You are here:

An Innovative Use of Concept Mapping for Improving and Assessing STEM Teachers’ Conceptual Understanding
PROCEEDINGS

, Texas A&M University, United States ; , Sakarya University, Turkey ; , Texas A&M University, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

Conceptual understanding of STEM subjects is an important component in teacher workshops that needs to be taken into consideration because most STEM subjects require knowing different segments or domain specific knowledge and also a well constructed connection among different domains. In this study, we observed that concept mapping is a great learning tool for meaningful learning that enhances conceptual learning of both individual and group learning.. We strongly recommend inclusion of more concept mapping activities into different learning environments including STEM teacher workshops, especially, group concept mapping activities that have a great potential for meaningful conceptual learning.

Citation

Cavlazoglu, B., Akgun, O.E. & Stuessy, C.L. (2013). An Innovative Use of Concept Mapping for Improving and Assessing STEM Teachers’ Conceptual Understanding. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4777-4780). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 23, 2023 from .

References

View References & Citations Map
  1. Ausubel, D.P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston. Brophy& Good. (2008). Looking in classrooms. (10th ed., Vol. 5). Boston: Pearson.
  2. Ingec, S.K. (2008). Using concept maps as an assestment tool in physics education. Hacettepe University Journal of Education, 35, 195-206.
  3. Kaya, O.N. (2008). A student-centred approach: Assessing the changes in prospective science teachers’ conceptual understanding by concept mapping in a general chemistry laboratory. Research in Science Education, 38, 91–110. DOI10.1007/s11165-007-9048-7.
  4. National Science Foundation. (2010). Preparing the next generation of STEM innovators: Identifying and developing our nation’s human capital. Retrieved from http://www.nsf.gov/nsb/publications/2010/nsb1033.pdf National Research Council. (2000). How people learn: Brain, mind, experience and school. Washington, DC: National Academy Press.
  5. National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academy Press.
  6. Novak, J.D. (1990). Concept maps and vee diagrams: Two metacognitive tools for science and mathematics education. Instructional Science, 19, 29-52.
  7. Novak, J.D., & Gowin, D.B. (1984). Learning how to learn. New York, NY: Cambridge University Press.
  8. Novak, J.D. (2002). Meaningful learning: The essential factor for conceptual change in limited or appropriate propositional hierarchies (liphs) leading to empowerment of learners. Science Education, 86(4), 548-571.
  9. Novak, J.D. (2010), Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. New York, NY: Routledge.
  10. Novak, J.D., Gowin, D.B, & Johansen, G.T. (1983). The use of concept mapping and knowledge vee mapping with junior high school science students. Science Education, 67(5), 625–645.
  11. Novak, J.D., & Wandersee, J. (1991). Coeditors, special issue on concept mapping. Journal of Research in Science Teaching, 28(10).
  12. Preszler, R.W. (2004). Cooperative concept mapping improves performance in biology. Journal of College Science Teaching, 33, 30-35.
  13. Salkind, N.J. (2010). Encyclopedia of Research Design, 1st ed, Vol. 1. Thousand Oaks, CA: Sage Publications
  14. Vygotsky, L., & Cole, M. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read

Related Collections