Please use this identifier to cite or link to this item:
Title: Using Knowledge Space Theory to Analyze Concept Maps
Authors: Cathcart, Laura
Stieff, Mike
Marbach-Ad, Gili
Smith, Ann
Frauwirth, Kenneth
Issue Date: Jun-2010
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Cathcart, L., Stieff, M., Marbach-Ad, G., Smith, A., & Frauwirth, K. (2010). Using Knowledge Space Theory to Analyze Concept Maps. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 952-959). Chicago IL: International Society of the Learning Sciences.
Abstract: This study examines use of knowledge space theory as a novel method of analyzing concept maps. Concept mapping is a technique for expressing relationships between ideas, using two-dimensional node-link diagrams to visually display relationships between ideas. We introduced concept mapping as a voluntary exercise in an upper-level undergraduate immunology course. The students were assigned ten concept maps (for which concept lists were provided) at intervals during the semester-long course. We utilized knowledge space theory (Folmagne & Doignon, 1988) to systematically analyze and compare concept maps drawn by students to their instructor's "expert" concept maps. Using this novel analysis method, we were able to reveal students' level of understanding of course material, changes in student knowledge across time, as well as identify students' alternative conceptions. We found knowledge space theory a productive tool for systematically analyzing and comparing students' concept maps across time and to expert's concept maps.
Appears in Collections:ICLS 2010

Files in This Item:
File SizeFormat 
952-959.pdf983.15 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.