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Concept Maps as a Tool to Analyse College Students’ Knowledge of Geospatial Concepts

Yıl 2016, Cilt: 6 Sayı: 2, 176 - 198, 31.08.2016

Öz








This study focused on college students’ development of conceptual knowledge in geographic information
system (GIS). The aim of this study was to examine if and how students developed their conceptual
knowledge during their enrollment in an introductory-level GIS course. Twelve undergraduate students
constructed 36 concept maps and revised 24 concept maps in three sessions. The author scored those 60
concept maps in two different ways. The first method measured the degree to which concept maps were
structurally complex; the second method assessed the correctness of interrelationships between spatial
concepts shown in the maps. A statistical analysis of the scores obtained through the second method
suggested that there was a significant difference between the maps created in the first session and the maps
revised in the second session. Students could successfully revise their original concept maps at the middle
of a semester. A mix of the two quantitative and qualitative methods had the potential to examine the
development of students’ conceptual knowledge through multiple perspectives. Lastly, this study discusses
how concept maps can be applied to research and instructions. Concept maps can be used for exploring
students’ understanding of spatial concepts. 




Kaynakça

  • Ausubel, D. P., Novak, J. D., & Hanesian, H. (1986). Educational psychology: a cognitive view (2d ed.). New York: Werbel & Peck.
  • Baker, T. R., Battersby, S., Bednarz, S. W., Bodzin, A. M., Kolvoord, B., Moore, S., ... & Uttal, D. (2015). A research agenda for geospatial technologies and learning. Journal of Geography, 114(3), 118-130.
  • Baker, T. R., & White, S. H. (2003). The Effects of GIS on Students' Attitudes, Self-efficacy, and Achievement in Middle School Science Classrooms. Journal of Geography, 102(6), 243-254.
  • Barak, M. (2004). The use of computers in technological studies: Significant learning or superficial activity? Journal of Computers in Mathematics and Science Teaching, 23(4), 329-346.
  • Barenholz, H., & Tamir, P. (1992). A comprehensive use of concept mapping in design. Research in Science & Technological Education, 10(1), 37-52.
  • Battersby, S. E., Golledge, R. G., & Marsh, M. J. (2006). Incidental learning of geospatial concepts across grade levels: Map overlay. Journal of Geography, 105(4), 139-146.
  • Becker, H. J. (1993). T eaching with and about computers in secondary schools. Communications of the ACM, 36(5), 69-72.
  • Bednarz, S. W. (2004). Geographic information systems: A tool to support geography and environmental education? GeoJournal, 60(2), 191-199.
  • Beyerbach, B. A. (1988). Developing a technical vocabulary on teacher planning: Preservice teachers' concept maps. Teaching and Teacher Education, 4(4), 339-347.
  • Brown, D. G., Elmes, G., Kemp, K. K., Macey, S., & Mark, D. (2003). Geographic Information Systems. In G. L. Gaile & C. J. Willmott (Eds.), Geography in America at the dawn of the 21st century (pp. 353-375). Oxford ; New York: Oxford University Press.
  • Crosby, A. W. (1997). The measure of reality: quantification and Western society, 1250-1600. New York: Cambridge University Press.
  • DeMers, M. N. (2009). Fundamentals of geographic information systems (4th ed.). Hoboken, N.J.: John Wiley & Sons.
  • Downs, R. M. (1997). The geographic eye: Seeing through GIS? Transactions in GIS, 2(2), 111-121.
  • Draper, D. C. (2015). Collaborative Instructional Strategies to Enhance Knowledge Convergence. American Journal of Distance Education, 29(2), 109-125.
  • Golledge, R., Marsh, M., & Battersby, S. (2008). A Conceptual Framework for Facilitating Geospatial Thinking. Annals of the Association of American Geographers, 98(2), 285- 308.
  • Golledge, R. G. (1995). Primitives of spatial knowledge. In T. L. Nyerges, D. M. Mark, R. Laurini & M. J. Egenhofer (Eds.), Cognitive aspects of human-computer interaction for geographic information systems (pp. 29-44). Dordrecht: Kluwer Academic Publishers.
