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Gal-Ezer, Judith; Trakhtenbrot, Mark – Computer Science Education, 2016
Reduction is one of the key techniques used for problem-solving in computer science. In particular, in the theory of computation and complexity (TCC), mapping and polynomial reductions are used for analysis of decidability and computational complexity of problems, including the core concept of NP-completeness. Reduction is a highly abstract…
Descriptors: Computer Science Education, Problem Solving, Computation, Difficulty Level
Gafoor, K. Abdul; Ragisha, K. K. – Online Submission, 2013
Students hold many misconceptions in school science. Research reveals that teachers themselves, at times, are one source of misconceptions among students. A good number of such misconceptions, carried on to the next generation via school, are held by teachers; from their own school days and kept uncorrected even after their teacher education…
Descriptors: Concept Mapping, Misconceptions, Elementary School Science, Preservice Teacher Education
Filiz, Mehmet; Trumpower, David; Atas, Sait – International Association for Development of the Information Society, 2013
We have been developing a digital concept maps website (www.conceptmapsforlearning.com) based on the principles of effective assessment for learning. The purpose of this paper is to reveal its promising contributions to formative evaluation practices. The website reduces the workload of teachers as well as provides immediate and delayed feedback…
Descriptors: Concept Mapping, Web Sites, Formative Evaluation, Student Evaluation
Liu, Tzu-Chien; Lin, Yi-Chun; Tsai, Chin-Chung – International Journal of Science and Mathematics Education, 2009
Correlation is an essential concept in statistics; however, students may hold misconceptions about correlation, even after receiving instruction. This study aimed to elucidate (1) the misconceptions held by senior high school students about correlation, using the tool of concept mapping along with interviewing, (2) the possible causes of these…
Descriptors: Concept Mapping, High Schools, Mathematical Concepts, Misconceptions
Frauenknecht, Marianne; Black, David R. – American Journal of Health Education, 2010
This paper makes a case that decision making (DM) is not social problem solving (SPS) and DM is subordinate and subsumed within SPS. Both terms are defined and distinguished. Confusion between SPS and DM is widespread and has occurred for at least four decades. DM, not SPS, has been established as one of the seven National Health Education…
Descriptors: Social Problems, Comprehensive School Health Education, Problem Solving, Decision Making
Conradty, Catherine; Bogner, Franz X. – Educational Studies, 2010
Concept mapping is discussed as a means to promote meaningful learning and in particular progress in reading comprehension skills. Its increasing implementation necessitates the acquisition of adequate knowledge about frequent errors in order to make available an effective introduction to the new learning method. To analyse causes of errors, 283…
Descriptors: Concept Mapping, Reading Comprehension, Grade 6, Misconceptions
Black, Paul; Wilson, Mark; Yao, Shih-Ying – Measurement: Interdisciplinary Research and Perspectives, 2011
The overall aim of this article is to analyze the relationships between the roles of assessment in pedagogy, the interactions between curriculum assessment and pedagogy, and the study of pupils' progression in learning. It is argued that well-grounded evidence of pupils' progressions in learning is crucial to the work of teachers, so that a method…
Descriptors: Evidence, Learning Strategies, Program Effectiveness, Grade 8
Cakir Olgun, Ozlem Sila – Hacettepe University Journal of Education, 2008
This study investigated the effect of concept mapping over traditional instruction on students' understanding and retention of heat and temperature concepts. The sample of this study consisted of 5th grade students from two classes of a elementary school (n=75). One intact class was randomly assigned to the comparison group whereas the other one…
Descriptors: Experimental Groups, Control Groups, Concept Mapping, Earth Science
Birbili, Maria – Early Childhood Research & Practice, 2006
Graphic organizers such as webs, time lines, Venn diagrams, flowcharts, and concept maps are well known and widely used instructional and learning tools. They help teachers and students not only to identify and visually represent their views and knowledge but also to recognize and depict relationships among concepts. This article discusses the use…
Descriptors: Concept Mapping, Early Childhood Education, Preschool Education, Preschool Children
Machin, Janet; Varleys, Janet; Loxley, Peter – International Journal of Science Education, 2004
This paper reports on a paper and pencil concept-sorting strategy that enables trainee teachers to restructure their knowledge in any one domain of science. It is used as a self-study tool, mainly to enable them to break down and understand the progression of concepts beyond the level at which they have to teach. The strategy involves listing key…
Descriptors: Misconceptions, Concept Mapping, Science Education, Teacher Education
Stacey, Kaye; Steinle, Vicki – Mathematics Education Research Journal, 2006
The basic theory of Rasch measurement applies to situations where a person has a certain level of a trait being investigated, and this level of ability is what determines (to within a measurement error) how well the person does on each item in a test. This paper responds to frequent suggestions from colleagues that the use of Rasch measurement…
Descriptors: Measurement, Error of Measurement, Item Response Theory, Construct Validity
Uzuntiryaki, Esen; Geban, Omer – Instructional Science: An International Journal of Learning and Cognition, 2005
The purpose of this study was to investigate the effect of conceptual change texts accompanied with concept mapping instruction, compared to traditional instruction (TI), on 8th grade students' understanding of solution concepts and their attitudes toward science as a school subject. Solution Concept Test was developed as a result of examination…
Descriptors: Concept Mapping, Teaching Methods, Grade 8, Science Instruction
Cheng, Shein-Yung; Lin, Chia-Sheng Lin; Chen, Hsien-Hsun; Heh, Jia-Sheng – Computers and Education, 2005
In a classroom, a teacher attempts to convey his or her knowledge to the students, and thus it is important for the teacher to obtain formative feedback about how well students are understanding the new material. By gaining insight into the students' understanding and possible misconceptions, the teacher will be able to adjust the teaching and to…
Descriptors: Misconceptions, Teaching Methods, Formative Evaluation, Feedback