Authors
Kristina Brandstädter, Ute Harms, Jörg Grossschedl
Publication date
2012/9/1
Journal
International Journal of Science Education
Volume
34
Issue
14
Pages
2147-2170
Publisher
Routledge
Description
System thinking is usually investigated by using questionnaires, video analysis, or interviews. Recently, concept-mapping (CM) was suggested as an adequate instrument for analysing students' system thinking. However, there are different ways with which to use this method. Therefore, the purpose of this study was to examine whether particular features of CM practices affect the valid assessment of students' system thinking. The particular features analysed were the medium (computer versus paper–pencil) and the directedness (highly directed versus nondirected) of CM practices. These features were evaluated with respect to their influence on (a) students' performance in CM and (b) the validity of different CM practices for system thinking. One hundred fifty-four German fourth graders (mean age: 9.95 years) and 93 eighth graders (mean age: 14.07 years) participated in the study following an experimental pre-test …
Scholar articles
K Brandstädter, U Harms, J Grossschedl - International Journal of Science Education, 2012