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Direct linkZumbach, Joerg – Journal of Educational Multimedia and Hypermedia, 2006
In hypertext learning, comparative research is mostly dedicated to differences in text-hypertext information retrieval and processing and to optimization of nonlinear information retrieval. Most of these investigations are conducted within the context of applied research. The theoretical background of information acquisition from linear and…
Descriptors: Hypermedia, Educational Environment, Foreign Countries, College Students
Maloney, Jane; Simon, Shirley – International Journal of Science Education, 2006
The research reported in this paper concerns the development of children's skills of interpreting and evaluating evidence in science. Previous studies have shown that school teaching often places limited emphasis on the development of these skills, which are necessary for children to engage in scientific debate and decision-making. The research,…
Descriptors: Foreign Countries, Persuasive Discourse, Learning Activities, Group Discussion
Download full textCameron, Ian; Crosthwaite, Caroline; Norton, Christine; Balliu, Nicoleta; Tadé, Moses; Hoadley, Andrew; Shallcross, David; Barton, Geoff – Advances in Engineering Education, 2008
This work presents a unique education resource for both process engineering students and the industry workforce. The learning environment is based around spherical imagery of real operating plants coupled with interactive embedded activities and content. This Virtual Reality (VR) learning tool has been developed by applying aspects of relevant…
Descriptors: Engineering Education, Industry, Electronic Learning, Simulated Environment
Mintzes, Joel; Quinn, Heather J. – International Journal of Science and Mathematics Education, 2007
Emerging from a human constructivist view of learning and a punctuated model of conceptual change, these studies explored differences in the structural complexity and content validity of knowledge about prehistoric life depicted in concept maps by learners ranging in age from approximately 10 to 20 years. Study 1 (cross-age) explored the…
Descriptors: Constructivism (Learning), Concept Mapping, Content Validity, Validity
Kutnick, Peter; Brighi, Antonella; Avgitidou, Sofia; Genta, Maria Luisa; Hannikainen, Maritta; Karlsson-Lohmander, Maelis; Ruiz, Rosario Ortega; Rautamies, Erja; Colwell, Jennifer; Tsalagiorgou, Eleni; Mazzanti, Chiara; Nicoletti, Sandra; Sansavini, Alessandra; Guarini, Annalisa; Romera, Eva; Monks, Claire; Lofqvist, Monica – European Early Childhood Education Research Journal, 2007
This study sought to identify and compare the characteristics of the social pedagogic context of cognitive activities in a sample of early education settings in six European countries (England, Finland, Greece, Italy, Spain and Sweden). Previous research concerning the social context within which cognitive/learning activities take place has…
Descriptors: Young Children, Rating Scales, Foreign Countries, Social Development
Stacey, Kaye; Steinle, Vicki – Mathematics Education Research Journal, 2006
The basic theory of Rasch measurement applies to situations where a person has a certain level of a trait being investigated, and this level of ability is what determines (to within a measurement error) how well the person does on each item in a test. This paper responds to frequent suggestions from colleagues that the use of Rasch measurement…
Descriptors: Measurement, Error of Measurement, Item Response Theory, Construct Validity
Pruden, Shannon M.; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick; Hennon, Elizabeth A. – Child Development, 2006
A core task in language acquisition is mapping words onto objects, actions, and events. Two studies investigated how children learn to map novel labels onto novel objects. Study 1 investigated whether 10-month-olds use both perceptual and social cues to learn a word. Study 2, a control study, tested whether infants paired the label with a…
Descriptors: Child Development, Language Acquisition, Learning Processes, Cues
Conlon, Tom – Journal of Interactive Learning Research, 2006
Concept mapping is a powerful learning technique that can be enhanced by computer technology. Software tools are already available for the preparation of concept maps but as yet, few systems provide feedback on their content. The claim made by this article is that by enlisting the student as an assessment partner, computer-based feedback becomes…
Descriptors: Educational Technology, Computer Software, Feedback, Formative Evaluation
Coffman, Margaret; Riggs, Leela – Journal of College Science Teaching, 2006
The Virtual Vee Map proved successful in promoting student learning in the areas of inquiry and data analysis using resources and data available on the internet. A postsurvey found that a majority of students enjoyed collecting and interpreting the data to find an answer to their own inquiry question. (Contains 3 tables and 6 figures.)
Descriptors: Science Instruction, Concept Mapping, Internet, Inquiry
Chew, Fiona; Kim, Soohong – 1994
An experimental study compared celebrity evaluations of a treatment group exposed to a celebrity endorsed prosocial message and a control group shown a picture of the celebrity. Subjects, 88 young adults (younger than 25 years) enrolled in an introductory communications class at a mid-size university in the northeastern United States, were…
Descriptors: Communication Research, Concept Mapping, Credibility, Higher Education
Hansson, Orjan – International Group for the Psychology of Mathematics Education, 2005
This paper considers a group of preservice teachers' construction of concept maps derived from y = x + 5 and y = [pi]x[squared] with emphasis on their conceptual understanding of function. The two statements are perceived to represent a number of different concepts with indications of compartmentalized knowledge structures that might prevent the…
Descriptors: Preservice Teachers, Concept Mapping, Concept Formation, Mathematical Concepts
Beatty, Ian D. – 2000
There is a growing consensus among educational researchers that traditional problem-based assessments are not effective tools for diagnosing a student's knowledge state and for guiding pedagogical intervention, and that new tools grounded in the results of cognitive science research are needed. The ConMap ("Conceptual Mapping") project, described…
Descriptors: Alternative Assessment, Concept Formation, Concept Mapping, Educational Technology
O'Neil, Harold F., Jr.; Klein, Davina C. D. – 1997
This report documents progress at the Center for Research on Evaluation, Standards, and Student Testing (CRESST) on the feasibility of scoring concept maps using technology. CRESST, in its integrated simulation approach to assessment, has assembled a suite of performance assessment tasks (the integrated simulation) onto which they have mapped the…
Descriptors: Automation, Computer Assisted Testing, Concept Mapping, Cooperation
Parkes, Jay T.; Suen, Hoi K.; Zimmaro, Dawn M.; Zappe, Stephen M. – 1999
Structural knowledge is a pre-requisite to valid performance assessment scores because structural knowledge leads to better transfer. Better transfer will cause consistency to occur between task performances for a given individual, and this consistency allows for less construct-irrelevant variance and more construct-relevant variance to be present…
Descriptors: College Students, Concept Mapping, Higher Education, Knowledge Level
Peer reviewedHoz, Ron; Bowman, Dan; Chacham, Tova – Journal of Research in Science Teaching, 1997
Students (N=14) in a geomorphology course took an objective geomorphology test, the tree construction task, and the Standardized Concept Structuring Analysis Technique (SConSAT) version of concept mapping. Results suggest that the SConSAT knowledge structure dimensions have moderate to good construct validity. Contains 82 references. (DDR)
Descriptors: Cognitive Psychology, Concept Mapping, Educational Strategies, Geology
