Skip to main content
SpringerLink
Log in

Concept Maps als Assessmentinstrument in IT-gestützten pädagogischen Interventionen

  • Chapter
  • First Online:
Export beruflicher Aus- und Weiterbildung

  • 563 Accesses

Zusammenfassung

Die chinesisch-deutsche Zusammenarbeit auf dem Gebiet der Berufsbildung hat in den vergangenen 30 Jahren an Dynamik gewonnen (Schmees und Rützel 2016). Forschungskooperationen, in denen das deutsche Ausbildungssystem als Referenzmodell für potentielle Reformen in der Volksrepublik herangezogen wird, finden auf allen Ebenen des Berufsbildungssystems statt (Zheng und Rützel 2014; Schmees und Rützel 2016). Speziell auf unterrichtlicher Ebene werden Forschungsergebnisse mit besonderer Relevanz für Bildungsdienstleister gewonnen. Auf dieser Basis entwickelte Instruktionsdesigns (deren kulturübergreifender Entstehungsprozess wird im Beitrag von Ernst, Nölker und Janson in diesem Band beschrieben) treffen in China jedoch auf eine Evaluationskultur von Lernerfolg, die sich primär durch Wiedergabe memorierter Inhalte auszeichnet (Dello-Iacovo 2009).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 54.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 69.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Literatur

  • Akkaya, Recai; Karakırık, Erol; Durmuş, Soner (2005): A Computer Assessment Tool For Concept Mapping. In: The Turkish Journal of Educational Technology 4 (3), S. 3–6, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Akour, Hassan (2009): Determinants of Mobile Learning Acceptance: An Empirical Investigation in Higher Education. Dissertation. Oklahoma State University, Stillwater. Graduate College. Online verfügbar unter https://shareok.org/bitstream/handle/11244/7764/Industrial%20Engineering%20%26%20Management_01.pdf?sequence=1&isAllowed=y, zuletzt geprüft am 30.06.16.

  • Ally, Mohamed; Lin, Fuhua; Mcgreal, Rory; Woo, Brian (2005): An Intelligent Agent for Adapting and Delivering Electronic Course Materials for Mobile Learners. In: mLearn2005: 4th World Conference on mLearning. Online verfügbar unter http://www.mlearn.org.za/CD/papers/Allyan%20intelligent.pdf, zuletzt geprüft am 01.08.2016.

  • Ausubel, David Paul (1963): The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton.

    Google Scholar 

  • Ausubel, David Paul (1968): Educational psychology;. A cognitive view. New York: Holt, Rinehart and Winston.

    Google Scholar 

  • Ausubel, David Paul; Novak, Joseph Donald; Hanesian, Helen (1978): Educational psychology. A cognitive view. 2d ed. New York: Holt, Rinehart and Winston.

    Google Scholar 

  • Baker, Eva L. (2006): Automated Assessment of Domain Knowledge With Online Knowledge Mapping. National Center for Research on Evaluation, Standards, and Student Testing. Los Angeles, CA (CSE report, 692), zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Baron, Georges-Lois; Bruillard, Eric; Dansac, Christophe (1999): European project REPRESENTATION. Representations, models and modelling; implications in educational strategies and learning process: bibliographical synthesis, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Beatty, Ian D. (2000): ConMap: Investigating new computer-based approaches to assessing conceptual knowledge structure in physics. Dissertation. University of Massachusetts Amherst, Amherst, MA. Online verfügbar unter https://eric.ed.gov/?id=ED462269, zuletzt geprüft am 04.03.16.

  • Behrendt, Helga; Reiska, Priit (2001): Abwechslung im Naturwissenschaftsunterricht mit Concept Mapping. In: Plus Lucis (1), S. 9–12, zuletzt geprüft am 20.08.16.

    Google Scholar 

  • Benson, Angela D. (2003): Assessing Participant Learning in Online Environments. In: New Directions For Adult And Continuing Education (100), S. 69–78, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Bernd, Heike; Jüngst, Karl Ludwig (1999): Lernen mit Concept Maps: Lerneffektivität von Selbstkonstruktion und Durcharbeiten. In: Wolfgang K. Schulz (Hg.): Aspekte und Probleme der didaktischen Wissensstrukturierung. Frankfurt am Main, New York: P. Lang, S. 113–129.

    Google Scholar 

  • Besterfield-Sacre, Mary; Gerchak, Jessica; Lyons, Mary Rose; Shuman, Larry J.; Wolfe, Harvey (2004): Scoring Concept Maps: An Integrated Rubric for Assessing Engineering Education. In: Journal of Engineering Education 93 (2), S. 105–115. https://doi.org/10.1002/j.21689830.2004.tb00795.x.

  • Bolte, Linda A. (1997): Assessing Mathematical Knowledge with Concept Maps and Interpretive Essays. Chicago, Il, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Brandstädter, Kristina; Harms, Ute; Großschedl, Jörg (2012): Assessing System Thinking Through Different Concept-Mapping Practices. In: International Journal of Science Education 34 (14), S. 2147–2170. https://doi.org/10.1080/09500693.2012.716549.

  • Broers, Nick J. (2009): Using propositions for the assessment of structural knowledge. In: Journal of Statistics Education 17 (2), zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Calafate, Carlos T.; Cano, Juan Carlos; Manzoni, Pietro (2009): A Comprehensive Methodology for Concept Map Assessment. In: 2009 Ninth IEEE International Conference on Advanced Learning Technologies (ICALT). Riga, Latvia, S. 15–17. Online verfügbar unter http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=5194151, zuletzt geprüft am 20.08.16.

  • Castles, Ricky Thomas (2010): A knowledge map-centric feedback-based approach to information modeling and academic assessment. Dissertation. Virginia Polytechnic Insitute and State University, [Blacksburg, Va.], zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Castles, Ricky Thomas; Lohani, V. K.; Kachroo, P. (2008): Knowledge maps and their application to student and faculty assessment. 38th Annual Frontiers in Education 2008, zuletzt geprüft am 03.03.17.

    Google Scholar 

  • Chiu, Chiung-Hui; Lin, Chien-Liang (2012): Sequential Pattern Analysis. Method and Apllication in Exploring How Students Develop Concept Maps. In: The Turkish Online Journal of Educational Technology (TOJET) 11 (1), S. 145–153. Online verfügbar unter http://www.tojet.net/articles/v11i1/11113.pdf, zuletzt geprüft am 04.03.17.

  • Chuang, San-hui; O’Neil, Harold F. (2006): Role of task-specific adapted feedback on a computer-based collaborative problem-solving task. National Center for Research on Evaluation, Standards, and Student Testing. Los Angeles, CA (CSE report, 684), zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Chung, G. K. W. K.; Bewley, William L.; Niemi, David (2003): Assessment Applications of Ontologies. Paper presented at the Annual Meeting of the American Educational Research Association. Chicago, Il, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Cooper, Harris M. (1988): Organizing knowledge syntheses: A taxonomy of literature reviews. In: Knowledge in Society 1 (1), S. 104–126. https://doi.org/10.1007/bf03177550.

  • Daugherty, J. L.; Custer, R. L.; Dixon, R. A. (2012): Mapping Concepts for Learning and Assessment. In: Technology and Engineering Teacher 71 (8), S. 10–14, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Dello-Iacovo, Belinda (2009): Curriculum reform and ‘Quality Education’ in China: An overview. In: International Journal of Educational Development 29 (3), S. 241–249. https://doi.org/10.1016/j.ijedudev.2008.02.008.

  • Eckert, Andreas (2000): Die Netzwerk-Elaborierungs-Technik (NET) – Ein computerunterstütztes Verfahren zur Diagnose komplexer Wissensstrukturen. In: Heinz Mandl und Frank Fischer (Hg.): Wissen sichtbar machen. Wissensmanagement mit Mapping-Techniken. Göttingen: Hogrefe, S. 137–157.

    Google Scholar 

  • Enger, Sandra K. (1996): Concept Mapping: Visualizing Student Underst anding. Paper presented at the annual meeting of the Mid-South Educational Research Association November 6-8. Online verfügbar unter https://eric.ed.gov/?id=ED406413, zuletzt geprüft am 04.03.17.

  • Everett, S. A.; Otto, C. A.; Luera, G. R. (2009): Preservice Elementary Teachers’ Growth in Knowledge of Models in a Science Capstone Course. In: international Journal of Science and Mathematics Education (7), S. 1201–1225, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Förster-Kuschel, Jana; Fürstenau, Bärbel; Lützner, Sandra; Ryssel, Jeannine (2014): Fehlerhafte Concept Maps im betriebswirtschaftlichen Planspielunterricht – Lernen aus eigenen vs. Lernen aus fremden Fehlern. In: Zeitschrift für Berufs- und Wirtschaftspädagogik 110 (3), S. 395–412.

    Google Scholar 

  • Francis, Raymond W. (2006): Using Concept Maps as Assessment Tools: Defining Understanding. In: College Quarterly 9 (3), zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Freeman, Lee A.; Urbaczewski, Andrew (2002): Concept Maps as an Alternative Technique for Assessing Students’ Underst anding of Telecommunications. In: Proceedings of the 17th International Academy for Information Management (IAIM) Annual Conference: International Conference on Informatics Education Research (ICIER). International Conference on Informatics Education Research (ICIER). Barcelona, Spain, 13-15 Dezember. IAIM, S. 135–145. Online verfügbar unter https://eric.ed.gov/?id=ED481741, zuletzt geprüft am 04.03.17.

  • Frohberg, Dirk (2008): Mobile Learning. Dissertation. Universität Zürich, Zürich.

    Google Scholar 

  • Fürstenau, Bärbel (2011): Concept Maps im Lehr-Lern-Kontext. In: DIE Zeitschrift für Erwachsenenbildung 18 (1), S. 46–48, zuletzt geprüft am 07.06.16.

    Google Scholar 

  • Großschedl, Jörg; Harms, Ute (2013): Effekte metakognitiver Prompts auf den Wissenserwerb beim Concept Mapping und Notizen Erstellen. In: Zeitschrift für Didaktik der Naturwissenschaften (ZfDN) 19, S. 375–395, zuletzt geprüft am 05.06.16.

    Google Scholar 

  • Hagenauer, Gerda (2010): Kurzzeitinterventionen versus Langzeitinterventionen. In: Tina Hascher und Bernhard Schmitz (Hg.): Pädagogische Interventionsforschung. Theoretische Grundlagen und empirisches Handlungswissen. Weinheim [u.a.]: Juventa (Grundlagentexte Pädagogik), S. 243–251.

    Google Scholar 

  • Hao, Jin-Xing; Kwok, Ron Chi-Wai; Lau, Raymond Yiu-Keung; Yu, Angela Yan (2010): Predicting problem-solving performance with concept maps: An information-theoretic approach. In: Decision Support Systems 48 (4), S. 613–621. https://doi.org/10.1016/j.dss.2009.12.001.

  • Hilbert, Tatjana S.; Nückles, Matthias; Renkl, Alexander; Minarik, Carla; Reich, Angelika; Ruhe, Katharina (2008): Concept Mapping zum Lernen aus Texten. In: Zeitschrift für Pädagogische Psychologie 22 (2), S. 119–125. https://doi.org/10.1024/1010-0652.22.2.119.

  • Hillen, Stefanie; Berendes, Kai; Breuer, Klaus (2000): Systemdynamische Modellbildung als Werkzeug zur Visualisierung, Modellierung und Diagnose von Wissensstrukturen. In: Heinz Mandl und Frank Fischer (Hg.): Wissen sichtbar machen. Wissensmanagement mit Mapping-Techniken. Göttingen: Hogrefe, S. 71–92.

    Google Scholar 

  • Hippchen, Thomas (1995): Begriffsnetzbearbeitung am Computer. Ein Forschungsprojekt. In: Unterrichtswissenschaft 23 (3), S. 251–263, zuletzt geprüft am 20.08.16.

    Google Scholar 

  • Huang, Yu (2014): Empirical Analysis on Factors Impacting Mobile Learning Acceptance in Higher Engineering Education. Dissertation. The University of Tennessee, Knoxville. Online verfügbar unter http://trace.tennessee.edu/cgi/viewcontent.cgi?article=3166&context=utk_graddiss, zuletzt geprüft am 10.08.2016.

  • Hurrelmann, Klaus; Holler, Birgit (1988): Pädagogische Intervention. In: Georg Hörmann und Frank Nestmann (Hg.): Handbuch der psychosozialen Intervention. Wiesbaden: VS Verlag für Sozialwissenschaften, S. 81–92. Online verfügbar unter https://pub.uni-bielefeld.de/download/1780663/2312983, zuletzt geprüft am 07.08.16.

  • Hwang, Gwo-Jen; Chang, Hsun-Fang (2011): A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. In: Computers & Education 56 (4), S. 1023–1031. https://doi.org/10.1016/j.compedu.2010.12.002.

  • Hwang, Gwo-Jen; Kuo, Fan-Ray; Chen, Nian-Shing; Ho, Hsueh-Ju (2014): Effects of an integrated concept mapping and web-based problem-solving approach on students’ learning achievements, perceptions and cognitive loads. In: Computers & Education 71, S. 77–86. https://doi.org/10.1016/j.compedu.2013.09.013.

  • Ifenthaler, Dirk (2011): Identifying cross-domain distinguishing features of cognitive structure. In: Education Tech Research Dev 59 (6), S. 817–840. https://doi.org/10.1007/s11423-011-9207-4.

  • Ifenthaler, Dirk (2012): Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. In: Educational Technology & Society 15 (1), S. 38–52, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Jablokow, Kathryn W.; DeFranco, Joanna F.; Richmond, Sally Sue; Piovoso, Michael J.; Bilén, Sven G. (2015): Cognitive Style and Concept Mapping Performance. In: J. Eng. Educ. 104 (3), S. 303–325. https://doi.org/10.1002/jee.20076.

  • Jensen, Jacquelyn W.; Rowley, Maxine L. (2002): Instructional Environments and Learning: Exploring Knowledge Growth in Preservice Family and Consumer Sciences Education. Paper presented at the Annual Meeting of the American Educational Research Association. New Orleans, LA, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Jonassen, David H. (2006): On the Role of Concepts in Learning and Instructional Design. In: Education Tech Research Dev 54 (2), S. 177–196. https://doi.org/10.1007/s11423-006-8253-9.

  • Jüngst, Karl Ludwig (1995): Studien zur didaktischen Nutzung von Concept Maps. In: Unterrichtswissenschaft 23 (3), S. 229–250, zuletzt geprüft am 16.06.16.

    Google Scholar 

  • Keegan, Desmond (2005): The Incorporation of Mobile Learning into Mainstream Education and Training. In: mLearn2005: 4th World Conference on mLearning. Online verfügbar unter http://learning.ericsson.net/mlearning2/resources/malta_paper_final.doc, zuletzt geprüft am 19.11.16.

  • Keppens, Jeroen; Hay, David (2008): Concept map assessment for teaching computer programming. In: Computer Science Education 18 (1), S. 31–42. https://doi.org/10.1080/08993400701864880.

  • Kim, Minkyu (2013): Concept map engineering: methods and tools based on the semantic relation approach. In: Education Tech Research Dev 61 (6), S. 951–978. https://doi.org/10.1007/s11423-013-9316-3.

  • Kinshuk, Jarkko Suhonen; Sutinen, Erkki; Goh, Tiong (2003): Mobile Technologies in Support of Distance Learning. In: Asian Journal of Distance Education 1 (1), S. 60–68, zuletzt geprüft am 19.11.16.

    Google Scholar 

  • Klassen, Stephen (2006): Contextual assessment in science education: Background, issues, and policy. In: Sci. Ed. 90 (5), S. 820–851. https://doi.org/10.1002/sce.20150.

