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Direct linkJesús E. Hernández-Zavaleta; Corey Brady; Sandra Becker; Douglas B. Clark – Mathematical Thinking and Learning: An International Journal, 2025
Research on geometric transformations suggests that early learners possess intuitive understandings grounded in motion metaphors, transitioning to mappings. The processes through which students transition between these two conceptions are not fully understood. We propose that Vygotskian hybridizing (related to Vygotsky's articulation of everyday…
Descriptors: Geometric Concepts, Motion, Scientific Concepts, Programming
Download full textVaroglu, Lutfiye; Yilmaz, Ayhan; Sen, Senol – Pedagogical Research, 2023
This study aims to examine the effect of conceptual understandings related to anion-cation, acid-base, ionic-covalent, metal-nonmetal, and number of protons-number of electrons concept pairs taught in the periodic table to 8th grade students with the 5E learning model supported by concept maps. The study was conducted among 100 (50 in the…
Descriptors: Grade 8, Chemistry, Science Instruction, Models
Woldeamanuel, Yenenesh Workneh; Abate, Nega Tassie; Berhane, Dessalegn Ejigu – EURASIA Journal of Mathematics, Science and Technology Education, 2020
Concept mapping helps learners to understand complex ideas. However, studies confirming that statement are scarce. A quasi-experimental and Design-based approaches were applied to understand the effectiveness of concept mapping based teaching method on grade eight students' conceptual understanding of photosynthesis. Two sections of grade eight…
Descriptors: Concept Mapping, Concept Teaching, Scientific Concepts, Plants (Botany)
Won, Mihye; Krabbe, Heiko; Ley, Siv Ling; Treagust, David F.; Fischer, Hans E. – Educational Assessment, 2017
In this study, we investigated the value of a concept map marking guide as an alternative formative assessment tool for science teachers to adopt for the topic of energy. Eight high school science teachers marked students' concept maps using an itemized holistic marking guide. Their marking was compared with the researchers' marking and the scores…
Descriptors: Science Teachers, Science Instruction, Concept Mapping, Formative Evaluation
Segedy, James R.; Kinnebrew, John S.; Biswas, Gautam – Educational Technology Research and Development, 2013
Betty's Brain is an open-ended learning environment in which students learn about science topics by teaching a virtual agent named Betty through the construction of a visual causal map that represents the relevant science phenomena. The task is complex, and success requires the use of metacognitive strategies that support knowledge acquisition,…
Descriptors: Artificial Intelligence, Computer Simulation, Computer Mediated Communication, Intelligent Tutoring Systems
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
Uzuntiryaki, Esen; Geban, Omer – Instructional Science: An International Journal of Learning and Cognition, 2005
The purpose of this study was to investigate the effect of conceptual change texts accompanied with concept mapping instruction, compared to traditional instruction (TI), on 8th grade students' understanding of solution concepts and their attitudes toward science as a school subject. Solution Concept Test was developed as a result of examination…
Descriptors: Concept Mapping, Teaching Methods, Grade 8, Science Instruction
