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    Concept Mapping as a Mechanism for Assessing Science Teachers’ Cross-Disciplinary Field-Based Learning

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    Name:
    Kaplan-JournalArticle-2019-07- ...
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    Genre
    Journal article
    Date
    2019-07-11
    Author
    Garner, Joanna K.
    Kaplan, Avi cc
    Hathcock, Stephanie
    Bergey, Bradley W.
    Department
    Psychological Studies in Education
    Subject
    Concept mapping
    Science teacher professional development
    Field studies
    Rubrics
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/499
    
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    DOI
    https://doi.org/10.1080/1046560X.2019.1625573
    Abstract
    Two common goals of science teacher professional development (PD) are increased content knowledge (CK) and improved readiness to teach through inquiry. However, PD assessment challenges arise when the context is structured around inquiry-based, participant-driven learning, and when the content crosses scientific disciplines. This study extended the use of concept mapping as an assessment tool for examining changes in the content knowledge of 21 high school science teachers who participated in a field-based environmental science summer institute. The scoring rubric focused on documenting concepts, links, and map organization and scope in an attempt to capture development of cross-disciplinary knowledge in ways that correspond with theories of expertise development. The analysis revealed significant gains from pre-PD to post PD maps in the sophistication of links between concepts and in the number of additional, participant-generated scientifically valid concepts. Relative to the initial maps, post PD maps also manifested more complete clustering of concepts. Findings are discussed in reference to previous studies on teachers’ learning and implications for future research using concept mapping as a means of assessing teacher PD.
    Citation
    Joanna K. Garner, Avi Kaplan, Stephanie Hathcock & Bradley Bergey (2020) Concept Mapping as a Mechanism for Assessing Science Teachers’ Cross-Disciplinary Field-Based Learning, Journal of Science Teacher Education, 31:1, 8-33, DOI: 10.1080/1046560X.2019.1625573
    Citation to related work
    Springer Verlag
    Has part
    Journal of Science Teacher Education, Vol. 31, 2020, Issue 1
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    For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
    ae974a485f413a2113503eed53cd6c53
    http://dx.doi.org/10.34944/dspace/481
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