Future chemistry teachers use of knowledge dimensions and high-order cognitive skills in pre-laboratory concept maps
Contribuinte(s) |
University of Helsinki, Department of Chemistry University of Helsinki, Department of Chemistry |
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Data(s) |
2010
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Resumo |
This poster describes a pilot case study, which aim is to study how future chemistry teachers use knowledge dimensions and high-order cognitive skills (HOCS) in their pre-laboratory concept maps to support chemistry laboratory work. The research data consisted of 168 pre-laboratory concept maps that 29 students constructed as a part of their chemistry laboratory studies. Concept maps were analyzed by using a theory based content analysis through Anderson & Krathwohls' learning taxonomy (2001). This study implicates that novice concept mapper students use all knowledge dimensions and applying, analyzing and evaluating HOCS to support the pre-laboratory work. |
Formato |
4 |
Identificador | |
Idioma(s) |
eng |
Relação |
Concept Maps: Making Learning Meaningful Proceedings of the Fourth International Conference on Concept Mapping |
Fonte |
Pernaa , J & Aksela , M K 2010 , ' Future chemistry teachers use of knowledge dimensions and high-order cognitive skills in pre-laboratory concept maps ' in Concept Maps: Making Learning Meaningful : Proceedings of the Fourth International Conference on Concept Mapping , pp. 132-135 . |
Palavras-Chave | #116 Chemical sciences |
Tipo |
A4 Article in conference publication (refereed) info:eu-repo/semantics/conferencePaper info:eu-repo/semantics/publishedVersion |