Alternative Assessment and Evaluation in Science Education: Mind Maps and Concept Maps
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Published
Jun 28, 2024
Abstract
In this study, concept maps and mind maps, which are alternative assessment and evaluation tools used in science education, were examined. The study aimed to quantitatively evaluate the concept maps and mind maps prepared by pre-service science teachers dealing with the concept of atoms. Thus, it was aimed to describe the concept of atom in the minds of pre-service teachers with different assessment tools. A case study approach was used in the study, which is one of the quantitative research designs. The study group consisted of 15 pre-service teachers teaching science in the fourth grade. Criterion sampling method was used in the study. Attention was paid to ensure that the participating pre-service teachers had undertaken all the relevant courses regarding the subject of atoms. The concept maps and mind maps created by the participants were used to describe their cognitive structures about the atom concept. The concept maps and mind maps created by the pre-service teachers were examined using quantitative analysis. It was concluded that the scores obtained by the pre-service teachers from both the alternative assessment and evaluation tools were close to their total mean scores. It was determined that the pre-service teachers could not advance as the structure grew in both concept maps and mind maps, and they had difficulties in establishing relationships between levels and hierarchies.
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Keywords
Alternative Evaluation, Physics Education, Mind Map, Concept Map, Atom
References
Akinoğlu, O. & Yaşar, Z. (2007). The effects of note taking in science education through the mind mapping technique on students’ attitudes, academic achievement and concept learning. Journal of Baltic Science Education, 6(3):34-43.
Aslan, S. & Gündüz, M. (2019). Evaluating the Objectives Aimed at Life Sciences Teaching Lesson Using the Mind Map Technique from Alternative Measurement and Evaluation Approaches. (Hayat Bilgisi Öğretimi Dersinde Amaçlanan Kazanımlarının Alternatif Ölçme ve Değerlendirme Yaklaşımlarından Zihin Haritası Tekniği ile Değerlendirilmesi). Paper presented at the annual meeting of the 28th International Educational Sciences Congress, Ankara, Turkey.
Aytaçlı, B. (2012). A detailed analysis on case study. Adnan Menderes University Education Faculty Journal of Educational Sciences, 3(1):1-9.
Bahar, M. (2001). A Critical Approach to Multiple Choice Tests and Alternative Methods (Çoktan Seçmeli Testlere Eleştirel Bir Yaklaşım ve Alternatif Metotlar). Educational Sciences: Theory and Practice, 1(1):23-38.
Bahar, M. (2003). A study of pupils ideas about the concept of life. Kastamonu Education Journal, 11:93-104.
Bahar, M., Öztürk, E. & Ateş, S. (2002). Determination of high school students’ understanding of newton’s law of motion, work, power and energy and their erroneous concepts with the structured grid method (Yapılandırılmış grid metodu ile lise öğrencilerinin newton’un hareket yasası, iş, güç ve enerji konusundaki anlama düzeyleri ve hatalı kavramlarının tespiti). Paper presented at the annual meeting of the V. National Science and Mathematics Education Congress. ODTÜ, Ankara.
Bahar, M., Nartung, Z., Durmuş, S. & Bıçak, B. (2010). Geleneksel - Tamamlayıcı Ölçme ve Değerlendirme Teknikleri Öğretmen El Kitabı. Ankara: Pegem Akademi. ISBN:9789944919225. pp.49.
Baş, T. & Akturan, U. (2017). Sosyal Bilimlerde Bilgisayar Destekli Nitel Araştırma Yöntemleri. Ankara: Seçkin yayıncılık. ISBN: 9789750240874. pp.225-234.
Briscoe, C. & LaMaster, S.U. (1991). Meaningful Learning in College Biology Trough Cocept Mapping. The American Biolog Teacher, 53(4):214-219.
Bütüner, S , Gür, H . (2008). Teaching Of Angles and Triangles by Using Vee Diagrams and Mind Maps. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2(1):1-18 .
Büyüköztürk, Ş., Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi. ISBN: 9944919284. pp. 267-270.
