CONCEPT MAPPING ASSESSING STUDENT TEACHERS UNDERSTANDING OF THE BIOLOGY SYLLABUS THROUGH CONCEPT...

CONCEPT MAPPINGCONCEPT MAPPING

ASSESSING STUDENT TEACHERS’ ASSESSING STUDENT TEACHERS’ UNDERSTANDING OF THE BIOLOGY UNDERSTANDING OF THE BIOLOGY

SYLLABUS THROUGH CONCEPT SYLLABUS THROUGH CONCEPT MAPPINGMAPPING

ByBy

Maznah Ali & Zurida IsmailMaznah Ali & Zurida Ismail

University Sains MalaysiaUniversity Sains Malaysia

CMC2004

INTRODUCTIONINTRODUCTION

►MeaningMeaning A visual illustration of concepts/ideas A visual illustration of concepts/ideas

and the relationship among or between and the relationship among or between those conceptsthose concepts

INTRODUCTIONINTRODUCTION►OrganizationOrganization

The arrangement of concepts can be The arrangement of concepts can be hierarchical or linearhierarchical or linear

Line shows the relationship from upper Line shows the relationship from upper concepts to lower conceptsconcepts to lower concepts

Arrow shows the relationship of concepts Arrow shows the relationship of concepts in the direction of the arrowin the direction of the arrow


►Use of concept map inUse of concept map in educational institutionseducational institutions businessbusiness GovernmentGovernment

►Use of concept map forUse of concept map for capturing knowledgecapturing knowledge support of group processes support of group processes achieving consensus (Canas, Carnot, achieving consensus (Canas, Carnot,

Coffey, Feltovich & Novak, 2003)Coffey, Feltovich & Novak, 2003)


►Use of concept map in educational Use of concept map in educational institution forinstitution for curriculum planning (Edmonson,1995; Ferry et curriculum planning (Edmonson,1995; Ferry et

al.,1998; Horton et al.,1993 and Novak, 2003)al.,1998; Horton et al.,1993 and Novak, 2003) advance organizeradvance organizer tools for learning (Ault, 1985; Chmeilewski & tools for learning (Ault, 1985; Chmeilewski &

Dansereau,1998 and McCagg,1991)Dansereau,1998 and McCagg,1991) Evaluation/assessment (Aidman & Evaluation/assessment (Aidman &

Eggan,1998; Rice, Ryan & Samson,1998 and Eggan,1998; Rice, Ryan & Samson,1998 and Soyibo,1995) Soyibo,1995)

ASSESSMENT USINGCONCEPT ASSESSMENT USINGCONCEPT MAPMAP

►Framework of concept map assessmentFramework of concept map assessment

(Ruiz-Primo & Shavelson, 1996)(Ruiz-Primo & Shavelson, 1996)

TaskTask

Format of student’s responseFormat of student’s response

Scoring systemScoring system

►TaskTask The demand requiring students to provide The demand requiring students to provide

evidence of their knowledge in content evidence of their knowledge in content areaarea

►Format for students’ responseFormat for students’ response Paper-pencil response( drawing concept Paper-pencil response( drawing concept

map on blank page)map on blank page) oral responseoral response Computer responseComputer response

ASSESSMENT USING CONCEPT ASSESSMENT USING CONCEPT MAPMAP

►Scoring system based onScoring system based on componentscomponents

levels of hierarchylevels of hierarchy propositionspropositions examplesexamples

criterion mapcriterion map expert’s mapexpert’s map teacher’s mapteacher’s map top student’s maptop student’s map

combination of components and criterion combination of components and criterion mapmap

ASSESSMENT USING CONCEPT ASSESSMENT USING CONCEPT MAPMAP

BACKGROUND BACKGROUND

►This paper describes the outcome of an This paper describes the outcome of an exercise carried out with one exercise carried out with one hundred(100)hundred(100)

undergraduate student teachers undergraduate student teachers (preservice teachers) enrolled in a Biology (preservice teachers) enrolled in a Biology Teaching Method course- a third year Teaching Method course- a third year course in a four year Teacher Education course in a four year Teacher Education programmeprogramme

►Concept mapping is used as an evaluation Concept mapping is used as an evaluation tool for assessing students’ understanding tool for assessing students’ understanding of biology syllabus for Malaysian schoolsof biology syllabus for Malaysian schools

PURPOSEPURPOSE

►To familiarize the students with the To familiarize the students with the Malaysian Biology Syllabus for form Malaysian Biology Syllabus for form four (grade 10)four (grade 10)

►To make students understand the To make students understand the scope of the syllabus scope of the syllabus

METHODOLOGYMETHODOLOGY

► SampleSample 100 student teachers 100 student teachers

in Biology Teaching Method Coursein Biology Teaching Method Course Period- June-September 2003Period- June-September 2003

► ProcedureProcedure Lectures on components in The Malaysian Lectures on components in The Malaysian

secondary school Biology Syllabus (4 hours)- prior secondary school Biology Syllabus (4 hours)- prior to the taskto the task

Lectures (3 hours) and guidance on construction of Lectures (3 hours) and guidance on construction of concept mapconcept map

►Procedures….Procedures…. Students work in groups of three or fourStudents work in groups of three or four

(18 groups =16 groups of four students + (18 groups =16 groups of four students + 12 groups of 3 students)12 groups of 3 students)

Students’ TaskStudents’ Task

Construct a concept map of the Malaysian Construct a concept map of the Malaysian Secondary School Biology Syllabus for Secondary School Biology Syllabus for form fourform four