  • Goodchild, M. F. (2006). The fourth R? Rethinking GIS education. ESRI ArcNews, 28(3), Retrieved from http://www.esri.com/news/arcnews/fall06articles/the-fourth-r.html
  • Guerrero, S., Walker, N., & Dugdale, S. (2004). Technology in support of middle grade mathematics: What have we learned? Journal of Computers in Mathematics and Science Teaching, 23(1), 5-20.
  • Herl, H. E., & Baker, E. L. (1996). Construct validation of an approach to modeling cognitive structure of us history knowledge. Journal of Educational Research, 89(4), 206-218.
  • Howard, R. W. (1987). Concepts and schemata: an introduction. East Sussex; Philadelphia: Cassell Educational.
  • Jegede, O. J., Alaiyemola, F. F., & Okebukola, P. A. O. (1990). The effect of concept mapping on students' anxiety and achievement in biology. Journal of Research in Science Teaching, 27(10), 951-960.
  • Jonassen, D. H., Beissner, K., & Yacci, M. (1993). Structural knowledge: techniques for representing, conveying, and acquiring structural knowledge. Hillsdale, N.J.: L. Erlbaum Associates.
  • Jonassen, D. H., Reeves, T. C., Hong, N., Harvey, D., & Peters, K. (1997). Concept mapping as cognitive learning and assessment tools. Jounal of Interactive Learning Research, 8(3), 289-308.
  • Kaufman, M. M. (2004). Using spatial-temporal primitives to improve geographic skills for preservice teachers. Journal of Geography, 103(4), 171 — 181.
  • Kerski, J. J. (2008). Geographic information systems in education. In J. P. Wilson & A. S. Fotheringham (Eds.), The handbook of geographic information science (pp. 540-556). Malden: Blackwell Publishing.
  • Klausmeier, H. J. (1992). Concept learning and concept teaching. Educational Psychologist, 27(3), 267-286.
  • Lay-Dopyera, M., & Beyerbach, B. (1983). Concept Mapping for Individual Assessment. Syracuse.
  • Liben, L. S., & Downs, R. M. (1991). The role of graphic representations in understanding the world. In R. M. Downs, L. S. Liben & D. S. Palermo (Eds.), Visions of aesthetics, the environment, and development: the legacy of Joachim Wohlwill (pp. 139-179). Hillsdale, N.J.: L. Erlbaum.
  • Mahler, S., Hoz, R., Fischl, D., Tov-Ly, E., & Lernau, O. Z. (1991). Didactic use of concept mapping in higher education: applications in medical education. Instructional Science, 20(1), 25-47
  • Markham, K. M., Mintzes, J. J., & Jones, M. G. (1994). The concept map as a research and evaluation tool: further evidence of validity. Jounal of Research in Science Teaching, 31(1), 91-101.
  • Marsh, M., Golledge, R., & Battersby, S. E. (2007). Geospatil concept undersanding and regonition in G6-college students: A preliminary argument for minimal GIS. Annals of the Assocition of American Geographers, 97(4), 696-712.
  • Martin, B. L., Mintzes, J. J., & Clavijo, I. E. (2000). Restructuring knowledge in biology: cognitive processes and metacogntive reflections. International Journal of Science Education, 22(3), 303-323.
  • Medin, D. L., Lynch, E. B., & Solomon, K. O. (2000). Are there kinds of concepts? Annual Review of Psychology, 51(1), 121.
  • Miller, K. J., Koury, K. A., Fitzgerald, G. E., Hollingsead, C., Mitchem, K. J., Tsai, H. H., & Park, M. K. (2009). Concept mapping as a research tool to evaluate conceptual change related to instructional methods. Teacher Education and Special Education. The Journal of the Teacher Education Division of the Council for Exceptional Children, 32(4), 365- 378.
  • National Research Council. (2000). How people learn: brain, mind, experience, and school (Expanded ed.). Washington, D.C.: National Academy Press.