D’Antoni, A. V., Zipp, G. P., & Olson, V. G. (2009). Interrater reliability of the mind map assessment rubric in a cohort of medical students. BMC Medical Education, 19(9):1-8. Available at: https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-9-19
Davey, L. (1991). The application of case study evaluations. Elementary Education Online, 8(2):1-2. DOI: https://doi.org/10.7275/02g8-bb93
Eroğlu, M. G. & Kelecioğlu, H. (2011). An analysıs on the valıdıty and relıabılıty of concept map and structural communıcatıon grıd scores. Hacettepe University Journal of Education, 40:210-220.
Evrekli, E. (2010). The effects of mind map and concept cartoon activities in science and technology education on students? Academic achievement and inquiry learning skill perceptions. Master’s Thesis, Dokuz Eylül University, İzmir, Turkey.
Evrekli, E., İnel, D., & Balım, A. G. (2010). Development of a scoring system to assess mind maps. Procedia Social and Behavioral Sciences, 2:2330-2334. DOI: https://doi.org/10.1016/j.sbspro.2010.03.331
Farrand, P., Hussain, F. & Hennessy, E. (2002). The efficacy of the mind map study technique. Medical Education, 36:426-431. DOI: https://doi.org/10.1046/j.1365-2923.2002.01205.x
Gelbal, S. & Kelecioğlu, H. (2007). Teachers’ proficiency perceptions of about the measurement and evaluation techniques and the problems they confront. Hacettepe University Journal of Education, 33:135-145.
Gömleksiz, M.N. & Fidan, E. K. (2013). The effect of computer assisted mind mapping on students’ academic achievement, attitudes and retention in science and technology course. Gaziantep University Journal of Social Sciences, 12(3):403-426.
Holland, B., Holland, L. & Davies, J. (2003). An investigation into the concept of mind mapping and the use of mind mapping software to support and improve student academic performance. University of Wolverhampton: Learning and Teaching Projects 2003/2004.
Jacobs-Lawson, J. M., & Hershey, D. A. (2002). Concept Maps as an Assessment Tool in Psychology Courses. Teaching of Psychology, 1:9-25. DOI: https://doi.org/10.1207/S15328023TOP2901_06
Kandil İlgeç, Ş. (2008). Using concept maps as an assestment tool in physics education. Hacettepe University Journal of Education. 35:195-206.
Kaya, O. N. (2003). An alternative way of assessment in education: Concept maps. Hacettepe University Journal of Education, 25:265-271.
Kılıç, D. & Sağlam, N. (2004). The effect of the concept maps on achievement and retention of learning in biology education. Hacettepe University Journal of Education. 27:155-164.
Kinchin, I. M., Hay, D. B., & Adams, A. (2000). How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development. Educational Research, 41(1):43-57. DOI: https://doi.org/10.1080/001318800363908
Kortelainen, T. & Vanhala, M. (2004). Portfolio, peer evaluation, and mind map in an introductory course of information studies. Journal of Education for Library and Information Science, 45(4):273-285. DOI: https://doi.org/10.2307/40323874
Kreisman, S., Knoll, M. & Melchior, T. (1995). Toward more authentic assessment. A. L. Costa ve B. Kallick (Ed.),in Assessment In The Learning Organization. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN: 0871202506 pp. 114-138.
McClure, R. J., Sonak, B., & Suen, K. H. (1999). Concept map assesment of classroom learning: Reliability, validity, and logistical practicality. Journal of Research in Science Teaching, 36(4):475-492. DOI: https://doi.org/10.1002/(SICI)1098-2736(199904)36:4%3C475::AID-TEA5%3E3.0.CO;2-O
McClure, R. J. & Bell, P.E. (1990). Effects of an environmental education related STS approach instruction on cognitive structures of pre-service science teachers. University Park, PA: Pennsylvania State University. (ERIC Document Reproduction Service No. ED 341 582).
MEB (2018). Science curriculum (Fen bilimleri dersi öğretim programı). ANKARA: Milli Eğitim Bakanlığı
Mueller, A., Johnston, M. & Bligh, D. (2002). Joining mind mapping and care planning to enhance student critical thinking and achieve holistic nursing care. Nursing Diagnosis, 13(1):24-27. DOI: https://doi.org/10.1111/j.1744-618x.2002.tb00161.x
Mumme, J. (1990). Portfolio Assessment in Mathematics, California Mathematics Project. University of California: Santa Barbara.
