessments promote deep learning in science 2) adequate support and acceptance of concept mapping and essay exams affect student approaches to learning 3) concept mapping is effective for construction of knowledge and for developing the ability to communicate that knowledge 4) assessments that promote surface learning are a prerequisite for concept construction and communication.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2004
Subjects: L Education > L Education (General)
Q Science > QH Natural history > QH301 Biology
Depositing User: Mr. Ernest Prats
Date Deposited: 18 Oct 2012 18:25
Last Modified: 18 Oct 2012 18:25

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