The Development of a Qualitative Analyzing Method for Concept Maps

Kavram haritaları, bireylerin herhangi bir konudaki bilişsel yapısını ortaya çıkarmada en etkili yöntemlerden biri olarak kullanılmaktadır. Değişik kavram haritaları oluşturma teknikleri olduğu gibi farklı analiz yolları da bulunmaktadır. Kavram haritalarının sağladığı zengin ve değerli bilginin sadece nicel olarak incelendiğinde kaybolduğu görülmektedir.Bu çalışma, öğretmen adaylarının bazı eğitim kavramları hakkındaki bilişsel yapılarını ortaya çıkaran kavram haritalarını niteliksel olarak inceleyen bir analiz yöntemini tanıtmaktadır. Kavram haritalarının literatürde olan gerek niceliksel gerekse niteliksel analizlerinde gözardı edilen kavramlar arasındaki ilişkilerin niteliksel analizi geliştirilmiş ve tartışılmıştır. Bu analiz yöntemi, öğretmen adayları tarafından birden fazla anahtar kelime ile “sıfırdan kavram haritası üretme” metodu kullanılarak oluşturulan kavram haritalarını değerlendirmek amacı ile, kurulan ilişkileri ve anahtar kelimelere bağlı kavramları sınıflandırmayı amaçlamaktadır.

Kavram Haritaları İçin Niteliksel Bir Analiz Yönteminin Geliştirilmesi

Concept mapping has been widely used as one of the most efficient methods of revealing the cognitive structure of an individual on any concept. There are not only different concept mapping techniques but also different ways of analysis. It has been suggested that concept maps provide valuable and rich information which becomes disoriented when they are analyzed only quantitatively. This study has described a qualitative analyzing method of concept maps, developed for investigating the cognitive structures of preservice teachers on some educational concepts. An analysis of the relations between the concepts in concept maps is developed and discussed which was neglected by both qualitative and quantitative analyses in the literature. This analyzing method aims to examine concept maps created by pre-service teachers using “construct-a-map-from-scratch” method centred on multiple key concepts which emphasized the categorization of linkage labels and other connected concepts.

PDF

___

Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston.
Beyerbach, B. A. (1986). Concept mapping in assessing prospective teachers’ concept development. (ERIC Document Reproduction Service No. ED 291 800)
Beyerbach, B. A. and Smith, J. M. (1990). Using a computerized concept mapping program to assess pre-service teachers’ thinking about effective teaching. Journal of Research in Science Teaching, 27(10), 961-971
Enger, S. K. (1996). Concept mapping: Visualizing student understanding. (ERIC Document Reproduction Service No. ED 406 413)
Enger, S. K. (1998). Student conceptual understanding: Qualitative evidence in concept maps. (ERIC Document Reproduction Service No. ED 427 060)
Jensen, J. W. and Winitzky, N. (2002). Exploring preservice teacher thinking: A comparison of five measures. (ERIC Document Reproduction Service No. ED 464 956)
Jones, M. G. and Vesilind, E. (1996). Putting practice into theory: Changes in the organization of preservice teachers’ pedagogical knowledge. American Educational Research Journal, 33(1), 91-117.
Kaya, O. N. (2003). Eğitimde alternatif bir değerlendirme yolu: Kavram haritaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 265-271.
Kinchin, I. M. and Hay, B. D. (2000). How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development. Educational Research, 42(1), 43-57.
Mason, C. L. (1992). Concept mapping a tool to develop reflective science instruction. Science Education, 76, 51-63.
McClure, J.R. and Bell, P.E. (1990). Effects of an environmental education-related STS approach instruction on cognitive structures of preservice science teachers. (ERIC Document Reproduction Service No. ED 341 582)
McClure, J. R., Sonak, B., and Suen, H. K. (1999). Concept map assessment of classroom learning: reliability, validity, and logistical practicality. Journal of Research Science Teaching, 36, 475–492.
Novak, J. D. (1984). Application of advances in learning theory and philosophy of science to the improvement of chemistry teaching. Journal of Chemical Education, 61, 607-612.
Novak, J. D. and Gowin, D. B. (1984). Learning how to learn. New York: Cambridge University Press.
Novak, J. D., Gowin, D. B., and Johansen G.T. (1983). The use of concept mapping and knowledge via mapping with junior high school science students. Science Education, 67, 625-645.
Özgün-Koca, S. A. ve ﬁen, A. İ. (2003). Bewertung von Begriffsnetzen aus Verschiedenen Methodischen Aspekten. 37. Jahrestagung der Gesellscahft für Didaktik der Mathematik, Universität Dortmund, Dortmund, Germany.
Raymond, A. (1997). The use of concept mapping in qualitative research: A multiple case study in mathematics education. Focus on Learning Problems in Mathematics, 19(3), 1-28.
Rink, J. E., French, K., Lee, A. M., Solmon, M. A., and Lynn, S. K. (1994). A comparison of pedagogical knowledge structures of pre-service students and teacher educators in two institutions. Journal of Teaching in Physical Education, 13, 140-162.
Ruz-Primo, M. A., & Shavelson, R. (1996). Problems and issues in the use of concept maps in science assessment. Journal of Research in Science Teaching, 33, 569-600.
Ruiz-Primo, M. A., Schultz, S. E., Li, M. & Shavelson, R. (2001). Comparison of the reliability and validity of scores from two concept-mapping techniques. Journal of Research in Science Teaching, 38(2), 260-278.
Stewart, J., Van Kirk, J., & Rowell, R. (1979). Concept maps: A tool for use in biology teaching. The American Biology Teacher, 41, 171-175.
Stuart, H. A. (1985). Should concept maps be scored numerically? European Journal of Science Education, 7, 73-81.
Şen, A. ‹. & Özgün-Koca, S. A. (2002). Kavram Haritalarının Öğrenci Tutumlarını Belirlemede Kullanılması: Matematik ve Fizik Öğretmen Adaylarının Konu Alanı Hakkındaki Düşünceleri. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, ODTÜ, Ankara, Türkiye.
Şen, A. İ. & Özgün-Koca, S. A. (2003a). Effekt von Schulpraktikum von Lehramtsstudenten auf ihre Vorstellungen über die Erziehung. 37. Jahrestagung der Gesellschaft für Didaktik der Mathematik, Universitaet Dortmund, Dortmund, Germany.
Şen, A. İ. & Özgün-Koca, S. A. (2003b). Kavram haritalarının analizinde niceliksel ve niteliksel metodların kullanımı ve karşılaştırılması. Çukurova Üniversitesi, Eğitim Fakültesi Dergisi, 2, 1-9.
Trent, S. C., Pernell, Jr. E., Mungai, A., and Chimedza, R. (1998). Using concept maps to measure conceptual change in preservice teachers enrolled in a multicultural education/special education course. Remedial and Special Education, 19, 16-31
VanLeuvan, P. (1997). Using concept maps of effective teaching as a tool in supervision, Journal of Research and Development in Education, 30(4), 261-277.