Zkoumání problémů, které mají učitelé při konstrukci pojmových map týkajících se energie

Abraham Motlhabane

doi:10.14712/18047106.42

Vol 4 No 1 (2013): sciED Výzkumné stati

Zkoumání problémů, které mají učitelé při konstrukci pojmových map týkajících se energie

Abraham Motlhabane

DOI: https://doi.org/10.14712/18047106.42

PDF (angličtina)

Jak citovat

Motlhabane, A. (2013). Zkoumání problémů, které mají učitelé při konstrukci pojmových map týkajících se energie. Scientia in educatione, 4(1), 19-32. https://doi.org/10.14712/18047106.42

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Abstrakt

Jedním z problémů ve výuce přírodních věd je konstrukce platných vědeckých vztahů mezi pojmy. Průzkum, který proběhl mezi 15 učiteli přírodních věd, zjišťoval, jak zvládají konstrukci pojmových map. Umět konstruovat pojmové mapy je klíčové, protože to učitelům pomáhá plánovat průběh výuky. Pro učitele bylo náročné uspořádat pojmy hierarchicky, užívat propoziční spoje a vzájemné propojení pojmů. Článek navrhuje, aby pomoc učitelům zaměřená na zvládání těchto problémů zahrnovala výukové a učební strategie pracující se vztahy mezi pojmy, například pojmové mapování.

Reference

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STODDART, T., ABRAMS, R., GASPER, E., CANADAY, D. Concept maps as assessment in science inquiry learning — a report of methodology. International Journal of Science Education, 22(12), 2000, 1 221–1 246. Vyhledej v Google Scholar
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VAN ZELE, E., LENAERTS, J., WIEME, W. Improving the usefulness of concept maps as a research tool for science education. International Journal of Science Education, 26(9), 2004, 1 043–1 064. Vyhledej v Google Scholar
WATTS, M. Constructivism, reconstructivism and task-orientated problem-solving. In P. J. Fensham (ed.), The content of science, p. 39–58. London : Falmer, 1994. Vyhledej v Google Scholar
WHEELDON, J., FAUBERT, J. Framing Experience: Concept Maps, Mind Maps, and Data Collection in Qualitative Research. International Journal of Qualitative Methods, 8(3), 2009, 68–83. Retrieved 22 August 2011 from EBSCOhost. Vyhledej v Google Scholar

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[1] AUSTIN, L. B., SHORE, B. M. 1995. Using concept mapping for assessment in physics. Physics Education, 30, 1995, 41–45. Vyhledej v Google Scholar

[2] AUSUBEL, D. P. Educational psychology: A Cognitive View. New York : Holt, Rinehart and Winston, 1968. Vyhledej v Google Scholar

[3] BABBIE, E., MOUTON, J. The practice of social research: Oxford University Press Southern Africa; Belmont : Cape Town, 2001. Vyhledej v Google Scholar

[4] BYRNE, J., GRACE, M. Using a Concept Mapping Tool with a Photograph Association Technique (CoMPAT) to Elicit Children’s Ideas about Microbial Activity, Vyhledej v Google Scholar

[5] International Journal of Science Education, 32, 4, 2010, p. 479–500. Retrieved 25 May 2011 from EBSCOhost. Vyhledej v Google Scholar

[6] CLARK, E. V. Meaning: Development. Encyclopedia of Language & Linguistics, 2006, p. 577–583. Vyhledej v Google Scholar

[7] DALEY, B. J., TORRE, D. M. Concept maps in medical education: an analytical literature review. Medical Education, 44(5), 2010, 440–448. Vyhledej v Google Scholar

[8] DAWKINS, K., DICKERSON, D., MCKINNEY, S., BUTLER, S. Teaching Density to Middle School Students: Preservice Science Teachers’ Content Knowledge and Pedagogical Practices, Clearing House, 82, 1, 2008, p. 21–26. Retrieved 1 July 2011 from EBSCO host. Vyhledej v Google Scholar

[9] DUIT, R., TREAGUST, D. F., MANSFIELD, H. Investigating student understanding as prerequisite to improving teaching and learning in science and mathematics. In D. F. Treagust, R. Duit, B. J. Fraser (Eds). Improving Teaching and Learning in Science and Mathematics, 1996, p. 17–31. Teachers college : Columbia University. Vyhledej v Google Scholar

[10] HODSON, D. Teaching and learning science, towards a personalized approach. Buckingham. Phil., Miss. : Open University Press, 1998. Vyhledej v Google Scholar

[11] INGEC, S. Analysing Concept Maps as an Assessment Tool in Teaching Physics and Comparison with the Achievement Tests. International Journal of Science Education, 31(14), 2009, 1 897–1 915. Vyhledej v Google Scholar