  • National Research Council. (2006). Learning to think spatially: GIS as a support system in the K-12 curriculum. Washington, D.C.: National Academies Press.
  • Novak, J. D. (1998). Learning, creating, and using knowledge: concept maps as facilitative tools in schools and corporations. Mahwah, N.J.: L. Erlbaum Associates.
  • Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York: Cambridge University Press.
  • Nystuen, J. D. (1968). Identification of some fundamental spatial concepts. In B. J. L. Berry & D. F. Marble (Eds.), Spatial analysis: a reader in statistical geography (pp. 35-41). Englewood Cliffs: Prentice-Hall
  • Oda, K. (2011). Assessing College Students’ Spatial Concept Knowledge in Complexity Levels. Procedia - Social and Behavioral Sciences, 21, 63-72.
  • Papageorgiou, G. J. (1969). Description of a basis necessary to the analysis of spatial systems. Geographical Analysis, 1(2), 213-215.
  • Rebich, S., & Gautier, C. (2005). Concept mapping to reveal prior knowledge and conceptual change in a Mock Summit course on global climate change. Journal of Geoscience Education, 53(4), 355-365.
  • Rice, D. C., Ryan, J. M., & Samson, S. M. (1998). Using concept maps to assess student learning in the science classroom: Must different methods compete? Journal of Research in Science Teaching, 35(10), 1103-1127.
  • Roberts, L. (1999). Using concept maps to measure statistical understanding. International Journal of Mathematical Education in Science and Technology, 30(5), 707 - 717.
  • Ross, B., & Munby, H. (1991). Concept mapping and misconceptions: a study of high-school students' understandings of acids and bases. International Journal of Science Education, 13(1), 11 - 23.
  • Roth, W.-M., & Roychoudhury, A. (1993). The concept map as a tool for the collaborative construction of knowledge: A microanalysis of high school physics students. Journal of Research in Science Teaching, 30(5), 503-534.
  • Rusanen, A. M. (2014). Towards to an explanation for conceptual change: A mechanistic alternative. Science & Education, 23(7), 1413-1425.
  • Ruiz-Primo, M. A., Schultz, S. E., & Shavelson, R. J. (1997). Concept map-based assessment in science: two exploratory studies. Los Angels: National Center for Research on Evaluation.
  • Ruiz-Primo, M. A., & Shavelson, R. J. (1996). Problems and issues in the use of concept maps in science assessment. Journal of Research in Science Teaching, 33(6), 569-600.
  • Rumelhart, D. E., & Norman, D. A. (1978). Accretion, tuning, and restructuring: three modes of learning. In R. L. Klatzky & J. W. Cotton (Eds.), Semantic factors in cognition (pp. 37- 53). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
  • Rye, J. A., & Rubba, P. A. (2002). Scoring concept maps: an expert map-based scoring scheme weighted for relationships. School Science and Mathematics, 102(1), 33-44.
  • Schreiber, D. A., & Abegg, G. L. (1991). Scoring Student-Generated Concept Maps in Introductory College Chemistry. Lake Geneva.
  • Schwendimann, B. A., & Linn, M. C. (2016). Comparing two forms of concept map critique activities to facilitate knowledge integration processes in evolution education. Journal of Research in Science Teaching, 53(1), 70-94.
  • Shin, E. (2006). Using Geographic Information System (GIS) to improve fourth graders' geographic content knowledge and map skills. Journal of Geography, 105(3), 109-120.
  • Sinton, D. S., Bednarz, S., Gersmehl, P., Kolvoord, R., & Uttal., D. (2013). The People's Guide to Spatial Thinking. Washington, D.C.: National Council for Geographic Education.
  • Smith, E. E., & Medin, D. L. (1981). Categories and concepts. Cambridge, Mass.: Harvard University Press.
  • Stuart, H. A. (1985). Should concept maps be scored numerically? European Journal of Science Education, 7(1), 73 - 81.
  • Subramaniam, K., & Esprívalo Harrell, P. (2015). An analysis of prospective teachers’ knowledge for constructing concept maps. Educational Research, 57(3), 217-236.
  • Sui, D. Z. (1995). A pedagogic framework to link GIS to the intellectual core of geography. Journal of Geography, 94, 578-591.
  • Thompson, D. (1991). G.I.S. a view from the other (dark?) side: The perspective of an instructor of introductory geography courses at university level. Cartographica, 28(3), 55-64.
  • Uttal, D. H. (2000). Seeing the big picture: map use and the development of spatial cognition. [Article with peer commentaries and response]. Developmental Science, 3(3), 247-286.
  • Wallace, J. D., & Mintzes, J. J. (1990). The concept map as a research tool: exploring conceptual change in biology. Journal of Research in Science Teaching, 27(10), 1033- 1052.
  • Walshe, N. (2008). Understanding students' conceptions of sustainability. Environmental Education Research, 14(5), 537 - 558.
  • Wandersee, J. H. (1990). Concept mapping and the cartography of cognition. Jounal of Research in Science Teaching, 27(10), 923-936.
  • White, R., & Gunstone, R. (1992). Probing Understanding. New York: Routledge.
  • Wilson, J. M. (1994). Network representations of knowledge about chemical equilibrium: Variations with achievement. Journal of Research in Science Teaching, 31(10), 1133- 1147.
  • Witthuhn, B. O., Brandt, D. P., & Demko, G. J. (1976). Discovery in geography. Dubuque, Iowa: Kendall / Hunt Publishing Company.
Yıl 2016, Cilt: 6 Sayı: 2, 176 - 198, 31.08.2016

Öz

Kaynakça

  • Ausubel, D. P., Novak, J. D., & Hanesian, H. (1986). Educational psychology: a cognitive view (2d ed.). New York: Werbel & Peck.
  • Baker, T. R., Battersby, S., Bednarz, S. W., Bodzin, A. M., Kolvoord, B., Moore, S., ... & Uttal, D. (2015). A research agenda for geospatial technologies and learning. Journal of Geography, 114(3), 118-130.
  • Baker, T. R., & White, S. H. (2003). The Effects of GIS on Students' Attitudes, Self-efficacy, and Achievement in Middle School Science Classrooms. Journal of Geography, 102(6), 243-254.
  • Barak, M. (2004). The use of computers in technological studies: Significant learning or superficial activity? Journal of Computers in Mathematics and Science Teaching, 23(4), 329-346.
  • Barenholz, H., & Tamir, P. (1992). A comprehensive use of concept mapping in design. Research in Science & Technological Education, 10(1), 37-52.
  • Battersby, S. E., Golledge, R. G., & Marsh, M. J. (2006). Incidental learning of geospatial concepts across grade levels: Map overlay. Journal of Geography, 105(4), 139-146.
  • Becker, H. J. (1993). T eaching with and about computers in secondary schools. Communications of the ACM, 36(5), 69-72.
  • Bednarz, S. W. (2004). Geographic information systems: A tool to support geography and environmental education? GeoJournal, 60(2), 191-199.
  • Beyerbach, B. A. (1988). Developing a technical vocabulary on teacher planning: Preservice teachers' concept maps. Teaching and Teacher Education, 4(4), 339-347.
  • Brown, D. G., Elmes, G., Kemp, K. K., Macey, S., & Mark, D. (2003). Geographic Information Systems. In G. L. Gaile & C. J. Willmott (Eds.), Geography in America at the dawn of the 21st century (pp. 353-375). Oxford ; New York: Oxford University Press.
  • Crosby, A. W. (1997). The measure of reality: quantification and Western society, 1250-1600. New York: Cambridge University Press.
  • DeMers, M. N. (2009). Fundamentals of geographic information systems (4th ed.). Hoboken, N.J.: John Wiley & Sons.
  • Downs, R. M. (1997). The geographic eye: Seeing through GIS? Transactions in GIS, 2(2), 111-121.
  • Draper, D. C. (2015). Collaborative Instructional Strategies to Enhance Knowledge Convergence. American Journal of Distance Education, 29(2), 109-125.