Novak, J.D. (1990). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27(10):937-949. DOI: https://doi.org/10.1002/tea.3660271003
Novak, J.D. (1991). Clarify with concept maps. The Science Teacher, 58(7):45-49. ERIC ID: EJ447816
Novak, J. D. & Gowin, R. (1984). Learning how to learn. New York: Cambridge University Pres. ISBN: 052126507X
Okur, M. & Azar, A. (2011). Primary teachers’ opinions about alternative measurement and assessment techniques used in science and technology course (Fen ve teknoloji dersinde kullanılan alternatif ölçme ve değerlendirme tekniklerine ilişkin öğretmen görüşleri). Kastamonu Education Journal, 19(2):387-400.
Ryan, P.J. (1998). Teacher development and use of portfolio assessment strategies and the ımpact on ınstruction in mathematics. Doctoral Dissertation, Stanford, CA.
Shepard, L.A.(1989). Why We Need Better Assessment? Educational Leadership, 46:4-9. ERIC ID: EJ387134.
Ünlü, P., İngeç Ş.K. & Taşar, M.F. (2006). Investigating teacher candidates’ knowledge structures about momentum and impuls by the method of using concept maps (Öğretmen adaylarının momentum ve impuls kavramlarına ilişkin bilgi yapılarının kavram haritaları yöntemi ile araştırılması). Education and Science, 31(139):70-79.
Warwick, P. & Kershner, R. (2006). ‘Is there a picture of beyond?’ Mind mapping, ICT and collaborative learning in primary science, P. Warwick, E. Wilson & M. Winterbottom (ed.), in Teaching and learning primary science with ICT Maidenhead, Berks: Open University Press/McGraw Hill. ISBN: 978-0335218943. pp. 108-127.
Wandersee, J. H. (1990). Concept mapping and the cartography of cognition. Journal of Research in Science Teaching, 27(10):923-936. DOI: https://doi.org/10.1002/tea.3660271002
Williams, C. G. (1998). Using concept maps to assess conceptual knowledge of function. Journal for Research in Mathematics Education, 29(4):414-421. DOI: https://doi.org/10.2307/749858
Willerman, M. & MacHarg, R.A. (1991). The Concept Map as an Advance Organizer. Journal of Research in Science Teaching, 28(8):705-711. DOI: https://doi.org/10.1002/tea.3660280807
Yaşar, I. Z. (2006). The effect of taking notes with mind mapping technique on learning concepts and success in science education (Fen eğitiminde zihin haritalama tekniğiyle not tutmanın kavram öğrenmeye ve başarıya etkisi). Master’s Thesis, Marmara University, İstanbul, Turkey.
Yıldız, İ. & Uyanık N. (2004). On measurement and evaluation in mathematics teaching. Gazi University Kastamonu Education Journal, 12(1):97-104.
Aslan, S. & Gündüz, M. (2019). Evaluating the Objectives Aimed at Life Sciences Teaching Lesson Using the Mind Map Technique from Alternative Measurement and Evaluation Approaches. (Hayat Bilgisi Öğretimi Dersinde Amaçlanan Kazanımlarının Alternatif Ölçme ve Değerlendirme Yaklaşımlarından Zihin Haritası Tekniği ile Değerlendirilmesi). Paper presented at the annual meeting of the 28th International Educational Sciences Congress, Ankara, Turkey.
Aytaçlı, B. (2012). A detailed analysis on case study. Adnan Menderes University Education Faculty Journal of Educational Sciences, 3(1):1-9.
Bahar, M. (2001). A Critical Approach to Multiple Choice Tests and Alternative Methods (Çoktan Seçmeli Testlere Eleştirel Bir Yaklaşım ve Alternatif Metotlar). Educational Sciences: Theory and Practice, 1(1):23-38.
Bahar, M. (2003). A study of pupils ideas about the concept of life. Kastamonu Education Journal, 11:93-104.
Bahar, M., Öztürk, E. & Ateş, S. (2002). Determination of high school students’ understanding of newton’s law of motion, work, power and energy and their erroneous concepts with the structured grid method (Yapılandırılmış grid metodu ile lise öğrencilerinin newton’un hareket yasası, iş, güç ve enerji konusundaki anlama düzeyleri ve hatalı kavramlarının tespiti). Paper presented at the annual meeting of the V. National Science and Mathematics Education Congress. ODTÜ, Ankara.
Bahar, M., Nartung, Z., Durmuş, S. & Bıçak, B. (2010). Geleneksel - Tamamlayıcı Ölçme ve Değerlendirme Teknikleri Öğretmen El Kitabı. Ankara: Pegem Akademi. ISBN:9789944919225. pp.49.
Baş, T. & Akturan, U. (2017). Sosyal Bilimlerde Bilgisayar Destekli Nitel Araştırma Yöntemleri. Ankara: Seçkin yayıncılık. ISBN: 9789750240874. pp.225-234.
Briscoe, C. & LaMaster, S.U. (1991). Meaningful Learning in College Biology Trough Cocept Mapping. The American Biolog Teacher, 53(4):214-219.
Bütüner, S , Gür, H . (2008). Teaching Of Angles and Triangles by Using Vee Diagrams and Mind Maps. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2(1):1-18 .
Büyüköztürk, Ş., Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi. ISBN: 9944919284. pp. 267-270.
D’Antoni, A. V., Zipp, G. P., & Olson, V. G. (2009). Interrater reliability of the mind map assessment rubric in a cohort of medical students. BMC Medical Education, 19(9):1-8. Available at: https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-9-19
Davey, L. (1991). The application of case study evaluations. Elementary Education Online, 8(2):1-2. DOI: https://doi.org/10.7275/02g8-bb93
Eroğlu, M. G. & Kelecioğlu, H. (2011). An analysıs on the valıdıty and relıabılıty of concept map and structural communıcatıon grıd scores. Hacettepe University Journal of Education, 40:210-220.
Evrekli, E. (2010). The effects of mind map and concept cartoon activities in science and technology education on students? Academic achievement and inquiry learning skill perceptions. Master’s Thesis, Dokuz Eylül University, İzmir, Turkey.
Evrekli, E., İnel, D., & Balım, A. G. (2010). Development of a scoring system to assess mind maps. Procedia Social and Behavioral Sciences, 2:2330-2334. DOI: https://doi.org/10.1016/j.sbspro.2010.03.331
Farrand, P., Hussain, F. & Hennessy, E. (2002). The efficacy of the mind map study technique. Medical Education, 36:426-431. DOI: https://doi.org/10.1046/j.1365-2923.2002.01205.x
Gelbal, S. & Kelecioğlu, H. (2007). Teachers’ proficiency perceptions of about the measurement and evaluation techniques and the problems they confront. Hacettepe University Journal of Education, 33:135-145.
Gömleksiz, M.N. & Fidan, E. K. (2013). The effect of computer assisted mind mapping on students’ academic achievement, attitudes and retention in science and technology course. Gaziantep University Journal of Social Sciences, 12(3):403-426.
Holland, B., Holland, L. & Davies, J. (2003). An investigation into the concept of mind mapping and the use of mind mapping software to support and improve student academic performance. University of Wolverhampton: Learning and Teaching Projects 2003/2004.
Jacobs-Lawson, J. M., & Hershey, D. A. (2002). Concept Maps as an Assessment Tool in Psychology Courses. Teaching of Psychology, 1:9-25. DOI: https://doi.org/10.1207/S15328023TOP2901_06
Kandil İlgeç, Ş. (2008). Using concept maps as an assestment tool in physics education. Hacettepe University Journal of Education. 35:195-206.
Kaya, O. N. (2003). An alternative way of assessment in education: Concept maps. Hacettepe University Journal of Education, 25:265-271.
Kılıç, D. & Sağlam, N. (2004). The effect of the concept maps on achievement and retention of learning in biology education. Hacettepe University Journal of Education. 27:155-164.
Kinchin, I. M., Hay, D. B., & Adams, A. (2000). How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development. Educational Research, 41(1):43-57. DOI: https://doi.org/10.1080/001318800363908
Kortelainen, T. & Vanhala, M. (2004). Portfolio, peer evaluation, and mind map in an introductory course of information studies. Journal of Education for Library and Information Science, 45(4):273-285. DOI: https://doi.org/10.2307/40323874
Kreisman, S., Knoll, M. & Melchior, T. (1995). Toward more authentic assessment. A. L. Costa ve B. Kallick (Ed.),in Assessment In The Learning Organization. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN: 0871202506 pp. 114-138.
