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Analysis of High School Students' Conceptual Differentiation Patterns using Concept map  

Sim, Jae-Ho (Surak High School)
Chung, Wan-Ho (The Korean Federation of Science Education Societies)
Lee, Kil-Jae (Korea National University of Education)
Hong, Jun-Euy (Dae-Young High School)
Publication Information
Journal of The Korean Association For Science Education / v.24, no.2, 2004 , pp. 246-257 More about this Journal
Abstract
The purpose of this qualitative study was to identify high school students' conceptual differentiation patterns on human digestion system. The subjects were 124 high school students and this group was guided to independently construct concept maps. Among them, 19 were selected for an in-depth interview and a short test. The concept maps, interview transcripts and the results of short-test were analyzed to identify conceptual differentiation patterns. The results were as follows. Mainly three distinct conceptual differentiation patterns were identified. The first pattern can be named as an 'Free-flow type'. The group belongs to this pattern expressed numerous examples than meaningful concepts with unclear understanding of hierarchial relation between each concepts. Also, this group had difficulties in grasp interrelations of different concepts. The second pattern can be identified as 'Sequence type'. This group constructed concept maps by featuring conceptual sequence. The group applied meaningful learning, yet assembled concept maps primarily according to sequence of learning and exhibited less organized concept maps than hierarchial type. The third pattern can be named as 'Hierarchial type'. All students elaborated concept maps after lessons. The sequence type changed hierarchial type or sequence mixed with hierarchial type but free-flow type was hardly changed.
Keywords
concept map; conceptual differentiation pattern; digestion;
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