Using a computerized concept mapping program to assess preservice teachers' thinking about effective teaching
Using a computerized concept mapping program to assess preservice teachers' thinking about effective teaching
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使用计算机概念图程序评估职前教师对有效教学的思考
DOI：
10.1002/tea.3660271005
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发表时间：
1990
影响因子：
4.6
通讯作者：
Joyce M. Smith
中科院分区：
文献类型：
--
作者：
Barbara A. Beyerbach;Joyce M. Smith
采用计算机化的概念图绘制程序，对17名职前教师关于有效教学的概念图的内容和组织的变化进行了评估。参加幼儿教师教育项目的四年级职前教师与合作伙伴一起构建和修订概念图。他们将对每一次地图绘制经验的反思输入到他们的反思日记中，以开发对教学的启示。对概念图的分析表明，这些学生全年都主要关注课堂管理，将不同的信息与这一概念联系起来。它们在知识和组织的标签下证明了详细和不同的理解。专业精神是一项常见的东西，尽管它不那么发达。他们的反思日记表明，这些学生从描述情感反应转向使用计算机程序作为对教/学过程进行反思的基础。这项研究说明了概念图在描述学生在特定学科领域中不断演变的知识结构和促进反思方面是如何有用的。
Concept mapping with Learning Tool, a computerized mapping program, was used to assess changes in the content and organization of 17 preservice teachers' concept maps for the topic of effective teaching. Preservice teachers in their senior year of an early childhood teacher education program constructed and revised concept maps with a partner. They entered reflections on each mapping experience into their reflective journals, developing implications for teaching. Analysis of the concept maps revealed that these students had a primary concern with classroom management throughout the year, linking diverse information to that concept. They evidenced detailed and diverse understandings under the labels of knowledge and organization. Professionalism was a common item, though it was less well developed. Their reflective journals indicated that these students moved from describing emotional reactions to using the computer program as a basis for reflection on the teaching/learning process. This study illustrates how concept mapping can be useful in describing students' evolving constructions of knowledge in a particular subject area, and in promoting reflection.