Search results for: Concept maps
Page 1/2 11 items
Beginning Teachers’ Conceptual Understandings of Effective History Teaching: Examining the Change from “Subject Knowers” to “Subject Teachers”
The purpose of this study was to explore the change in preservice teachers’ conceptions of effective history teaching across a secondary history methods course in a postgraduate diploma of education program. The findings reveal that three participants out of the seven clearly indicated conceptual change and professional growth. The concept maps constructed by these participants showed that conceptual understandings were established through the use of linking arrows with accompanying linking words – in a hierarchy of concepts linked to each other to form one knowledge domain.
Updated: Sep. 27, 2017
Using Concept Maps to Elicit and Study Student Teachers’ Perceptions about Inclusive Education: A Tanzanian Experience
In this study, concept map exercises were used to trigger student teachers’ thinking about the inclusion of students with disabilities in the regular learning settings. The results show that the construction of concept maps by small groups of student teachers has the potential to engage students in lively discussions, and to contribute to creative and reflective thinking. An analysis of the content of the 134 maps that were constructed identified ten main themes about inclusive education. Three of the themes dealt with pupils’ well-being, particpation in school activities and learning. Two dealt with a teacher’s situation. Five dealt with school resources and policy issues.
Updated: Dec. 13, 2016
The article details an exploratory qualitative study that investigated 61 prospective teachers’ conceptual understanding of dissolving salt and sugar in water respectively. Analysis revealed that participants’ explanations of dissolving were predominantly descriptive explanations and interpretative explanations, with lower percentage occurrences of intentional and cause and effect level explanations. Most of these explanations were also constructed by a set of loosely connected and reinforcing everyday concepts abstracted from common everyday experiences making them misconceptions.
Updated: Nov. 08, 2016
The current research aims to add to the body of knowledge about different types of feedback. This paper reports the investigation of different types of automated model-based feedback. The study examined three forms of model-based feedback using different methods-concept mapping and written text-for presenting the solution of a task to be solved. Seventy-four students from a German university participated in this experimental study and were randomly assigned to one of the three experimental groups: (a) cutaway feedback, (b) discrepancy feedback, and (c) expert feedback.
Updated: Mar. 13, 2012
The current article examines the difference in knowledge growth between beginning teachers and their colleagues who have stable, secure and continuing employment. The authors argue that the employment context in which beginning teachers take up their profession has a significant, but hitherto largely unacknowledged, effect on the capacity of teachers to develop the craft of teaching, and on their continuing commitment to the profession.
Updated: Mar. 24, 2011
This article investigates how the use of Pupil Views Templates (PVTs) supports teachers' professional learning. This article reports on a three-year collaborative practitioner enquiry project involving more than 30 primary and secondary schools in England. Links between the tools used, the source of the feedback, and teachers' learning are mapped from a 'second order perspective' derived from the diverse data sources.
Updated: Jan. 31, 2010
The purpose of this article is to describe a process and protocol for researchers to follow when using concept maps as a research tool. To illustrate the viability of concept maps as a research tool, specific steps and examples are provided. The examples are from a research study that investigated the conceptual change of pre-service and in-service teachers after participation in special and general education courses using multimedia case-based instruction.
Updated: Jan. 12, 2010
A Comparison of Web-Based Concept Mapping Tasks for Alternative Assessment in Distance Teacher Education
Three sections of the same distance education class completed a series of Web-based concept map assessments using one of two methods. Open-ended maps applied in section 1 led students to conduct more relational thinking overall, but variance in map items was very high introducing more subjectivity in scoring.
Updated: Jul. 10, 2008
The article examines the relationship between research and effective teaching in higher education, utilizing concept mapping. The approach is used to suggest that rich and complex networks are indicative of expert status, but these are seldom made explicit to students. Instead, most lesson plans are comprised of simple linear structures. The linear structures, according to the authors lead to learning strategies rather than to individual meaning making.
Updated: Mar. 18, 2008
The Literacies for Learning in Further Education (LfLFE) research project has been funded for three years from January 2004 as part of Phase 3 of the Teaching and Learning Research Programme in the UK. The project involves collaboration between two universities and four further education (FE) colleges. The intention is to investigate students' everyday literacy practices and explore ways of mobilizing these to enhance their learning on college courses.
Updated: Feb. 11, 2008