Expert-Based Cognitive Model and Student-Based Cognitive Model in the Learning of "Time": Match or Mismatch?
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| Title: | Expert-Based Cognitive Model and Student-Based Cognitive Model in the Learning of "Time": Match or Mismatch? |
|---|---|
| Authors: | Sia, Carolyn Jia Ling1 (AUTHOR) c.sjling@gmail.com, Lim, Chap Sam1 (AUTHOR) cslim@usm.my, Chew, Cheng Meng1 (AUTHOR) cmchew@usm.my, Kor, Liew Kee2 (AUTHOR) korlk564@kedah.uitm.edu.my |
| Source: | International Journal of Science & Mathematics Education. Aug2019, Vol. 17 Issue 6, p1089-1107. 19p. |
| Subject Terms: | *Cognitive learning, *Cognitive consistency, *Mathematics teachers, *Test interpretation, Melanopsin |
| Abstract: | Cognitive model [CM] is the description of individual's problem-solving method on selected tasks at a precise level to make meaningful inference on his/her strengths and weaknesses. CM serves as a foundation in developing a cognitive diagnostic assessment [CDA] that links the interpretation of test score to the attributes. This study employed the CDA involving "Time" which was developed under the framework of assessment triangle and Attribute Hierarchy Method [AHM]. In this study, the expert-based cognitive model was generated by 7 experienced primary mathematics teachers while the student-based cognitive model was generated based on 259 Year 6 pupils' responses in the CDA. The consistency between these cognitive models was calculated by using Hierarchical Consistency Index [HCI] and triangulated by pupils' interview transcript. Hence, this paper aims to discuss the consistency of structure between the expert-based cognitive models and the student-based cognitive models. The extent of match between the expert-based and the student-based cognitive models is important as it determines the validity of the expert-based cognitive model from students' perspective. In general, all the 3 expert-based cognitive models were excellently fit with the student-based cognitive models. However, the result shows that the cognitive models of those pupils who scored 50% and below exhibited poor fit to the expert-based cognitive models. Results of the study implied that the proposed CMs are able to predict pupils' responses and there is a need to construct CM which is suitable for low ability pupils in order to help them in studying the topic of "Time." [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 137362435 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Expert-Based Cognitive Model and Student-Based Cognitive Model in the Learning of "Time": Match or Mismatch? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sia%2C+Carolyn+Jia+Ling%22">Sia, Carolyn Jia Ling</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> c.sjling@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Lim%2C+Chap+Sam%22">Lim, Chap Sam</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> cslim@usm.my</i><br /><searchLink fieldCode="AR" term="%22Chew%2C+Cheng+Meng%22">Chew, Cheng Meng</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> cmchew@usm.my</i><br /><searchLink fieldCode="AR" term="%22Kor%2C+Liew+Kee%22">Kor, Liew Kee</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> korlk564@kedah.uitm.edu.my</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+%26+Mathematics+Education%22">International Journal of Science & Mathematics Education</searchLink>. Aug2019, Vol. 17 Issue 6, p1089-1107. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Cognitive+learning%22">Cognitive learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+consistency%22">Cognitive consistency</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Test+interpretation%22">Test interpretation</searchLink><br /><searchLink fieldCode="DE" term="%22Melanopsin%22">Melanopsin</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Cognitive model [CM] is the description of individual's problem-solving method on selected tasks at a precise level to make meaningful inference on his/her strengths and weaknesses. CM serves as a foundation in developing a cognitive diagnostic assessment [CDA] that links the interpretation of test score to the attributes. This study employed the CDA involving "Time" which was developed under the framework of assessment triangle and Attribute Hierarchy Method [AHM]. In this study, the expert-based cognitive model was generated by 7 experienced primary mathematics teachers while the student-based cognitive model was generated based on 259 Year 6 pupils' responses in the CDA. The consistency between these cognitive models was calculated by using Hierarchical Consistency Index [HCI] and triangulated by pupils' interview transcript. Hence, this paper aims to discuss the consistency of structure between the expert-based cognitive models and the student-based cognitive models. The extent of match between the expert-based and the student-based cognitive models is important as it determines the validity of the expert-based cognitive model from students' perspective. In general, all the 3 expert-based cognitive models were excellently fit with the student-based cognitive models. However, the result shows that the cognitive models of those pupils who scored 50% and below exhibited poor fit to the expert-based cognitive models. Results of the study implied that the proposed CMs are able to predict pupils' responses and there is a need to construct CM which is suitable for low ability pupils in order to help them in studying the topic of "Time." [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10763-018-9916-9 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 1089 Subjects: – SubjectFull: Cognitive learning Type: general – SubjectFull: Cognitive consistency Type: general – SubjectFull: Mathematics teachers Type: general – SubjectFull: Test interpretation Type: general – SubjectFull: Melanopsin Type: general Titles: – TitleFull: Expert-Based Cognitive Model and Student-Based Cognitive Model in the Learning of "Time": Match or Mismatch? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sia, Carolyn Jia Ling – PersonEntity: Name: NameFull: Lim, Chap Sam – PersonEntity: Name: NameFull: Chew, Cheng Meng – PersonEntity: Name: NameFull: Kor, Liew Kee IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 15710068 Numbering: – Type: volume Value: 17 – Type: issue Value: 6 Titles: – TitleFull: International Journal of Science & Mathematics Education Type: main |
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