  • Golledge, R., Marsh, M., & Battersby, S. (2008). A Conceptual Framework for Facilitating Geospatial Thinking. Annals of the Association of American Geographers, 98(2), 285- 308.
  • Golledge, R. G. (1995). Primitives of spatial knowledge. In T. L. Nyerges, D. M. Mark, R. Laurini & M. J. Egenhofer (Eds.), Cognitive aspects of human-computer interaction for geographic information systems (pp. 29-44). Dordrecht: Kluwer Academic Publishers.
  • Goodchild, M. F. (2006). The fourth R? Rethinking GIS education. ESRI ArcNews, 28(3), Retrieved from http://www.esri.com/news/arcnews/fall06articles/the-fourth-r.html
  • Guerrero, S., Walker, N., & Dugdale, S. (2004). Technology in support of middle grade mathematics: What have we learned? Journal of Computers in Mathematics and Science Teaching, 23(1), 5-20.
  • Herl, H. E., & Baker, E. L. (1996). Construct validation of an approach to modeling cognitive structure of us history knowledge. Journal of Educational Research, 89(4), 206-218.
  • Howard, R. W. (1987). Concepts and schemata: an introduction. East Sussex; Philadelphia: Cassell Educational.
  • Jegede, O. J., Alaiyemola, F. F., & Okebukola, P. A. O. (1990). The effect of concept mapping on students' anxiety and achievement in biology. Journal of Research in Science Teaching, 27(10), 951-960.
  • Jonassen, D. H., Beissner, K., & Yacci, M. (1993). Structural knowledge: techniques for representing, conveying, and acquiring structural knowledge. Hillsdale, N.J.: L. Erlbaum Associates.
  • Jonassen, D. H., Reeves, T. C., Hong, N., Harvey, D., & Peters, K. (1997). Concept mapping as cognitive learning and assessment tools. Jounal of Interactive Learning Research, 8(3), 289-308.
  • Kaufman, M. M. (2004). Using spatial-temporal primitives to improve geographic skills for preservice teachers. Journal of Geography, 103(4), 171 — 181.
  • Kerski, J. J. (2008). Geographic information systems in education. In J. P. Wilson & A. S. Fotheringham (Eds.), The handbook of geographic information science (pp. 540-556). Malden: Blackwell Publishing.
  • Klausmeier, H. J. (1992). Concept learning and concept teaching. Educational Psychologist, 27(3), 267-286.
  • Lay-Dopyera, M., & Beyerbach, B. (1983). Concept Mapping for Individual Assessment. Syracuse.
  • Liben, L. S., & Downs, R. M. (1991). The role of graphic representations in understanding the world. In R. M. Downs, L. S. Liben & D. S. Palermo (Eds.), Visions of aesthetics, the environment, and development: the legacy of Joachim Wohlwill (pp. 139-179). Hillsdale, N.J.: L. Erlbaum.
  • Mahler, S., Hoz, R., Fischl, D., Tov-Ly, E., & Lernau, O. Z. (1991). Didactic use of concept mapping in higher education: applications in medical education. Instructional Science, 20(1), 25-47
  • Markham, K. M., Mintzes, J. J., & Jones, M. G. (1994). The concept map as a research and evaluation tool: further evidence of validity. Jounal of Research in Science Teaching, 31(1), 91-101.
  • Marsh, M., Golledge, R., & Battersby, S. E. (2007). Geospatil concept undersanding and regonition in G6-college students: A preliminary argument for minimal GIS. Annals of the Assocition of American Geographers, 97(4), 696-712.
  • Martin, B. L., Mintzes, J. J., & Clavijo, I. E. (2000). Restructuring knowledge in biology: cognitive processes and metacogntive reflections. International Journal of Science Education, 22(3), 303-323.
  • Medin, D. L., Lynch, E. B., & Solomon, K. O. (2000). Are there kinds of concepts? Annual Review of Psychology, 51(1), 121.