Time given to complete the task -8 weeksTime given to complete the task -8 weeks


►Procedures….Procedures…. Students’ Resources:Students’ Resources:

Malaysian Secondary School Biology Syllabus For Malaysian Secondary School Biology Syllabus For Form FourForm Four

(Malaysian Ministry of Education, 2001 edtion)(Malaysian Ministry of Education, 2001 edtion) Malaysian Biology text books for form fourMalaysian Biology text books for form four Lectures and lecture notesLectures and lecture notes

Scoring students’ concept mapScoring students’ concept map Based on 5 different components with different Based on 5 different components with different

weightageweightage


►Procedures….Procedures…. Format for students’ responseFormat for students’ response

paper-and- pencil (as used by Markham, paper-and- pencil (as used by Markham, Mintzes & Jones,1994 and Wallace & Mintzes & Jones,1994 and Wallace & Mintzes, 1990)Mintzes, 1990)

Scoring based on componentsScoring based on components

(adapted from Wallace & Mintzes,1990)(adapted from Wallace & Mintzes,1990)


► Procedures….Procedures…. Scoring componentsScoring components

1.1. Inclusion of the topics (5%)Inclusion of the topics (5%)

Four Themes:Four Themes: Introduction to biology (1 chapter)Introduction to biology (1 chapter) Investigating cell as a basic unit of life (5 chapters)Investigating cell as a basic unit of life (5 chapters) Investigating physiology (2 chapters)Investigating physiology (2 chapters) Investigating the interrelationship of life and it’s Investigating the interrelationship of life and it’s

environment (2 chapters)environment (2 chapters)



2.2. Proposition on the link (5%)Proposition on the link (5%) Correct proposition on the linkCorrect proposition on the link

3.3. Levels of hierarchy (30%)Levels of hierarchy (30%) Each of the topics in the themes arranged Each of the topics in the themes arranged

according to the different levels of hierarchy according to the different levels of hierarchy in terms of the cellular approach in biology in terms of the cellular approach in biology content (The simple topics to a more content (The simple topics to a more complex topics)complex topics)



4.4. Science process skills (30%)Science process skills (30%) Making observation, classifyingMaking observation, classifying Measure & using numbersMeasure & using numbers Making inference, predictingMaking inference, predicting Use of time & spatial skillsUse of time & spatial skills Controlling variables, making hypothesisControlling variables, making hypothesis Interpreting dataInterpreting data ExperimentingExperimenting communicatingcommunicating



5.5. ValuesValues Appreciate balance in natureAppreciate balance in nature RationalRational ObjectiveObjective CooperativeCooperative ResponsibleResponsible Critical & analyticalCritical & analytical Showing interest in scienceShowing interest in science Honest & hard workingHonest & hard working


ResultsResults

► Overall performanceOverall performance Total score – lowest 44% , highest 94%, Total score – lowest 44% , highest 94%,

mean 71%mean 71%

► Scores in the components involvedScores in the components involved

AspectsAspects InclusionInclusions of s of topicstopics

HierarchHierarchyy

Science Science process process skillsskills

ValuesValues prepositioprepositionn

Mean scoreMean score 4.964.96 21.3921.39 2020 19.0319.03 3.283.28

AchievemeAchievement nt percentagepercentage

99.9299.92 71.3071.30 66.6666.66 63.4363.43 65.6065.60

► Rank of components from the most Rank of components from the most to the least scoredto the least scored

1.1. Inclusions of topicsInclusions of topics

2.2. HierarchyHierarchy

3.3. Science process skillsScience process skills

4.4. PrepositionPreposition

5.5. valuesvalues

ResultsResults

►Misconceptions detectedMisconceptions detected Science process skills stated as thinking Science process skills stated as thinking

skillskill

Example: classifying (sc. Process skill) is Example: classifying (sc. Process skill) is stated as compare & contrast (thinking stated as compare & contrast (thinking skill)skill)

Interpreting data confused with interpreting Interpreting data confused with interpreting conceptsconcepts

Defining operationally was confused as Defining operationally was confused as memorizing a set of definitionsmemorizing a set of definitions

Observing was confused as visualizingObserving was confused as visualizing

ResultsResults

►Groups scoring less in values also failed Groups scoring less in values also failed to state specific values associated with to state specific values associated with the specific topic. the specific topic. Topic- Balanced EcosystemTopic- Balanced Ecosystem

value stated = appreciate God’s gift to value stated = appreciate God’s gift to humankindhumankind

specific value = there is enough clean air/ specific value = there is enough clean air/ water for water for

human to use for survivalhuman to use for survival Example of part of students’ concept mapExample of part of students’ concept map

ResultsResults

ConclusionConclusion

►This exercise showsThis exercise shows Concept mapping can be used to assess Concept mapping can be used to assess

student teachers’ understanding of student teachers’ understanding of Biology SyllabusBiology Syllabus

Students became more familiar with the Students became more familiar with the scope of biology syllabusscope of biology syllabus

Students became more aware of the Students became more aware of the related science skills and values to be related science skills and values to be integrated in biologyintegrated in biology

►HopeHope Teachers will apply concept mapping with Teachers will apply concept mapping with

the students so that biology is presented the students so that biology is presented in a connected manner; learning biology in a connected manner; learning biology becomes more meaningful.becomes more meaningful.

Concept mapping will be used for Concept mapping will be used for assessing students understandingassessing students understanding


THE ENDTHE END

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