McClure, R. J., Sonak, B., & Suen, K. H. (1999). Concept map assesment of classroom learning: Reliability, validity, and logistical practicality. Journal of Research in Science Teaching, 36(4):475-492. DOI: https://doi.org/10.1002/(SICI)1098-2736(199904)36:4%3C475::AID-TEA5%3E3.0.CO;2-O
McClure, R. J. & Bell, P.E. (1990). Effects of an environmental education related STS approach instruction on cognitive structures of pre-service science teachers. University Park, PA: Pennsylvania State University. (ERIC Document Reproduction Service No. ED 341 582).
MEB (2018). Science curriculum (Fen bilimleri dersi öğretim programı). ANKARA: Milli Eğitim Bakanlığı
Mueller, A., Johnston, M. & Bligh, D. (2002). Joining mind mapping and care planning to enhance student critical thinking and achieve holistic nursing care. Nursing Diagnosis, 13(1):24-27. DOI: https://doi.org/10.1111/j.1744-618x.2002.tb00161.x
Mumme, J. (1990). Portfolio Assessment in Mathematics, California Mathematics Project. University of California: Santa Barbara.
Novak, J.D. (1990). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27(10):937-949. DOI: https://doi.org/10.1002/tea.3660271003
Novak, J.D. (1991). Clarify with concept maps. The Science Teacher, 58(7):45-49. ERIC ID: EJ447816
Novak, J. D. & Gowin, R. (1984). Learning how to learn. New York: Cambridge University Pres. ISBN: 052126507X
Okur, M. & Azar, A. (2011). Primary teachers’ opinions about alternative measurement and assessment techniques used in science and technology course (Fen ve teknoloji dersinde kullanılan alternatif ölçme ve değerlendirme tekniklerine ilişkin öğretmen görüşleri). Kastamonu Education Journal, 19(2):387-400.
Ryan, P.J. (1998). Teacher development and use of portfolio assessment strategies and the ımpact on ınstruction in mathematics. Doctoral Dissertation, Stanford, CA.
Shepard, L.A.(1989). Why We Need Better Assessment? Educational Leadership, 46:4-9. ERIC ID: EJ387134.
Ünlü, P., İngeç Ş.K. & Taşar, M.F. (2006). Investigating teacher candidates’ knowledge structures about momentum and impuls by the method of using concept maps (Öğretmen adaylarının momentum ve impuls kavramlarına ilişkin bilgi yapılarının kavram haritaları yöntemi ile araştırılması). Education and Science, 31(139):70-79.
Warwick, P. & Kershner, R. (2006). ‘Is there a picture of beyond?’ Mind mapping, ICT and collaborative learning in primary science, P. Warwick, E. Wilson & M. Winterbottom (ed.), in Teaching and learning primary science with ICT Maidenhead, Berks: Open University Press/McGraw Hill. ISBN: 978-0335218943. pp. 108-127.
Wandersee, J. H. (1990). Concept mapping and the cartography of cognition. Journal of Research in Science Teaching, 27(10):923-936. DOI: https://doi.org/10.1002/tea.3660271002
Williams, C. G. (1998). Using concept maps to assess conceptual knowledge of function. Journal for Research in Mathematics Education, 29(4):414-421. DOI: https://doi.org/10.2307/749858
Willerman, M. & MacHarg, R.A. (1991). The Concept Map as an Advance Organizer. Journal of Research in Science Teaching, 28(8):705-711. DOI: https://doi.org/10.1002/tea.3660280807
Yaşar, I. Z. (2006). The effect of taking notes with mind mapping technique on learning concepts and success in science education (Fen eğitiminde zihin haritalama tekniğiyle not tutmanın kavram öğrenmeye ve başarıya etkisi). Master’s Thesis, Marmara University, İstanbul, Turkey.
Yıldız, İ. & Uyanık N. (2004). On measurement and evaluation in mathematics teaching. Gazi University Kastamonu Education Journal, 12(1):97-104.
How to Cite
Eryilmaz Muştu, Özlem. (2024). Alternative Assessment and Evaluation in Science Education: Mind Maps and Concept Maps. Science Insights Education Frontiers, 22(2), 3583–3596. https://doi.org/10.15354/sief.24.or587
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