Contentious Issues in Science Education: Building Critical Thinking Patterns Through Two-Dimensional Concept Mapping
Gregory MacKinnon, Acadia University, Canada
Journal of Educational Multimedia and Hypermedia Volume 15, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Using a survey and follow-up qualitative research design, an elaborate model of technology integration has been studied in a science education classroom. Using a coding system known as cognotes, teacher-interns were first taught how to recognize electronic discussion contributions consisting specifically of critical approaches such as compare, contrast, cause and effect, inductive and deductive reasoning. An electronic concept map outlining the instructor's consideration of a contentious issue (creationism vs. evolution) was supplied to students. Students further developed concept maps (using ® Inspiration software) in two ways: (a) students hyperlinked the individual concepts in their map to html-based learning logs and (b) students hyperlinked their own relational phrases between concepts to "captured" electronic discussions. The impact of the instructional approach was assessed through a survey of 68 students, standardized semi-structured interviews and focus group methodology. Students were especially positive with regard to using a two-dimensional hyperlinked graphic organizer to lend a framework to their understanding of a contentious issue in science education. With regard to electronic discussion, students identified improvements in (a) their ability to formulate arguments, (b) their ability to lead effective discussions, and (c) their ability to substantiate their conceptual frameworks. The technology-integration model described is generic in its application and could be used with a variety of content knowledge.
MacKinnon, G. (2006). Contentious Issues in Science Education: Building Critical Thinking Patterns Through Two-Dimensional Concept Mapping. Journal of Educational Multimedia and Hypermedia, 15(4), 433-445. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2006 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Pedagogical knowledge representation through concept mapping as a study and collaboration tool in teacher education
Mustafa Koc & Mustafa Koc
Australasian Journal of Educational Technology Vol. 28, No. 4 (Jan 01, 2012)
Gregory MacKinnon, M Aylward & M Aylward, Acadia University
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 35, No. 1 (Sep 03, 2009)
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.