Extending the Power of the Concept Map
Bibliographic Data
| ID | 8158185 |
|---|---|
| Authors | Graham James Passmore (0000-0002-5667-5192, corresponding author) |
| Year | 2004 |
| Volume | 50 |
| Issue | 4 |
| Publication date | 2004-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Alberta Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0002-4805 • E-ISSN: 1923-1857 |
| Publisher | University of Alberta Press (PUBLISHER • CA) |
| DOI | 10.55016/ojs/ajer.v50i4.55073 |
| OpenAlex | W2146101749 |
| Language | EN |
| Citations received | 1 |
This pilot study introduces a scale to assess structural knowledge in concept maps. The need to increase our understanding of structural knowledge through improved assessment is made evident in a review of research that indicates that its quality is related to problem-solving abilities. The new scale is derived from Biggs and Collis' (1982) Structure of the Learning Outcome (SOLO) taxonomy and Rumelhart and Norman's (1978) modes of learning (structuring, accretion, and tuning). It is applied to link descriptions in an enhanced concept map structure that has been dubbed the "concept map+." Eight levels link quality can be recognized with the new scale. This builds on the original concept assessment scale of Novak and Gowin (1984) where just three types of link quality were acknowledged
Mathematics education · Physics · Power (physics) · Geographic Information Systems Studies · Psychology
| Citations per year | 0.08 |
|---|---|
| Citation span | 2013 - 2013 (1) |
| Highly cited | No |