Are Concept Maps a Valid Measurement Tool for Conceptual Learning? A Cross-case Study

Thomas Plotz

doi:10.29333/ejmste/110174

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Thomas Plotz ¹ ^*

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¹ University of Vienna, AUSTRIA^* Corresponding Author

Abstract

The approaches of “problem-based learning” and “writing to learn” are known for facilitating the apprehension of concepts and better retaining of knowledge. In educational research, concept maps are sometimes used to assess the learners’ level of knowledge. In this paper, the main aim is to investigate the validity of concept maps as an instrument for the assessment of learning. Therefore, six students were observed for more than a year and their learning process was documented in various ways. The concept maps were used in the form of a pre-post-test, and the different students’ results were compared in a cross-case analysis using a master concept map. The results presented in this study indicate that the validity of concept maps compared to interviews and reports are questionable. It is possible to measure some parts of the learning process with concept maps, but conceptual learning seems to be hidden from the instrument. Therefore, concept maps might not be the most useful tool to measure conceptual change.

Keywords

concept maps
case study
radiation
validity

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2020, Volume 16, Issue 1, Article No: em1795

https://doi.org/10.29333/ejmste/110174

Publication date: 08 Sep 2019

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Article Downloads: 2290

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APA

Plotz, T. (2020). Are Concept Maps a Valid Measurement Tool for Conceptual Learning? A Cross-case Study. Eurasia Journal of Mathematics, Science and Technology Education, 16(1), em1795. https://doi.org/10.29333/ejmste/110174

Vancouver

Plotz T. Are Concept Maps a Valid Measurement Tool for Conceptual Learning? A Cross-case Study. EURASIA J Math Sci Tech Ed. 2020;16(1):em1795. https://doi.org/10.29333/ejmste/110174

AMA

Plotz T. Are Concept Maps a Valid Measurement Tool for Conceptual Learning? A Cross-case Study. EURASIA J Math Sci Tech Ed. 2020;16(1), em1795. https://doi.org/10.29333/ejmste/110174

Chicago

Plotz, Thomas. "Are Concept Maps a Valid Measurement Tool for Conceptual Learning? A Cross-case Study". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 1 (2020): em1795. https://doi.org/10.29333/ejmste/110174

Harvard

Plotz, T. (2020). Are Concept Maps a Valid Measurement Tool for Conceptual Learning? A Cross-case Study. Eurasia Journal of Mathematics, Science and Technology Education, 16(1), em1795. https://doi.org/10.29333/ejmste/110174

MLA

Plotz, Thomas "Are Concept Maps a Valid Measurement Tool for Conceptual Learning? A Cross-case Study". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 1, 2020, em1795. https://doi.org/10.29333/ejmste/110174