How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development
How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development
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DOI：
10.1080/001318800363908
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发表时间：
2000-03-01
影响因子：
3.5
通讯作者：
Adams, A
中科院分区：
文献类型：
--
作者：
Kinchin, IM;Hay, DB;Adams, A
本文描述了一种定性分析学生概念图的方法。这种分类强调了三种主要的模式，即“辐”、“链”和“网”结构。例子来自八年级的科学课。这些模式被解释为理解水平进步的指标。本文提出，识别这些差异可以帮助课堂教师将教学重点放在更有效的学习上，并可以作为在协作环境中组织小组的基础。这种分析概念图的方法是有价值的，因为它提出了帮助学生整合新知识并建立在现有幼稚概念基础上的教学方法。我们还参考了教师的工作计划和国家科学课程，以考虑它们对理解建设的影响。这些想法是有意提前发表的，以鼓励辩论和产生反馈。进一步的工作正在进行中，以更好地了解如何最适当地帮助具有不同概念结构的学生实现学习发展。
This paper describes a qualitative approach to analysing students' concept maps. The classification highlights three major patterns which are referred to as 'spoke', 'chain' and 'net' structures. Examples are given from Year 8 science classes. The patterns are interpreted as being indicators of progressive levels of understanding. It is proposed that identification of these differences may help the classroom teacher to focus teaching for more effective learning and may be used as a basis for structuring groups in collaborative settings. This approach to analysing concept maps is of value because it suggests teaching approaches that help students integrate new knowledge and build upon their existing naive concepts. We also refer to the teacher's scheme of work and to the National Curriculum for science in order to consider their influence in the construction of understanding. These ideas have been deliberately offered for early publication to encourage debate and generate feedback. Further work is in progress to better understand how students with different conceptual structures can be most appropriately helped to achieve learning development.