Probing understanding in physical geology using concept maps and clinical interviews

Journal of Geoscience Education

Volumn 53, Issue 3, 2005, Pages 263-270

  Englebrecht, Amy C ^a   Mintzes, Joel J ^b   Brown, Lewis M ^a   Kelso, Paul R ^a  

^a LAKE SUPERIOR STATE UNIVERSITY   (United States)

^b UNIVERSITY OF NORTH CAROLINA WILMINGTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EARTH SCIENCE; EDUCATION;

EID: 22244450705     PISSN: 10899995     EISSN: None     Source Type: Journal    
DOI: 10.5408/1089-9995-53.3.263     Document Type: Article

References (42)

1. Aron, R.H., Francek, M.A., Nelson, B.D., and Bisard, W.J., January 1994, Atmospheric misconceptions, The Science Teacher, p. 31-33.
2. Ausubel, D., Novak, J., and Hanesian, H., 1978, Educational psychology: A cognitive view (2nd edition), New York, Holt, Rinehart, and Winston, 733 p.
3. Baxter, G.P., Elder, A.D., and Glaser, R., 1997, Knowledge-based cognition and performance assessment in the science classroom, Educational Psychologist, v. 31, p. 133-140.
4. Coleman, E.B., 1998, Using explanatory knowledge during collaborative problem solving in science, The Journal of the Learning Sciences, v. 7, n. 3-4, p. 387-427.
5. Ebert-May, D., 2000, Scoring rubrics: Classroom assessment techniques, http://www.wcer.wisc.edu/nise/CL1/flag/cat/catframe.asp
6. Eiser, J.R., 1980, Social psychology, London, McGraw-Hill, 416 p.
7. Englebrecht A. C., Mintzes J. J., Brown L. M. and Kelso P. R., 2001, Assessment of concept acquisition in a university-level introductory geology course, GSA North-Central Section Abstracts with Programs 33(4).
8. Gobert, J.D., 2000, A typology of causal models for plate tectonics: inferential power and barriers to understanding, International Journal of Science Education, v. 22, n. 9, p. 937-977.
9. Gobert, J.D. and Clement, J.J., 1999, Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics, Journal of Research in Science Teaching, v. 36, n. 1, p. 39-53.
10. Goldsmith, T.E., and Johnson, P.J., 1990, A structural assessment of classroom learning, In: Schvaneveldt, R.W. (editor), Pathfinder associative networks: Studies in knowledge organization, Norwood, NJ, Ablex.
11. Goldsmith, T.E., Johnson, P.J., and Acton, W.H., 1991, Assessing structural knowledge, Journal of Educational Psychology, v. 83, n. 1, p. 88-96.
12. Heinze-Fry, J., Crovello, T., and Novak, J., 1984, Integration of Ausubelian leaning theory and educational computing, American Biology Teacher, v. 46, p. 152-156.
13. Jonassen, D.H., Beissner, K., and Yacci, M., 1993, Structural knowledge: Techniques for representing, conveying, and acquiring structural knowledge, Hillsdale, NJ, Lawrence Erlbaum Associates, 280 p.
14. Kahn, E., 2000, A case study of assessment in a grade 10 english course, The Journal of Educational Research, v. 93, n. 5, p. 276-286.
15. Kelso, P.R., Brown, L.M., Englebrecht, A.C., and Mintzes, J.J., 2001, A geology program revised, Geotimes, v. 46, n. 11, p. 19-23.
16. Kelso, P.R., Brown, L.M., Mintzes, J.J., and Englebrecht, A.C., 2000, Key concepts in geoscience subdisciplines, teaching strategies, and core course requirements: results of a national survey of geoscience faculty [abstract], Eos Transactions AGU, v. 81, n. 48, Abstract ED12B-09.
17. Kuhn, T.S., 1962, The structure of scientific revolutions, Chicago, University of Chicago Press, 226 p.
18. Ma, X., 2000, A longitudinal assessment of antecedent course work in mathematics and subsequent mathematical attainment, The Journal of Educational Research, v. 94, n. 1, p. 16-28.
19. Marques, L. and Thompson, D., 1997, Portuguese students' understanding at ages 10-11 and 14-15 of the origin and nature of the earth and the development of life, Research in Science and Technological Education, v. 15, n. 1, p. 29-51.
20. McClure, J.R., Sonak, B., and Suen, H.K., 1999, Concept map assessment of classroom learning: Reliability, validity, and logistical practicality, Journal of Research in Science Teaching, v. 36, n. 4, p. 475-492.
