Abstract

Acquisition of conceptual knowledge is a central aim in science education. In this study we monitored an interdisciplinary hypermedia assisted learning unit on hibernation and thermodynamics based on cooperative learning. We used concept mapping for the assessment, applying a pre-test/post-test design. In our study, 106 9th graders cooperated by working in pairs (n = 53) for six lessons. As an interdisciplinary learning activity in such complex knowledge domains has to combine many different aspects, we focused on long-term knowledge. Learners working cooperatively in dyads constructed computer-supported concept maps which were analysed by specific software. The data analysis encompassed structural aspects of the knowledge corresponding to a target reference map. After the learning unit, the results showed the acquisition of higher-order domain-specific knowledge structures which indicates successful interdisciplinary learning through the hypermedia learning environment. The benefit of using a computer-assisted concept mapping assessment for research in science education, and in science classrooms is considered.

Citation

Schaal, S., Bogner, F.X. & Girwidz, R. (2010). Concept Mapping Assessment of Media Assisted Learning in Interdisciplinary Science Education. Research in Science Education, 40(3), 339-352. Retrieved August 13, 2024 from https://www.learntechlib.org/p/107314/.

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Keywords

• classrooms
• Computer Assisted Testing
• Computer Uses in Education
• computers
• concept mapping
• Cooperative learning
• Data Analysis
• EDUCATIONAL ENVIRONMENT
• evaluation
• Grade 9
• hypermedia
• Learning Activities
• Pretests Posttests
• science education
• Test Construction
• Thermodynamics