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

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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
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

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