NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Can Elementary Students Gather Information from Concept Maps?
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Marulcu, Ismail; Karakuyu, Yunus; Dogan, Mevlut – International Journal of Environmental and Science Education, 2013
In this study, we investigated whether concept maps were used as often and as effectively in elementary science and technology classrooms as recommended by the National Ministry of Education (MEB) in the new curricula in Turkey. In the new elementary science and technology curricula, the MEB provides a general concept map for each unit. We used…
Descriptors: Concept Mapping, Elementary School Students, Teaching Methods, Cognitive Structures
Using Word Associations for Assessing Non Major Science Students' Knowledge Structure before and after General Chemistry Instruction: The Case of Atomic Structure
Peer reviewed Peer reviewed
Direct linkDirect link
Nakiboglu, Canan – Chemistry Education Research and Practice, 2008
Determining students' knowledge structure is important for assessing what a learner knows about a domain of knowledge. Traditional assessment methods are not always appropriate for exploring students' knowledge structure and changes during the learning period. This study investigates how the existing knowledge structure of the learners interacts…
Descriptors: Foreign Countries, Student Teachers, Student Evaluation, Prior Learning
The Interaction of Audio-Tutorial Instruction with Student Prior Knowledge: A Proposed Qualitative, Case-Study Methodology.
Peer reviewed Peer reviewed
Pines, A. Leon; Novak, Joseph D. – Science Education, 1985
Propositions expressed by students during interviews prior to and after audiovisual instruction served as the basis for Concept Propositional Analysis (CPA) to assess cognitive structure. CPAs for two students are reported and aspects of Ausubelian principles are discussed. The method showed that new learning can be linked to previous…
Descriptors: Cognitive Structures, Concept Formation, Elementary Education, Elementary School Science
Incidental Science Knowledge in Fifth Grade Children: A Study of Its Relationship with Cognitive Development and Cognitive Style.
Peer reviewed Peer reviewed
Di Gennaro, Menina; And Others – Research in Science and Technological Education, 1992
Fifty-three elementary school children were tested on Incidental Science Knowledge, i.e., knowledge acquired by chance outside school, and the results obtained were correlated with intellectual development and cognitive style as measured by interviews and group testing, respectively. Indicates that cognitive style and misconception play a…
Descriptors: Cognitive Development, Cognitive Structures, Cognitive Style, Concept Formation
The Role of Knowledge Structures in the Ability of Preservice Elementary Teachers to Diagnose a Child's Understanding of Molecular Kinetics
Peer reviewed Peer reviewed
Direct linkDirect link
Bischoff, Paul J. – Science Education, 2006
This study explored preservice teachers' (n = 25) knowledge structures and their mastery of content knowledge in relation to their ability to diagnose the strengths and weaknesses of a fourth grader's videotaped explanations of a scientific phenomenon, i.e., molecular kinetic properties of air. Participants' knowledge structures were analyzed…
Descriptors: Preservice Teacher Education, Cognitive Structures, Preservice Teachers, Kinetics
What Is Constructivism and Why Are They All Talking About It?
Bettencourt, Antonio – 1989
An overview is presented of the epistemology of the three types of constructivism. Criticized is another interpretation of constructivism; it is stated that this interpretation is trivial, cognitively abridged, and disrespectful of students' capacities, creativity, and imagination. Constructivism has to go beyond saying that knowledge is…
Descriptors: Academic Achievement, Cognitive Ability, Cognitive Development, Cognitive Processes