Journal ArticleDOI
The preparation of hierarchical “concept maps’
Rob Boschhuizen
- Vol. 4, Iss: 4, pp 199-218
TLDR
In this paper, the authors present a method for the preparation of hierarchical "concept maps" starting from their own level of knowledge, which they call subject matter analysis (PSA).Abstract:
Boschhuizen, R., “The preparation of hierarchical ‘concept maps’,” Revue ATEE Journal 4 (1982) 199‐218. In recent years much attention has been devoted to the structure of conceptual contents. A concrete aid to acquire a “content structure” according to Ausubel is the hierarchical “concept map”. Such “concepts maps” are rendered by several authors, but they do not explain adequately how they can be prepared. At the Free University in Amsterdam a method has been developed — the method of subject‐matter analysis — which, it is hoped, will aid (future) teachers in preparing such concept‐maps, starting from their own level of knowledge. In this article this method will be submitted for discussion and eventually for practical use.read more
Citations
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Journal ArticleDOI
Teacher educators’ conceptualization of ongoing language development in professional learning and teaching
TL;DR: In this paper, a meta-perspective on language was developed to understand how experienced teacher educators conceptualize ongoing language development in professional learning and teaching as part of their pedagogical content knowledge.
Journal ArticleDOI
The Concept of Cycles for Environmental Education
Rob Boschhuizen,Fred Brinkman +1 more
TL;DR: In this paper, the use of the concept of cycles in lower and higher secondary environmental education is discussed, and a restricted number of cycle ideas, relevant for use of cycles as an integrative concept in environmental education, occurs.
References
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Journal ArticleDOI
Representing Logical and Semantic Structure of Knowledge Acquired from Discourse.
TL;DR: To assess acquired knowledge, a procedure is presented for coding a subject's verbal reconstruction of knowledge acquired from a presented text against the logical and semantic structure from which the text (or other input) was derived.
Journal ArticleDOI
Methods for examining representations of A subject-matter structure in a student's memory
TL;DR: For example, the authors examine behavioral outcomes of learning structure in order to provide information for answering such questions as: (a) to what extent does the structure in a student's memory correspond with the subject-matter structure, and (b) how students with an accurate structural representation of subject matter have an advantage over students with a lesser structural representation in retaining information on the subject?
Journal ArticleDOI
Some Aspects of the Correspondence between Content Structure and Cognitive Structure in Physics Instruction.
TL;DR: In this paper, 40 subjects were divided at random into instruction and control groups to investigate the correspondence between the structure of the stimulus material (content structure) and cognitive structure of a learner's memory during the learning.
Journal ArticleDOI
Concept Maps: A Tool for Use in Biology Teaching
Journal ArticleDOI
A Categorization Scheme for Principles of Sequencing Content
TL;DR: The question of how content should be sequenced or ordered has been the subject of educational debates for at least the past 70 years (Dewey, 1902; Rugg, 1927; Tyler, 1950; Taba, 1962, Ausubel, 1964; Bruner, 1960; Suppes, 1966; Gagné, 1970, Popham & Baker, 1970; Posner, 1974) as mentioned in this paper.
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