CONCEPT MAPPING ASSESSING STUDENT TEACHERS UNDERSTANDING OF THE BIOLOGY SYLLABUS THROUGH CONCEPT MAPPING By Maznah Ali & Zurida Ismail University Sains Malaysia CMC2004CMC2004

INTRODUCTION Meaning Meaning A visual illustration of concepts/ideas and the relationship among or between those concepts A visual illustration of concepts/ideas and the relationship among or between those concepts

INTRODUCTION Organization Organization The arrangement of concepts can be hierarchical or linear The arrangement of concepts can be hierarchical or linear Line shows the relationship from upper concepts to lower concepts Line shows the relationship from upper concepts to lower concepts Arrow shows the relationship of concepts in the direction of the arrow Arrow shows the relationship of concepts in the direction of the arrow

INTRODUCTION Use of concept map in Use of concept map in educational institutions educational institutions business business Government Government Use of concept map for Use of concept map for capturing knowledge capturing knowledge support of group processes support of group processes achieving consensus (Canas, Carnot, Coffey, Feltovich & Novak, 2003) achieving consensus (Canas, Carnot, Coffey, Feltovich & Novak, 2003)

INTRODUCTION Use of concept map in educational institution for Use of concept map in educational institution for curriculum planning (Edmonson,1995; Ferry et al.,1998; Horton et al.,1993 and Novak, 2003) curriculum planning (Edmonson,1995; Ferry et al.,1998; Horton et al.,1993 and Novak, 2003) advance organizer advance organizer tools for learning (Ault, 1985; Chmeilewski & Dansereau,1998 and McCagg,1991) tools for learning (Ault, 1985; Chmeilewski & Dansereau,1998 and McCagg,1991) Evaluation/assessment (Aidman & Eggan,1998; Rice, Ryan & Samson,1998 and Soyibo,1995) Evaluation/assessment (Aidman & Eggan,1998; Rice, Ryan & Samson,1998 and Soyibo,1995)

ASSESSMENT USINGCONCEPT MAP Framework of concept map assessment Framework of concept map assessment (Ruiz-Primo & Shavelson, 1996) Task Task Format of students response Format of students response Scoring system Scoring system

Task Task The demand requiring students to provide evidence of their knowledge in content area The demand requiring students to provide evidence of their knowledge in content area Format for students response Format for students response Paper-pencil response( drawing concept map on blank page) Paper-pencil response( drawing concept map on blank page) oral response oral response Computer response Computer response ASSESSMENT USING CONCEPT MAP

Scoring system based on Scoring system based on components components levels of hierarchy levels of hierarchy propositions propositions examples examples criterion map criterion map experts map experts map teachers map teachers map top students map top students map combination of components and criterion map combination of components and criterion map ASSESSMENT USING CONCEPT MAP

BACKGROUND This paper describes the outcome of an exercise carried out with one hundred(100) This paper describes the outcome of an exercise carried out with one hundred(100) undergraduate student teachers (preservice teachers) enrolled in a Biology Teaching Method course- a third year course in a four year Teacher Education programme Concept mapping is used as an evaluation tool for assessing students understanding of biology syllabus for Malaysian schools Concept mapping is used as an evaluation tool for assessing students understanding of biology syllabus for Malaysian schools

PURPOSE To familiarize the students with the Malaysian Biology Syllabus for form four (grade 10) To familiarize the students with the Malaysian Biology Syllabus for form four (grade 10) To make students understand the scope of the syllabus To make students understand the scope of the syllabus

METHODOLOGY Sample Sample 100 student teachers 100 student teachers in Biology Teaching Method Course Period- June-September 2003 Period- June-September 2003 Procedure Procedure Lectures on components in The Malaysian secondary school Biology Syllabus (4 hours)- prior to the task Lectures on components in The Malaysian secondary school Biology Syllabus (4 hours)- prior to the task Lectures (3 hours) and guidance on construction of concept map Lectures (3 hours) and guidance on construction of concept map

Procedures…. Procedures…. Students work in groups of three or four Students work in groups of three or four (18 groups =16 groups of four students + 12 groups of 3 students) Students Task Students Task Construct a concept map of the Malaysian Secondary School Biology Syllabus for form four Time given to complete the task -8 weeks Time given to complete the task -8 weeksMETHODOLOGY

Procedures…. Procedures…. Students Resources: Students Resources: Malaysian Secondary School Biology Syllabus For Form Four Malaysian Secondary School Biology Syllabus For Form Four (Malaysian Ministry of Education, 2001 edtion) (Malaysian Ministry of Education, 2001 edtion) Malaysian Biology text books for form four Malaysian Biology text books for form four Lectures and lecture notes Lectures and lecture notes Scoring students concept map Scoring students concept map Based on 5 different components with different weightage Based on 5 different components with different weightage METHODOLOGY

Procedures…. Procedures…. Format for students response Format for students response paper-and- pencil (as used by Markham, Mintzes & Jones,1994 and Wallace & Mintzes, 1990) paper-and- pencil (as used by Markham, Mintzes & Jones,1994 and Wallace & Mintzes, 1990) Scoring based on components Scoring based on components (adapted from Wallace & Mintzes,1990) (adapted from Wallace & Mintzes,1990) METHODOLOGY

Procedures…. Procedures…. Scoring components Scoring components 1.Inclusion of the topics (5%) Four Themes: Introduction to biology (1 chapter) Introduction to biology (1 chapter) Investigating cell as a basic unit of life (5 chapters) Investigating cell as a basic unit of life (5 chapters) Investigating physiology (2 chapters) Investigating physiology (2 chapters) Investigating the interrelationship of life and its environment (2 chapters) Investigating the interrelationship of life and its environment (2 chapters) METHODOLOGY

Procedures…. Procedures…. Scoring components Scoring components 2.Proposition on the link (5%) Correct proposition on the link Correct proposition on the link 3.Levels of hierarchy (30%) Each of the topics in the themes arranged according to the different levels of hierarchy in terms of the cellular approach in biology content (The simple topics to a more complex topics) Each of the topics in the themes arranged according to the different levels of hierarchy in terms of the cellular approach in biology content (The simple topics to a more complex topics)METHODOLOGY

Procedures…. Procedures…. Scoring components Scoring components 4.Science process skills (30%) Making observation, classifying Making observation, classifying Measure & using numbers Measure & using numbers Making inference, predicting Making inference, predicting Use of time & spatial skills Use of time & spatial skills Controlling variables, making hypothesis Controlling variables, making hypothesis Interpreting data Interpreting data Experimenting Experimenting communicating communicatingMETHODOLOGY

Procedures…. Procedures…. Scoring components Scoring components 5.Values Appreciate balance in nature Appreciate balance in nature Rational Rational Objective Objective Cooperative Cooperative Responsible Responsible Critical & analytical Critical & analytical Showing interest in science Showing interest in science Honest & hard working Honest & hard workingMETHODOLOGY

Results Overall performance Overall performance Total score – lowest 44%, highest 94%, Total score – lowest 44%, highest 94%, mean 71% mean 71% Scores in the components involved Scores in the components involved Aspects Inclusions of topics Hierarchy Science process skills Valuespreposition Mean score Achievement percentage

Rank of components from the most to the least scored Rank of components from the most to the least scored 1.Inclusions of topics 2.Hierarchy 3.Science process skills 4.Preposition 5.values Results

Misconceptions detected Misconceptions detected Science process skills stated as thinking skill Science process skills stated as thinking skill Example: classifying (sc. Process skill) is stated as compare & contrast (thinking skill) Example: classifying (sc. Process skill) is stated as compare & contrast (thinking skill) Interpreting data confused with interpreting concepts Interpreting data confused with interpreting concepts Defining operationally was confused as memorizing a set of definitions Defining operationally was confused as memorizing a set of definitions Observing was confused as visualizing Observing was confused as visualizing Results

Groups scoring less in values also failed to state specific values associated with the specific topic. Groups scoring less in values also failed to state specific values associated with the specific topic. Topic- Balanced Ecosystem Topic- Balanced Ecosystem value stated = appreciate Gods gift to humankind value stated = appreciate Gods gift to humankind specific value = there is enough clean air/ water for human to use for survival human to use for survival Example of part of students concept map Example of part of students concept map Example of part of students concept map Example of part of students concept mapResults

Conclusion This exercise shows This exercise shows Concept mapping can be used to assess student teachers understanding of Biology Syllabus Concept mapping can be used to assess student teachers understanding of Biology Syllabus Students became more familiar with the scope of biology syllabus Students became more familiar with the scope of biology syllabus Students became more aware of the related science skills and values to be integrated in biology Students became more aware of the related science skills and values to be integrated in biology

Hope Hope Teachers will apply concept mapping with the students so that biology is presented in a connected manner; learning biology becomes more meaningful. Teachers will apply concept mapping with the students so that biology is presented in a connected manner; learning biology becomes more meaningful. Concept mapping will be used for assessing students understanding Concept mapping will be used for assessing students understanding Conclusion

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