Physics Concept Maps : Analysis on Coherent Knowledge Structures in Physics Teacher Education
Year: 2012
Type: dissertation
Abstract: In physics teacher education the use of graphical knowledge-representation tools like concept maps are often used because they are known to support the formation of organised knowledge. It is widely assumed that certain structural characteristics of concept maps can be connected to the usefulness of content. In order to study this relationship, the concept maps made by pre-service physics teachers are examined here. The design principles of the concept maps are based on quantitative experiments and modelling as the basic procedures in physics concept formation. The approach discussed here is informed by the recent cognitively oriented ideas of knowledge organisation around basic knowledge-organisation patterns and how they form the basis of more complex concept networks. The epistemic plausibility of justifications written in links is evaluated by using a four-level classification introduced here. The new method generalises and widens the existing approaches which use concept maps in representing the learners knowledge, and which also use concept maps for research purposes. Therefore, this thesis presents some novel theoretical constructs for analysis and discusses empirical results by using these new constructs at length, in order to show the advantages which the new theoretical aspects offer. Modelling of the data shows that such a concept-mapping technique supports students conceptual understanding. Also their usefulness in making plans for teaching is identified through modelling the flux of information which the relational structure of the map represents.
Source: Työväentutkimus Vuosikirja
Author: Maija Nousiainen
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W849594859