Feasible Ways to Personal Meaning Mapping in Out-Of-School Contexts?
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| Title: | Feasible Ways to Personal Meaning Mapping in Out-Of-School Contexts? |
|---|---|
| Authors: | Philipps, Morten Raahauge1 moph@kp.dk, Johannsen, Bjørn Friis1 bjfj@kp.dk, Andersen, Thomas Dyreborg1 tdan@kp.dk, Levinsen, Henrik1 hele@kp.dk, Foss, Kristian Kildemoes1 krfo@kp.dk |
| Source: | Proceedings of the European Conference on e-Learning (ECEL). 2019, p476-485. 10p. |
| Subject Terms: | *Blended learning, *Research methodology, *Learning goals, *Visiting professors, *Teaching aids |
| Abstract: | Though most teachers find formal learning activities an important part of a class visit to a science center, research shows that formal learning is seldom the outcome. Instead, school visits tend to become "soda visits" without preparation and learning goals, and are rarely with explicit connection to the subjects taught back in school. To accommodate these challenges at the science center Experimentarium, a partnership with University College Copenhagen was initiated in 2017. In collaboration, ten Flipped Learning based teaching materials were developed to assist visiting teachers in supporting students’ learning - before, during, and after the visit. To evaluate this intervention, a tool was developed to assess students’ learning outcomes using Personal Meaning Mapping (Falk, Moussouri and Coulson, 1998). This paper investigates and discusses this tool as an effective means for measuring ‘actual learning’ (Bundsgaard and Hansen, 2011) in contexts involving interventions aimed to integrate out-of-school visits with in-school activities. Specifically, a pre- and post-test setup was conducted in order to measure development in students conceptual understanding. Data from students’ Personal Meaning Maps were analysed quantitatively using four defined dimensions for coding: extent, breadth, depth, and mastery. The empirical data were collected from 26 students in the same class, of which 12 provided full data sets. Two central results are presented 1) the data shows development in students learning when engaging in the learning material 2) extent and breadth seem to be able to predict depth and mastery, opening up for adjustments to research method. While Personal Meaning Mapping is rather resource-intensive, and although some of these learning outcomes will remain hidden using this method, we still find it a useful and powerful tool for gaining nuanced insights into the development of students’ conceptual understanding. In conclusion, we offer some suggested modifications to the method to make it more feasible to integrate in out-of-school contexts focussing on formal learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Proceedings of the European Conference on e-Learning (ECEL) is the property of Academic Conferences & Publishing International Ltd. 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 141087701 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Feasible Ways to Personal Meaning Mapping in Out-Of-School Contexts? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Philipps%2C+Morten+Raahauge%22">Philipps, Morten Raahauge</searchLink><relatesTo>1</relatesTo><i> moph@kp.dk</i><br /><searchLink fieldCode="AR" term="%22Johannsen%2C+Bjørn+Friis%22">Johannsen, Bjørn Friis</searchLink><relatesTo>1</relatesTo><i> bjfj@kp.dk</i><br /><searchLink fieldCode="AR" term="%22Andersen%2C+Thomas+Dyreborg%22">Andersen, Thomas Dyreborg</searchLink><relatesTo>1</relatesTo><i> tdan@kp.dk</i><br /><searchLink fieldCode="AR" term="%22Levinsen%2C+Henrik%22">Levinsen, Henrik</searchLink><relatesTo>1</relatesTo><i> hele@kp.dk</i><br /><searchLink fieldCode="AR" term="%22Foss%2C+Kristian+Kildemoes%22">Foss, Kristian Kildemoes</searchLink><relatesTo>1</relatesTo><i> krfo@kp.dk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Proceedings+of+the+European+Conference+on+e-Learning+%28ECEL%29%22">Proceedings of the European Conference on e-Learning (ECEL)</searchLink>. 2019, p476-485. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+goals%22">Learning goals</searchLink><br />*<searchLink fieldCode="DE" term="%22Visiting+professors%22">Visiting professors</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Though most teachers find formal learning activities an important part of a class visit to a science center, research shows that formal learning is seldom the outcome. Instead, school visits tend to become "soda visits" without preparation and learning goals, and are rarely with explicit connection to the subjects taught back in school. To accommodate these challenges at the science center Experimentarium, a partnership with University College Copenhagen was initiated in 2017. In collaboration, ten Flipped Learning based teaching materials were developed to assist visiting teachers in supporting students’ learning - before, during, and after the visit. To evaluate this intervention, a tool was developed to assess students’ learning outcomes using Personal Meaning Mapping (Falk, Moussouri and Coulson, 1998). This paper investigates and discusses this tool as an effective means for measuring ‘actual learning’ (Bundsgaard and Hansen, 2011) in contexts involving interventions aimed to integrate out-of-school visits with in-school activities. Specifically, a pre- and post-test setup was conducted in order to measure development in students conceptual understanding. Data from students’ Personal Meaning Maps were analysed quantitatively using four defined dimensions for coding: extent, breadth, depth, and mastery. The empirical data were collected from 26 students in the same class, of which 12 provided full data sets. Two central results are presented 1) the data shows development in students learning when engaging in the learning material 2) extent and breadth seem to be able to predict depth and mastery, opening up for adjustments to research method. While Personal Meaning Mapping is rather resource-intensive, and although some of these learning outcomes will remain hidden using this method, we still find it a useful and powerful tool for gaining nuanced insights into the development of students’ conceptual understanding. In conclusion, we offer some suggested modifications to the method to make it more feasible to integrate in out-of-school contexts focussing on formal learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Proceedings of the European Conference on e-Learning (ECEL) is the property of Academic Conferences & Publishing International Ltd. 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: 10.34190/EEL.19.147 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 476 Subjects: – SubjectFull: Blended learning Type: general – SubjectFull: Research methodology Type: general – SubjectFull: Learning goals Type: general – SubjectFull: Visiting professors Type: general – SubjectFull: Teaching aids Type: general Titles: – TitleFull: Feasible Ways to Personal Meaning Mapping in Out-Of-School Contexts? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Philipps, Morten Raahauge – PersonEntity: Name: NameFull: Johannsen, Bjørn Friis – PersonEntity: Name: NameFull: Andersen, Thomas Dyreborg – PersonEntity: Name: NameFull: Levinsen, Henrik – PersonEntity: Name: NameFull: Foss, Kristian Kildemoes IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 20488637 Titles: – TitleFull: Proceedings of the European Conference on e-Learning (ECEL) Type: main |
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