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Using Concept Maps to Measure Changes in Knowledge Kathy McKean, PhD Kelly Langley, PhD Oklahoma Technical Assistance Center.

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Presentation on theme: "Using Concept Maps to Measure Changes in Knowledge Kathy McKean, PhD Kelly Langley, PhD Oklahoma Technical Assistance Center."— Presentation transcript:

1 Using Concept Maps to Measure Changes in Knowledge Kathy McKean, PhD Kelly Langley, PhD Oklahoma Technical Assistance Center

2 Why Concept Maps? There are so many changes going on in Oklahoma schools, we need measures that are specific to the ITQ projects. We need measures that don’t take a lot of time out of the PD summer experience. We need measures that don’t cost very much. A measure with a solid theoretical foundation is preferable to project-developed measures.

3 Original Sources Sarah Hough’s work: MapArticlevForWeb.pdf MapArticlevForWeb.pdf ticsPaper.pdf ticsPaper.pdf …which was based on the work of others, such as: Novack, J. D.(1998). Learning, creating and using knowledge: Concept maps as facilitative tools in schools and corporations. Mahwah, NJ: Erlbaum Morine-Dershimer, G. (1993). Tracing Conceptual Change In Preservice Teachers. Teaching and Teacher Education, 9(1),

4 The Central Concept For teachers: – The concept should reflect the most important changes in knowledge you expect to see from teachers – Can focus on pure content knowledge, pure pedagogy, or a combination of the two (e.g., “Teaching Algebra”). – Don’t make the topic too narrow. – Try creating a concept map yourself to determine whether you’ve selected a topic that is rich enough.

5 The Central Concept For students – – Focus on a unit, not an entire year’s work. – Select something that most of your teachers will teach, such as a unit on functions or fractions, or force and motion. The best topics would be those that teachers plan to teach differently because of their participation in your project. – This should not be merely a lesson, but a unit of instruction.

6 Concept Map Administration Make sure each participant has a clean sheet of paper and a PENCIL (with an eraser). Ask participants to place in the upper right corner (or on the reverse side) the following: – Personal Identifier – Date – Session Site (for students, Grade Level) – School District Affiliation (optional)

7 Ask if participants are familiar with concept maps. Tell them, just to make sure that we all start on the same page, you will demonstrate a short practice one on….teenagers. Draw the center circle with TEENAGERS in the middle. Ask them to tell you something about teenagers. Accept answers that are appropriate and draw them in. After you have 4-6, let them know that this is one type of map, called a spider map.

8 TEENAGERS Moody Expensive! Social

9 Some people like to draw their maps other ways….pick one of the Level 1 concepts and ask them to elaborate. Take their suggestions and show elaboration.

10 TEENAGERS Moody Expensive! Social Talk all the time Texting Cars Clothes Food!

11 Tell them there are lots of other ways to show the relationships among concepts. They are free to construct whatever concept map design they like best, but it is very important that they draw a circle around each concept and draw a line to connect concepts. Tell them they will have minutes to draw their maps. It’s important that they know that the expectation is that they will work on them a bit.

12 What NOT to do Pre-maps -- Do NOT tell them that they will be doing this same task later. Do not bias the pre-maps by hurrying them or by telling them “not to make their pre-maps too good.” (Yes, this has really happened.) Post-maps – Do NOT give them their pre-maps (or remind them of what they drew then). Do not give them more time or more encouragement than you did on the pre-map.

13 Quantitative Scoring (Structural Analysis) TermDefinition ConceptIndividual idea depicted by a circle or box Level 1 conceptA concept joined directly to the central concept Level 2, Level 3, etc. concepts Concepts on succeeding levels ChunkA group of linked concepts in which the leading concept has at least 2 successors on the next level ChainA line of concepts, that begins at Level 1 and goes to at least Level 3

14 TEENAGERS Moody Expensive! Social Talk all the time Texting Cars Clothes Food! Gas Payment Insurance Eat out all the time

15 Recording Concept Map Data Teacher IDTotal Concepts (Pre) Pre Level 1 Pre Level 2 Pre Level 3 Pre Level 4 Pre Level 5

16 Recording Concept Map Data (continued) Pre-WidthPre-DepthPre HSSPre Chunks Pre Chains Pre Crosslinks Width – Number of concepts in the biggest level. Depth – Number of levels in the longest chain. HSS – Hierarchical Structure Score. HSS = Width + Depth Measures the complexity of the structure. Crosslinks – Links that join 2 chunks.

17 Recording Concept Map Data You record the same things for the pre- and post-maps May use a pre-->post-->post design Critical features of data collection: – Teachers use same identifiers on pre and post – Teachers put the date on their maps Independence in scoring – don’t look at the pre-data when you are scoring the post-maps

18 Last Things Dealing with frivolous or repetitive responses – Important that you make an a priori decision The occasional unscorable map This is only the quantitative scoring – You may also wish to look at your maps qualitatively – You should see qualitative differences if the project leads teachers to reorganize the way they think

19 More Last Things Initially, have 2 scorers score each map – Once you are scoring consistently, you won’t need 2 scorers – You will occasionally have maps that will require 2 scorers, just because they are difficult to score Post-It Notes are great for scoring!

20 Post-It Notes Concepts I II III IV V Chunks Chains Crosslinks

21 Table 5. Pre-post comparisons, participant concept maps. (N=344) Score CategoryMeanNStd. DeviationSignificance Pair 1 Pre- Total Concepts Yes Post- Total Concepts Pair 2 Pre-Width Yes Post-Width Pair 3 Pre-Depth Yes Post-Depth Pair 4 Pre-HSS Yes Post-HSS Pair 5 Pre-Chunks Yes Post-Chunks Pair 6 Pre-Chains Yes Post-Chains


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