[12] LEMMER, M. Analysis of South African Grade 10 learners’ conceptual resources regarding the concept of energy in Physics. African Journal of Research in Mathematics, Science and Technology Education, 15(1), 2011, 4–17. Vyhledej v Google Scholar

[13] MCMILLAN, J. H., Schumacher, S. Research in Education: A conceptual Introduction. 4th ed. Addison Wesley Longman, Inc : New York, 1997. Vyhledej v Google Scholar

[14] MCNEESE, M. D, AYOUB, P. J. Concept mapping in the analysis and design of cognitive sytems: a historical review. (In B. M. Moon, R. R. Hoffman, J. D. Novak, A. J. Canas (Eds). Applied concept mapping, capturing, analysing and organising knowledge, p. 3–21. CRC press. London, 2011 Vyhledej v Google Scholar

[15] MOON, B. M., HOFFMAN, R. R., ESKRIDGE, T. C., COFFEY, J. W. Skills in concept mapping. (In B. M. Moon, R. R. Hoffman, J. D. Novak, A. J. Canas (Eds). Applied concept mapping, capturing, analysing and organising knowledge, p. 3–21. CRC press. London, 2011. Vyhledej v Google Scholar

[16] NOVAK, J. D. Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning. Instructional science, 19, 1990, 29–52. Vyhledej v Google Scholar

[17] NOVAK, J. D. Concept mapping: A tool for improving science teaching and learning. In D. F. Treagust, R. Duit, B. J. Fraser (Eds). Improving Teaching and Learning in Science and Mathematics, p.32–43. Teachers college : Columbia University, 1996. Vyhledej v Google Scholar

[18] NOVAK, J. D., CANAS, A. J. The theory underlying concept maps and how to construct them. Florida Institute for Human and Machine Cognition Pensacola FI, 32502. Retrieved 12 July 2011 from http://www.ihmc.us. 2006 Vyhledej v Google Scholar

[19] NOVAK, J. D., CANAS, A. J. Applying tools and ideas in the corporate world. (In B. M. Moon, R. R. Hoffman, J. D. Novak, A. J. Canas (Eds). Applied concept mapping, capturing, analysing and organising knowledge, p. 3–21. CRC press. London, 2011. Vyhledej v Google Scholar

[20] NOVAK, J. D., GOWIN, D. B. Learning to learn. Cambridge University Press. : London, 1984. Vyhledej v Google Scholar

[21] ODED, B., STAVANS, A. The effect of “false” schema activation on the construction of meaning. System, 22, (4), 1994, 497–507. Vyhledej v Google Scholar

[22] OKEBUKOLA, P. A. Concept mapping with a cooperative learning flavor. The American Biology teacher, 54 (4), 1992. Vyhledej v Google Scholar

[23] PIAGET, J. The equilibrium of cognitive structures: The central problem of intellectual development. (New translation of the development of thought ed). Chigaco : University of Chicago Press, 1985. Vyhledej v Google Scholar

[24] RUIZ-PRIMO, M. A., SHAVELSON, R. J. Problems and issues in the use of concept maps in science assessment. Journal of research in science teaching, 33 (6), 1996, 569–600. Vyhledej v Google Scholar

[25] SCHEIN, E. Kurt Lewin’s Change Theory in the field and in the classroom: Notes Toward a Model of Managed Learning, Systems practice, 1995. Vyhledej v Google Scholar

[26] SILVERMAN, D. Qualitative analysis research: theory, method and practice. Thousand oaks, CA : Sage, 2004. Vyhledej v Google Scholar

[27] SLOTTE, V., LONKA, K. Spontaneous concept maps aiding the understanding of scientific concepts. International Journal of Science Education, 21(5), 1999, 515–531. Vyhledej v Google Scholar

[28] STODDART, T., ABRAMS, R., GASPER, E., CANADAY, D. Concept maps as assessment in science inquiry learning — a report of methodology. International Journal of Science Education, 22(12), 2000, 1 221–1 246. Vyhledej v Google Scholar

[29] TREAGUST, D. F., DUIT, R. Conceptual change: a discussion of theoretical, methodological and practical challenges for science education. Cultural Studies of Science Education, 3:297–328, 2008. Vyhledej v Google Scholar

[30] VAN ZELE, E., LENAERTS, J., WIEME, W. Improving the usefulness of concept maps as a research tool for science education. International Journal of Science Education, 26(9), 2004, 1 043–1 064. Vyhledej v Google Scholar

[31] WATTS, M. Constructivism, reconstructivism and task-orientated problem-solving. In P. J. Fensham (ed.), The content of science, p. 39–58. London : Falmer, 1994. Vyhledej v Google Scholar

[32] WHEELDON, J., FAUBERT, J. Framing Experience: Concept Maps, Mind Maps, and Data Collection in Qualitative Research. International Journal of Qualitative Methods, 8(3), 2009, 68–83. Retrieved 22 August 2011 from EBSCOhost. Vyhledej v Google Scholar

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