Future chemistry teachers use of knowledge dimensions and high-order cognitive skills in pre-laboratory concept maps

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

Abstract

This poster describes a pilot case study, which aim is to study how future chemistry teachers use knowledge dimensions and high-order cognitive skills (HOCS) in their pre-laboratory concept maps to support chemistry laboratory work. The research data consisted of 168 pre-laboratory concept maps that 29 students constructed as a part of their chemistry laboratory studies. Concept maps were analyzed by using a theory-based content analysis through Anderson & Krathwohls’ learning taxonomy (2001). This study implicates that novice concept mapper students use all knowledge dimensions and applying, analyzing and evaluating HOCS to support the pre-laboratory work.
Original languageEnglish
Title of host publicationConcept Maps: Making Learning Meaningful : Proceedings of the Fourth International Conference on Concept Mapping
EditorsJaime Sánchez , Alberto J. Cãnas, Joseph Novak
Number of pages4
Place of PublicationSantiago de Chile
PublisherLom Ediciones S.A
Publication date2010
Pages132–135
ISBN (Print)978-956-19-0707-2
Publication statusPublished - 2010
MoE publication typeA4 Article in conference proceedings
EventInternational Conference on Concept Mapping - Vina del Mar, Chile
Duration: 5 Oct 20107 Oct 2010
Conference number: 4

Fields of Science

  • 116 Chemical sciences

Cite this