Journal article
Probing the Relation between Students’ Integrated Knowledge and Knowledge-in-Use about Energy using Network Analysis
Eurasia, Vol.15(8), p.em1728
2019
DOI: 10.29333/ejmste/104404
Abstract
Modern science standards emphasize knowledge-in-use, i.e., connecting scientific practices with content. For knowledge to become usable in knowledge-in-use performances, students need well organized knowledge networks that allow them to activate and connect sets of relevant ideas across contexts, i.e. students need integrated knowledge. We conducted a longitudinal interview study with 30 students in a 7th grade energy unit and used network analysis to investigate students’ integrated knowledge, i.e., their knowledge networks. Linking these results with results from knowledge-in-use assessments, we found a strong connection between integrated knowledge and knowledge-in-use about energy. Further, we found evidence that well-connected ideas around the idea of energy transfer were particularly helpful for using energy ideas in the knowledge-in-use assessments. We present network analysis as a valuable extension of existing approaches to investigating students’ knowledge networks and the connection between them and knowledge-in-use.
Details
- Title: Subtitle
- Probing the Relation between Students’ Integrated Knowledge and Knowledge-in-Use about Energy using Network Analysis
- Creators
- Marcus Kubsch - Leibniz Institute for Science and Mathematics EducationJeffrey Nordine - Leibniz Institute for Science and Mathematics EducationKnut Neumann - Leibniz Institute for Science and Mathematics EducationDavid Fortus - Weizmann Institute of ScienceJoseph Krajcik - Michigan State University
- Resource Type
- Journal article
- Publication Details
- Eurasia, Vol.15(8), p.em1728
- DOI
- 10.29333/ejmste/104404
- ISSN
- 1305-8215
- eISSN
- 1305-8223
- Language
- English
- Date published
- 2019
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371275602771
Metrics
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