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 language | English |
|---|---|
| Title of host publication | Concept Maps: Making Learning Meaningful : Proceedings of the Fourth International Conference on Concept Mapping |
| Editors | Jaime Sánchez, Alberto J. Cãnas, Joseph Novak |
| Number of pages | 4 |
| Place of Publication | Santiago de Chile |
| Publisher | Lom Ediciones S.A |
| Publication date | 2010 |
| Pages | 132–135 |
| ISBN (Print) | 978-956-19-0707-2 |
| Publication status | Published - 2010 |
| MoE publication type | A4 Article in conference proceedings |
| Event | International Conference on Concept Mapping - Vina del Mar, Chile Duration: 5 Oct 2010 → 7 Oct 2010 Conference number: 4 |
Fields of Science
- 116 Chemical sciences