Using concept maps to evaluate preservice biology teachers’ conceptualization of Covid-19 as a complex phenomenon
Bibliographic Data
| ID | 22164530 |
|---|---|
| Authors | Tom Bielik (0000-0002-8227-5870, Beit Berl College, corresponding author), Johannes Jagemann (Freie Universität Berlin), Moritz Krell (0000-0003-2226-0383, Leibniz Institute for Science and Mathematics Education), Dirk Krüger (0000-0003-0999-4382, Freie Universität Berlin), Orit Ben‐Zvi Assaraf (0000-0002-4194-9998), Orit Ben Zvi Assaraf (Ben-Gurion University of the Negev) |
| Year | 2023 |
| Volume | 8 |
| Publication date | 2023-05-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2023.1107000 |
| OpenAlex | W4378232195 |
| Language | EN |
| Citations received | 1 |
| References cited | 58 |
Introduction The COVID-19 pandemic showed the critical importance of supporting teachers’ and students’ systems thinking when making sense of complex phenomena. This study sets to explore preservice biology teachers’ (PBTs) mental models of COVID-19 as complex phenomenon using concept maps. Methods 27 PBTs concept maps of COVID-19 outbreak were collected and taken for analysis. Structural and complexity attributes were identified in participants’ concept maps and the relationships between them were tested, providing statistical analyses using exemplary concept maps. Results The results suggest that the appearance of many concepts in a map (structural attribute) does not necessarily indicate high level of complexity, but rather the amount of simple structural relationships (complexity attribute). On the other hand, the results indicate that higher structural sophistication (e.g., high number of connections and junctions) could be associated with the complexity level of the map. Discussion This study provides a practical method for evaluating the complexity level of PBTs’ systems thinking, suggests a possible link between structural and complexity attributes in their concept maps, and demonstrates the need to further support PBTs in developing their systems thinking skills in the context of complex biological phenomena
Biology · Conceptualization · Data science · Epistemology · Mathematics education · Phenomenon · Social science · Sociology · Sophistication · Structural complexity · Computer Science · Education and Critical Thinking Development · Genetics, Bioinformatics, and Biomedical Research · Psychology · Science Education and Pedagogy · Artificial Intelligence
The Systems View of Life
Fish Swim, Rocks Sit, and Lungs Breathe
An Application of Hierarchical Kappa-type Statistics in the Assessment of Majority Agreement among Multiple Observers
Learning With Concept and Knowledge Maps
Situated learning in science education
Development of system thinking skills in the context of earth system education
Multidisciplinary research priorities for the Covid-19 pandemic
Bringing systems thinking into the classroom
Science Education in the Light of Covid-19
Multidimensional trajectories for understanding ecosystems
Teaching and learning about respiratory infectious diseases
The impact of system specifics on systems thinking
Building a computational model of food webs
Complex Systems in Education
Making learning visible
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |