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A study examines whether repeated use of concept maps increases complexity and interconnectedness across science-related learning in elementary school, independent of science content. It also compares the sensitivity of Ruiz-Primo et al. (1997) and Novak & Gowin (1984) grading systems, using paired t-tests.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/concept-mapping-as-a-tool-to-develop-and-measure-students-understanding-in-science/588097/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/concept-mapping-as-a-tool-to-develop-and-measure-students-understanding-in-science/588097.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study use concept maps to measure in students?","Question",{"text":112,"@type":113},"It measures the complexity of concepts and the interrelationships among concepts shown in concept maps.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does repeated use of concept maps affect students’ understanding?",{"text":117,"@type":113},"Repeated use has the potential to increase the complexity and interconnectedness of students’ concept maps, improving understanding in science independent of science content.",{"name":119,"@type":110,"acceptedAnswer":120},"Which grading system is more effective for evaluating complexity in students’ thinking?",{"text":121,"@type":113},"Novak and Gowin’s (1984) scoring system is reported as better for evaluating complexity, except for one unit when compared with Ruiz-Primo et al. (1997).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588097,1792064523,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","CONCEPT MAPPING AS A TOOL TO DEVELOP AND MEASURE  \nSTUDENTS’ UNDERSTANDING IN SCIENCE  \nSema Tan, Omer Erdimez, Robert Zimmerman  \nAbstract: Concept maps measured a student’s understanding of the complexity of concepts, and interrelationships. Novak and Gowin (1984) claimed that the continuous use of concept maps increased the complexity and interconnectedness of students’ understanding of relationships between concepts in a particular science domain. This study has two purposes; the first one was to test this claim and examine how the repeated use of concept maps affected the complexity and interconnectedness of concepts independent of science subjects in elementary school, the second one was to compare the sensitivity of the Ruiz-Primo et al. (1997), and the Novak and Gowin (1984) grading systems for concept maps. The sample group consisted of 23 students including 14 male and 9 female students. We employed paired sample t-tests to answer the research questions, and found that the scores obtained for the fifth science unit was significantly different from the first one. Also, Novak and Gowin’s (1984) scoring system was better than Ruiz-Primo et al. (1997) to evaluate complexity in students’ thinking except for one of the units. We conclude that concept maps have the potential to measure change in complexity and interconnectivity of concept maps.  \nFurthermore, repeated use of concept maps has the potential to increase the complexity and interconnectedness of student concept maps, and therefore improve their understanding of science independent of science content.  \nKey words: concept maps, scoring, science, assessment  \n1. The Theoretical Framework  \nConcept Mapping as a Tool to Develop, and Measure Student’s Understanding in Science  \nConcept maps measured students’ understanding of the complexity of concepts, and interrelationships. They consist of concepts enclosed in circles or boxes and connected by a line to show the relationship between the two concepts and are visual images of the concepts and relationships (Novak & Cañas, 2006) . The main goal of using concept maps has been to symbolize valid relationships between concepts in the form of propositions which are two concepts linked with a word(s), to develop a meaningful statement (Novak & Gowin, 1984) . Several researchers found that concept mapping helped students internalize new crucial concepts, as well as integrate those concepts with previous knowledge, while revealing the students’ level of knowledge and misconceptions (Bhattacharya & Han, 2001) . Concept maps are constructive tools to help students (a) consider the connections between the science terms being learned,(b) organize their thoughts (c) visualize the relationships between key concepts in a logical way, and (d) reflect on their understanding (Ruiz-Primo, Shavelson, & Schultz,1997) . Also, concept maps demonstrated students’ understanding of interconnectedness and relationships between new concepts, along with the concepts to be learned (Novak & Gowin, 1984; Watson, Pelkey, Noyes, & Rodgers, 2016) .  \nResearchers found that concept mapping helped students improve the performance on high cognitive level questions (BouJade & Attieh, 2008), increase the accuracy and complexity of the students’knowledge (Zimmerman, Maker, Gomez-Arizaga, & Pease, 2011), and have a more positive attitude toward learning science (Karakuyu, 2010) . Some researchers found no significant differences in achievement between the students using concept maps and those using the traditional method  \n(Karakuyu, 2010), and in one study the mean of teacher candidates’ concept map scores was considerably lower than scores ofthe achievement test (Ingec, 2009) .  \nScoring Concept Maps  \nThree types of scoring methods: traditional (Novak & Gowin, 1984), holistic (Besterfield-Sacre, Gerchak, Lyons, Shuman, & Wolfe, 2004), and categorical (Segalas, Ferrer-Balas, & Mulder, 2008) were examined and researchers found that traditional scoring was ","cbCaif04vLxEIiXO","https://ap.wps.com/l/cbCaif04vLxEIiXO","pdf",370462,14,"English","# Theoretical Framework\n## Concept mapping as a tool\n## Scoring concept maps\n## Expert and novice problem solving","[{\"question\":\"What does the study use concept maps to measure in students?\",\"answer\":\"It measures the complexity of concepts and the interrelationships among concepts shown in concept maps.\"},{\"question\":\"How does repeated use of concept maps affect students’ understanding?\",\"answer\":\"Repeated use has the potential to increase the complexity and interconnectedness of students’ concept maps, improving understanding in science independent of science content.\"},{\"question\":\"Which grading system is more effective for evaluating complexity in students’ thinking?\",\"answer\":\"Novak and Gowin’s (1984) scoring system is reported as better for evaluating complexity, except for one unit when compared with Ruiz-Primo et al. (1997).\"}]","Concept Mapping as a Tool to Develop and Measure Students’ Understanding in Science | PDF",35]