  • Miller, K. J., Koury, K. A., Fitzgerald, G. E., Hollingsead, C., Mitchem, K. J., Tsai, H. H., & Park, M. K. (2009). Concept mapping as a research tool to evaluate conceptual change related to instructional methods. Teacher Education and Special Education. The Journal of the Teacher Education Division of the Council for Exceptional Children, 32(4), 365- 378.
  • National Research Council. (2000). How people learn: brain, mind, experience, and school (Expanded ed.). Washington, D.C.: National Academy Press.
  • National Research Council. (2006). Learning to think spatially: GIS as a support system in the K-12 curriculum. Washington, D.C.: National Academies Press.
  • Novak, J. D. (1998). Learning, creating, and using knowledge: concept maps as facilitative tools in schools and corporations. Mahwah, N.J.: L. Erlbaum Associates.
  • Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York: Cambridge University Press.
  • Nystuen, J. D. (1968). Identification of some fundamental spatial concepts. In B. J. L. Berry & D. F. Marble (Eds.), Spatial analysis: a reader in statistical geography (pp. 35-41). Englewood Cliffs: Prentice-Hall
  • Oda, K. (2011). Assessing College Students’ Spatial Concept Knowledge in Complexity Levels. Procedia - Social and Behavioral Sciences, 21, 63-72.
  • Papageorgiou, G. J. (1969). Description of a basis necessary to the analysis of spatial systems. Geographical Analysis, 1(2), 213-215.
  • Rebich, S., & Gautier, C. (2005). Concept mapping to reveal prior knowledge and conceptual change in a Mock Summit course on global climate change. Journal of Geoscience Education, 53(4), 355-365.
  • Rice, D. C., Ryan, J. M., & Samson, S. M. (1998). Using concept maps to assess student learning in the science classroom: Must different methods compete? Journal of Research in Science Teaching, 35(10), 1103-1127.
  • Roberts, L. (1999). Using concept maps to measure statistical understanding. International Journal of Mathematical Education in Science and Technology, 30(5), 707 - 717.
  • Ross, B., & Munby, H. (1991). Concept mapping and misconceptions: a study of high-school students' understandings of acids and bases. International Journal of Science Education, 13(1), 11 - 23.
  • Roth, W.-M., & Roychoudhury, A. (1993). The concept map as a tool for the collaborative construction of knowledge: A microanalysis of high school physics students. Journal of Research in Science Teaching, 30(5), 503-534.
  • Rusanen, A. M. (2014). Towards to an explanation for conceptual change: A mechanistic alternative. Science & Education, 23(7), 1413-1425.
  • Ruiz-Primo, M. A., Schultz, S. E., & Shavelson, R. J. (1997). Concept map-based assessment in science: two exploratory studies. Los Angels: National Center for Research on Evaluation.
  • Ruiz-Primo, M. A., & Shavelson, R. J. (1996). Problems and issues in the use of concept maps in science assessment. Journal of Research in Science Teaching, 33(6), 569-600.
  • Rumelhart, D. E., & Norman, D. A. (1978). Accretion, tuning, and restructuring: three modes of learning. In R. L. Klatzky & J. W. Cotton (Eds.), Semantic factors in cognition (pp. 37- 53). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
  • Rye, J. A., & Rubba, P. A. (2002). Scoring concept maps: an expert map-based scoring scheme weighted for relationships. School Science and Mathematics, 102(1), 33-44.
  • Schreiber, D. A., & Abegg, G. L. (1991). Scoring Student-Generated Concept Maps in Introductory College Chemistry. Lake Geneva.
  • Schwendimann, B. A., & Linn, M. C. (2016). Comparing two forms of concept map critique activities to facilitate knowledge integration processes in evolution education. Journal of Research in Science Teaching, 53(1), 70-94.
  • Shin, E. (2006). Using Geographic Information System (GIS) to improve fourth graders' geographic content knowledge and map skills. Journal of Geography, 105(3), 109-120.
  • Sinton, D. S., Bednarz, S., Gersmehl, P., Kolvoord, R., & Uttal., D. (2013). The People's Guide to Spatial Thinking. Washington, D.C.: National Council for Geographic Education.
