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1、13LearnerPriorKnowledgeandConceptMaps...TheeffectsoflearnerpriorknowledgewhencreatingconceptmapsfromatextpassageRoyB.ClarianaandRavinderKoulThePennsylvaniaStateUniversity,CollegeofEducationEditorialcontact:Dr.RoyClarianaPennStateUniversity30ESwedesfordRoadMalvern,PA1
2、9468RClariana@psu.edu610-648-3253SubmittedtoIJIMJanuary1,2008RunningHead:LearnerPriorKnowledgeandConceptMaps...13LearnerPriorKnowledgeandConceptMaps...TheeffectsoflearnerpriorknowledgewhencreatingconceptmapsfromatextpassageAbstractPastpracticehasassumedastrongcorresp
3、ondencebetweenconceptmapsandcomplementarytextpassages.Toquantifyandexplorethiscorrespondence,thisinvestigationexaminestheaveragepercentofagreementofmultipleconceptmapsderivedfromoneshorttextpassage.Participantswere16graduate-levelstudentsenrolledinacurriculumcourse.P
4、articipantsworkedindyadstoconverta255-wordtextpassageontheheartandcirculatorysystemintoaconceptmapofthiscontent.PropositionsintheeightresultingconceptmapswereanalyzedusingPathfinderKNOTsoftware.Thecorrespondencebetweentheeightconceptmapsandthetextpassagewereonlyfairt
5、opoor.However,forthethreedyadswithasciencemajorasamember,theseconceptmapscorrespondedmorewitheachother(e.g.,61%,65%,and87%agreement),andalsowiththetextpassage(e.g.,46%,52%,and55%agreement).Thuspriorknowledgemaybecriticalinconceptmappingandlikelyrelatestoselectingthem
6、ostimportantconceptstoincludefromtheuniverseofconceptsandalsoknowingwhenthemapiscompleted.Conceptmapsandessaysareavaluabletoolforcapturingandrepresentinginformation(Jonassen,Beissner,&Yacci,1993;Novak,n.d.;Novak&Gowin,1984).Forexample,Jonassenetal.listconceptmapsasac
7、ommonnote-takingstrategyforrecordingclasslecturesandtextbookreadings.Conceptmapsmaybeespeciallygoodforsummarizingtext(p.419,Nesbit&Adesope,2006).Also,teachersadvocateusingconceptmapsinplaceofoutlinesforcomposingclassroomessaysandmostconceptmappingsoftware(i.e.,CmapTo
8、olstoolsandInspirationtm)hasamap-to-outlinefeaturethatallowsstudentstoautomaticallyconvertfromavisualconceptmaptoahierarchicaltexto