Literaturnachweis - Detailanzeige
Autor/in | Siew, Cynthia S. Q. |
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Titel | Applications of Network Science to Education Research: Quantifying Knowledge and the Development of Expertise through Network Analysis |
Quelle | In: Education Sciences, 10 (2020), Artikel 101 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Siew, Cynthia S. Q.) |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2227-7102 |
Schlagwörter | Expertise; Network Analysis; Cognitive Psychology; Concept Formation; Instructional Design; Cognitive Processes; Teaching Methods; Measurement; Knowledge Level; Educational Research Expert appraisal; Netzplantechnik; Kognitive Psychologie; Concept learning; Begriffsbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Messverfahren; Wissensbasis; Bildungsforschung; Pädagogische Forschung |
Abstract | A fundamental goal of education is to inspire and instill deep, meaningful, and long-lasting conceptual change within the knowledge landscapes of students. This commentary posits that the tools of network science could be useful in helping educators achieve this goal in two ways. First, methods from cognitive psychology and network science could be helpful in quantifying and analyzing the structure of students' knowledge of a given discipline as a knowledge network of interconnected concepts. Second, network science methods could be relevant for investigating the developmental trajectories of knowledge structures by quantifying structural change in knowledge networks, and potentially inform instructional design in order to optimize the acquisition of meaningful knowledge as the student progresses from being a novice to an expert in the subject. This commentary provides a brief introduction to common network science measures and suggests how they might be relevant for shedding light on the cognitive processes that underlie learning and retrieval, and discusses ways in which generative network growth models could inform pedagogical strategies to enable meaningful long-term conceptual change and knowledge development among students. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |