Concept Mapping Assessment of Media Assisted Learning in Interdisciplinary Science Education
Concept Mapping Assessment of Media Assisted Learning in Interdisciplinary Science Education
复制标题
跨学科科学教育中媒体辅助学习的概念图评估
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
R. Girwidz
中科院分区：
文献类型：
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作者：
Steffen Schaal;F. Bogner;R. Girwidz
概念知识的获得是科学教育的中心目标。在本研究中，我们监测了一个跨学科的超媒体辅助学习单元冬眠和热力学合作学习的基础上。我们使用概念图进行评估，采用前测/后测设计。在我们的研究中，106个九年级学生（n = 53）合作的工作对六个教训。由于跨学科的学习活动在如此复杂的知识领域必须结合联合收割机许多不同的方面，我们侧重于长期的知识。学习者在二人组中合作构建计算机支持的概念图，并通过特定软件进行分析。数据分析包括与目标参考图谱对应的知识的结构方面。学习单元后，结果表明，收购高阶特定领域的知识结构，这表明成功的跨学科学习，通过超媒体学习环境。使用计算机辅助的概念图评估的科学教育研究的好处，并在科学教室。
Acquisition of conceptual knowledge is a central aim in science education. In this study we monitored an interdisciplinary hypermedia assisted learning unit on hibernation and thermodynamics based on cooperative learning. We used concept mapping for the assessment, applying a pre-test/post-test design. In our study, 106 9th graders cooperated by working in pairs (n = 53) for six lessons. As an interdisciplinary learning activity in such complex knowledge domains has to combine many different aspects, we focused on long-term knowledge. Learners working cooperatively in dyads constructed computer-supported concept maps which were analysed by specific software. The data analysis encompassed structural aspects of the knowledge corresponding to a target reference map. After the learning unit, the results showed the acquisition of higher-order domain-specific knowledge structures which indicates successful interdisciplinary learning through the hypermedia learning environment. The benefit of using a computer-assisted concept mapping assessment for research in science education, and in science classrooms is considered.