21. Meyer, W.B., 1987, Venacular American theories of earth science, Journal of Geologic Education, v. 35, p. 193-196.
22. Mintzes, J.J., Wandersee, J.H., and Novak, J.D., 1997, Teaching science for understanding, San Diego, Academic Press, 360 p.
23. Moreira, M., 1985, Concept mapping: An alternative for education, Assessment and Evaluation in Higher Education, v. 10, p. 159-168.
24. Nelson, B.D., Aron, R.H., and Francek, M.A., 1992, Clarification of selected misconceptions in physical geography, Journal of Geography, v. 91, p. 76-80.
25. Novak, J.D., 1984, Application of advances in learning theory and philosophy to the improvement of chemistry teaching, Journal of Clinical Education, v. 67, p. 606-612.
26. Novak, J.D., 1998, Learning, creating, and using knowledge: the use of concept maps as facilitative tools in school and corporations, Mahwah, NJ, Lawrence Erlbaum.
27. Novak, J.D. and Gowin, D.B., 1984, Learning how to learn, New York, Cambridge University Press, 150 p.
28. Rice, D.C. Ryan, J.M., and Samson, S.M., 1998, Using concept maps to assess student learning in the science classroom: Must different methods compete?, Journal of Research in Science Teaching, v. 35, p. 1103-1127.
29. Ruiz-Primo, M.A., Schultz, S.E., Li, M., and Shavelson, R.J., 2001, Comparison of the reliability and validity of scores from two concept-mapping techniques, Journal of Research in Science Teaching, v. 38, n. 2, p. 260-278.
30. Ruiz-Primo, M.A., and Shavelson, R.J., 1996, Problems and issues in the use of concept maps in science assessment, Journal of Research in Science Teaching, v. 33, p. 569-600.
31. Rye, J. A., and Rubba, P.A., 1998, An exploration of the concept map as an interview tool to facilitate the externalization of students' understandings about global atmospheric change, Journal of Research in Science Teaching, v. 35, n. 5, p. 521-546.
32. Schau, C., and Mattern, N., 1997, Use of map techniques in teaching applied statistics courses, The American Statistician, v. 51, p. 171-175.
33. Schreiber, D.A., and Abegg, G.L., 1991, Scoring student-generated concept maps in introductory college chemistry [abstract], NARST Annual Meeting, Lake Geneva, WI (EDS347055).
34. Slater, T.F., Ryan, J.M., and Samson, S.L., 1997, Impact and dynamics of portfolio assessment and traditional assessment in a college physics course, Journal of Research in Science Teaching, v. 34, n. 3, p. 255-272.
35. Surber, J.R., 1984, Mappin as a testing and diagnosis device, In: Holly, C.D., and Dansereau, D.F. (editors), Spatial learning strategy: Techniques, applications and related issues, New York, Academic Press, 328 p.
36. Tewksbury, B.J., 1996, Teaching without exams-the challenges and the benefits, Journal of Geoscience Education, v.44, p. 366-372.
37. Thelwall, M., 2001, Understanding and assessment methodology in an introductory statistics course, The Journal of Computers in Mathematics and Science Teaching, v. 20, n. 3, p. 251-264.
38. Thompson, T., and Mintzes, J., 2002, Cognitive structure and the affective domain: on knowing and feeling in biology, International Journal of Science Education, v. 24, n. 6, p. 645-660.
39. Trend, R., 2000, Conceptions of geological time among primary teacher trainees, with reference to their engagement with geoscience, history, and science, International Journal of Science Education, v. 22, n. 5, p. 539-555.
40. Trend, R., 2001, Deep time framework: a preliminary study of U.K. primary teachers' conceptions of geological time and perceptions of geoscience, Journal of Research in Science Teaching, v. 38, n. 2, p. 191-221.
41. White, R., and Gunstone, R, 1992, Probing understanding, London, The Falmer Press, 196 p.
42. Yevjevich, V., 1968, Misconceptions in hydrology and their consequences, Water Resources Research, v. 4, n. 2, p. 225-232.