A Method to Reveal Fine-Grained and Diverse Conceptual Progressions during Learning

Autor/inn/en	Lombard, François; Merminod, Marie; Widmer, Vincent; Schneider, Daniel K.
Titel	A Method to Reveal Fine-Grained and Diverse Conceptual Progressions during Learning
Quelle	In: Journal of Biological Education, 52 (2018) 1, S.101-112 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lombard, François) ORCID (Merminod, Marie) ORCID (Widmer, Vincent) ORCID (Schneider, Daniel K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2017.1405534
Schlagwörter	Concept Formation; High School Students; Biology; Secondary School Science; Evaluation Methods; Case Studies; Foreign Countries; Learning; Inquiry; Active Learning; Switzerland (Geneva) + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Biologie; Case study; Fallstudie; Case Study; Ausland; Lernen; Aktives Lernen
Abstract	Empirical data on learners' conceptual progression is required to design curricula and guide students. In this paper, we present the Reference Map Change Coding (RMCC) method for revealing students' progression at a fine-grained level. The method has been developed and tested through the analysis of successive versions of the productions of eight cohorts (N = 100 total) of high school biology students groups, involved in a year-long inquiry-based learning design. Concepts and causal links expressed in students' gradually refined explanations of biological phenomena are charted onto reference model maps. Trends within variability in all cohorts are measured by a consolidated Prevalence Index (cPI) counting the occurrence of each item across all versions of the students' explanations. Results of a case study presented reveal great variability in patchwork progressions. Learners' diverse and often surprising conceptual paths challenge the view of learning as a linear process. For example, some items consistently appear later, thereby offering empirical evidence of slow spots that require attention. We discuss possible causes, educational implications, and show that our method offers crucial insight into the process of learning as it happens. We finally argue that RMCC also could become a follow-up tool for interested teachers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01