  • Smith, E. E., & Medin, D. L. (1981). Categories and concepts. Cambridge, Mass.: Harvard University Press.
  • Stuart, H. A. (1985). Should concept maps be scored numerically? European Journal of Science Education, 7(1), 73 - 81.
  • Subramaniam, K., & Esprívalo Harrell, P. (2015). An analysis of prospective teachers’ knowledge for constructing concept maps. Educational Research, 57(3), 217-236.
  • Sui, D. Z. (1995). A pedagogic framework to link GIS to the intellectual core of geography. Journal of Geography, 94, 578-591.
  • Thompson, D. (1991). G.I.S. a view from the other (dark?) side: The perspective of an instructor of introductory geography courses at university level. Cartographica, 28(3), 55-64.
  • Uttal, D. H. (2000). Seeing the big picture: map use and the development of spatial cognition. [Article with peer commentaries and response]. Developmental Science, 3(3), 247-286.
  • Wallace, J. D., & Mintzes, J. J. (1990). The concept map as a research tool: exploring conceptual change in biology. Journal of Research in Science Teaching, 27(10), 1033- 1052.
  • Walshe, N. (2008). Understanding students' conceptions of sustainability. Environmental Education Research, 14(5), 537 - 558.
  • Wandersee, J. H. (1990). Concept mapping and the cartography of cognition. Jounal of Research in Science Teaching, 27(10), 923-936.
  • White, R., & Gunstone, R. (1992). Probing Understanding. New York: Routledge.
  • Wilson, J. M. (1994). Network representations of knowledge about chemical equilibrium: Variations with achievement. Journal of Research in Science Teaching, 31(10), 1133- 1147.
  • Witthuhn, B. O., Brandt, D. P., & Demko, G. J. (1976). Discovery in geography. Dubuque, Iowa: Kendall / Hunt Publishing Company.
Toplam 67 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Katsuhiko Oda Bu kişi benim

Yayımlanma Tarihi 31 Ağustos 2016
Gönderilme Tarihi 7 Nisan 2016
Kabul Tarihi 20 Temmuz 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 6 Sayı: 2

Kaynak Göster

APA Oda, K. (2016). Concept Maps as a Tool to Analyse College Students’ Knowledge of Geospatial Concepts. Review of International Geographical Education Online, 6(2), 176-198.
AMA Oda K. Concept Maps as a Tool to Analyse College Students’ Knowledge of Geospatial Concepts. Review of International Geographical Education Online. Ağustos 2016;6(2):176-198.
Chicago Oda, Katsuhiko. “Concept Maps As a Tool to Analyse College Students’ Knowledge of Geospatial Concepts”. Review of International Geographical Education Online 6, sy. 2 (Ağustos 2016): 176-98.
EndNote Oda K (01 Ağustos 2016) Concept Maps as a Tool to Analyse College Students’ Knowledge of Geospatial Concepts. Review of International Geographical Education Online 6 2 176–198.
IEEE K. Oda, “Concept Maps as a Tool to Analyse College Students’ Knowledge of Geospatial Concepts”, Review of International Geographical Education Online, c. 6, sy. 2, ss. 176–198, 2016.
ISNAD Oda, Katsuhiko. “Concept Maps As a Tool to Analyse College Students’ Knowledge of Geospatial Concepts”. Review of International Geographical Education Online 6/2 (Ağustos 2016), 176-198.
JAMA Oda K. Concept Maps as a Tool to Analyse College Students’ Knowledge of Geospatial Concepts. Review of International Geographical Education Online. 2016;6:176–198.
MLA Oda, Katsuhiko. “Concept Maps As a Tool to Analyse College Students’ Knowledge of Geospatial Concepts”. Review of International Geographical Education Online, c. 6, sy. 2, 2016, ss. 176-98.
Vancouver Oda K. Concept Maps as a Tool to Analyse College Students’ Knowledge of Geospatial Concepts. Review of International Geographical Education Online. 2016;6(2):176-98.