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Context & Problem

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I. Research Question Background
 
After grading short answer exams in my classes, I would identify concepts that multiple students would get incorrect. In an effort to aid the students , handouts were developed to review these concepts and provided when the exams were returned. Students started asking for these handouts prior to exams to aid them in their studying. As more of these “knowledge” maps were developed, they were provided to students at the beginning of the quarter. Students tended to like these summaries, as comments on the instructor evaluation forms included:
 
“Those flow sheets help a lot.”
“Handouts are an excellent help”
“More study sheets – those are good”
“Good review sheets”
“I like those short handouts for better understanding, it really helps.”
“I like the recent handouts.”
“I like the handouts.”
                “Handouts are very good.”
 
II. Research questions
 
                1. For what reasons did students find them helpful (knowledge/relationships, etc.)? Are these reasons consistent with those found in the literature for k-maps? Did students with different learning styles report them to be helpful? Was it for the same reasons? Are they as useful when provided with a different instructor?
                                a. Did they use them after the course?
                                b. Are they comfortable with the format?
 
                2.  How do knowledge maps impact student learning?
                                a. Higher level knowledge (meaningful learning)?
                                b. Content knowledge?
                                c. Retention of knowledge (over time)?
 
                3. Is impact of knowledge map affected by student learning style/background?
 
                4. How do students view the use of knowledge maps in comparison to other methods in which the same information is presented?
               
III. Assessment Ideas (embed and make electronic if possible).
 
Focus Group –
                Did you refer to the maps in subsequent courses/work?
                Did you ever make your own map?
                Provide incorrect ones and have students correct them?
                Would students who had another instructor also report them to be useful?
                Knowledge map vs a concept map?
 
A. Types of data
 
                1. Qualitative: Presentations, portfolios, concept maps, interviews, focus groups
 
                2. Quantitative: Exams, surveys, anything graded with a rubric
 
                                a. Concept assessment exam – used to measure a gain in student learning/knowledge. Use one that is validated in order to make sure that people believe your work.
 
                                b. Attitude surveys measure student attitudes about science, etc. in comparison to experts.
 
 
 
B. Application of Bloom’s Taxonomy
 
1. “Bloom” the questions. Have students bloom some of the questions as well to understand where the class is heading. Have others “bloom” as well to compare.
 
C. Concept maps
 
                1. Can be used for both instruction as well as assessment.
 
                2. Scoring is used to look at conceptual change.
 
                3. Look at landmark paper if interested (Ruiz-Primo and R. Shavelson. J. Res. Sci. Teaching. 33:569-600, 1996).
 
D. Rubrics can be useful for grading and assessment
 
                1. Adapt published rubrics
 
                2. Use Rubistar to create new rubrics
 
E. Qualitative data
 
                1. Inductive vs. deductive process
 
                2. Interviews should be coded/tagged and categorized thematically.
                                -- member check findings.
 
IV. IRB
 
                Must get IRB approval before starting the study.
 
 
 
VI. Study Design
 
                1. Use surveys
                2. Consider interviews/talk alouds
             
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Viewing 7 of 7 comments: view all
It might be better to interview students than to do focus groups. In this way, you might gain some insights about individual's learning styles and how they relate to the knowledge maps.
Posted 15:25, 17 Jul 2009
So, how quickly are you going to get the knowledge maps out for the rest of us? Looks like an excellent tool; I'd be surprised if it doesn't enhance learning. edited 15:28, 17 Jul 2009
Posted 15:27, 17 Jul 2009
nice job on condensing your presentation-- you kept nicely to time- nice and concise
Posted 15:28, 17 Jul 2009
I concur with Loretta. More depth will be very good. And you don't have many students which is good.
Posted 15:29, 17 Jul 2009
Nice retrospective study - gives students time to reflect on the benefits of your knowledge maps
You might consider having knowledge maps available for students to do a "think aloud" about the benefits of knowledge maps.
Focus groups - whenever you get the opportunity for students to talk to you one on one use it, ask them specifically about the value of your maps not just to debug the survey. Or see if you can add structured interviews to student surveys.
Posted 15:32, 17 Jul 2009
looks good. please include your master's students as well.
Posted 15:33, 17 Jul 2009
When you conduct your initial survey and ask about what was favorable/ unfavorable in the course, then you ask about the use of the knowledge maps, do you also ask students about other delivery methods?
Posted 15:35, 17 Jul 2009
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