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Map it: How concept mapping affects understanding of evolutionary processes.

机译：映射：概念映射如何影响对进化过程的理解。

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摘要

Research question. What impact does a pre-concept map have on the organization of ideas in writing about evolutionary processes?;Subquestions. (1) What effect does the pre-concept map have on student's attitudes towards their ability to write about scientific topics? (2) What are the differences and or similarities between low-achieving and high-achieving students' progress in short essay writing?;Research activities. This research explores the effect of making a concept map prior to writing a short response about an evolutionary process. Context. The study took place in a 9th and 10th grade college preparatory Biology class at a high school in its first year of existence. The school has a four-by-four block schedule where each class runs 90 minutes every day. The research focused on an entire class with three focus students who exemplified above average, average, and below average academic achievement. Methods and data. The intervention lasted a month and utilized concept mapping as the instructional strategy. Three evolutionary processes were discussed during this intervention and for each process a pre-write, concept map, and post-write were conducted. Observational notes were collected during the concept map. The pre- and post- writes were done individually, while the concept map was completed in mixed-ability pairs. Attitudinal surveys were conducted before and after the intervention. Results. There is a correlation between the proficiency and quality of concept maps and of student writing. Findings from the attitudinal data indicated that concept mapping only slightly improved the students' confidence in the ability to write about scientific topics. Student writing improved following the intervention as shown in the post-write proficiency data. Conclusion. The effectiveness of concept mapping depends on the rigor of the content. Concept mapping increases student confidence in the ability to write in general. There was a greater impact on low-achieving students, but concept mapping did not adversely affect high-achieving students' writing.;Grade Level. 9th and 10th grade;Data collection methods. Student work, Writing samples, Writing assessment, Survey-Attitude, Observation-Field Notes;Curriculum areas. Science-Biology, Writing-in the content areas;Instructional approaches. Collaboration/Teaming, Conceptual understanding, Cooperative learning, Graphic organizers/concept maps, Multi-kinesthetic learning, Vocabulary development, Writing-Organization, Writing-Prompts, Writing-Summary
机译：研究问题。前概念图对撰写有关进化过程的思想组织有什么影响？ （1）概念图对学生对科学主题写作能力的态度有什么影响？ （2）在短文写作中，低成就学生和高成就学生的进步有什么区别或相似之处？这项研究探索了在编写关于进化过程的简短响应之前制作概念图的效果。上下文。该研究是在存在的第一年，在一所高中的9年级和10年级的大学预科生物学班上进行的。学校有四到四块的时间表，每个班每天上课90分钟。该研究针对整个班级，其中三个重点学生表现出高于平均水平，平均水平和低于平均水平的学习成绩。方法和数据。干预持续了一个月，并利用概念图作为指导策略。在此干预期间讨论了三个进化过程，并为每个过程进行了预写，概念图和后写。在概念图期间收集了观察笔记。写入前和写入后分别完成，而概念图则以混合功能对的形式完成。在干预前后进行态度调查。结果。概念图的熟练程度和质量与学生的写作之间存在相关性。从态度数据中得出的结果表明，概念图仅略微提高了学生对撰写科学主题的能力的信心。如写作后能力数据所示，干预后学生的写作水平得到了提高。结论。概念映射的有效性取决于内容的严格性。概念映射提高了学生对一般写作能力的信心。对成绩不佳的学生有较大的影响，但概念图并没有对成绩优异的学生的写作产生不利影响。 9年级和10年级;数据收集方法。学生作业，写作样本，写作评估，调查态度，观察领域笔记；课程领域。科学，生物学，内容领域的写作；教学方法。合作/团队合作，概念理解，合作学习，图形组织者/概念图，多动觉学习，词汇发展，写作组织，写作提示，写作总结

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  • 作者

    Wise, Ann-Marie.;

  • 作者单位

    University of California, Davis.;

  • 授予单位 University of California, Davis.;
  • 学科 Education Secondary.;Education Sciences.
  • 学位 M.A.
  • 年度 2009
  • 页码 81 p.
  • 总页数 81
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 中等教育;自然科学教育与普及;
  • 关键词

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