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dc.contributor.authorCathcart, Laura
dc.contributor.authorStieff, Mike
dc.contributor.authorMarbach-Ad, Gili
dc.contributor.authorSmith, Ann
dc.contributor.authorFrauwirth, Kenneth
dc.identifier.citationCathcart, 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.en_US
dc.description.abstractThis 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.en_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleUsing Knowledge Space Theory to Analyze Concept Mapsen_US
dc.typeFull Papersen_US
Appears in Collections:ICLS 2010

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