  • Laouris, Yiannis; Eteokleous, Nikleia (2005): We need an Educationally Relevant Definition of Mobile Learning. In: mLearn2005: 4th World Conference on mLearning. Online verfügbar unter http://staff.bath.ac.uk/pssrj/2_Laourisy%20&%20Eteokleous-N.doc, zuletzt geprüft am 19.11.16.

  • Lavigne, Nancy C. (2005): Mutually Informative Measures of Knowledge: Concept Maps Plus Problem Sorts in Statistics. In: Educational Assessment 10 (1), S. 39–71. https://doi.org/10.1207/s15326977ea1001_3.

  • Lay-Dopyera, Margaret; Beyerbach, barbara (1983): Concept Mapping for Individual Assessment. Paper presented at the Annual Meeting of the American Educational Research Association. Montreal, Quebec, Canada, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Lim, Kyu Yon; Lee, Hyeon Woo; Grabowski, Barbara (2009): Does concept-mapping strategy work for everyone? The levels of generativity and learners’ self-regulated learning skills. In: British Journal of Educational Technology 40 (4), S. 606–618. https://doi.org/10.1111/j.1467-8535.2008.00872.x.

  • Liu, Jianhua (2013): The Assessment Agent System: design, development, and evaluation. In: Education Tech Research Dev 61 (2), S. 197–215. https://doi.org/10.1007/s11423-013-9286-5.

  • Liu, Ming-Chou; Wang, Jhen-Yu (2010): Investigating Knowledge Integration in Web-based Thematic Learning Using Concept Mapping Assessment. In: Educational Technology & Society 13 (2), S. 25–39, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Liu, Tsung-Yu; Chu, Yu-Ling (2010): Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. In: Computers & Education 55 (2), S. 630–643. https://doi.org/10.1016/j.compedu.2010.02.023.

  • Looi, C.-K.; Zhang, B.; Chen, W.; Seow, P.; Chia, G.; Norris, C.; Soloway, E. (2011): 1:1 mobile inquiry learning experience for primary science students: a study of learning effectiveness. In: Journal of Computer Assisted Learning 27 (3), S. 269–287. https://doi.org/10.1111/j.1365-2729.2010.00390.x.

  • Lopez, Enrique; Kim, Jennifer; Nandagopal, Kiruthiga; Cardin, Nate; Shavelson, Richard J.; Penn, John H. (2011): Validating the use of concept-mapping as a diagnostic assessment tool in organic chemistry: implications for teaching. In: Chem. Educ. Res. Pract. 12 (2), S. 133–141. https://doi.org/10.1039/c1rp90018h.

  • Lopez, Enrique J.; Shavelson, Richard J.; Nandagopal, Kiruthiga; Szu, Evan; Penn, John (2014): Factors Contributing to Problem-Solving Performance in First-Semester Organic Chemistry. In: J. Chem. Educ. 91 (7), S. 976–981. https://doi.org/10.1021/ed400696c.

  • Mandl, Heinz; Fischer, Frank (2000): Mapping-Techniken und Begriffsnetze in Lern- und Kooperationsprozessen. In: Heinz Mandl und Frank Fischer (Hg.): Wissen sichtbar machen. Wissensmanagement mit Mapping-Techniken. Göttingen: Hogrefe, S. 3–12.

    Google Scholar 

  • Maske, Philipp (2012): Mobile Applikationen. Interdisziplinäre Entwicklung am Beispiel des Mobile Learning. Wiesbaden: Springer/Gabler (Research).

    Google Scholar 

  • McClure, John R.; Sonak, Brian; Suen, Hoi K. (1999): Concept map assessment of classroom learning: Reliability, validity, and logistical practicality. In: J. Res. Sci. Teach. 36 (4), S. 475–492. https://doi.org/10.1002/(sici)1098-2736(199904)36:4%3c475::aid-tea5%3e3.0.co;2-o.

  • Mesa, Jennifer Cheryl (2010): The development and use of a concept mapping assessment tool with young children on family visits to a live butterfly exhibit. Dissertation. University of Florida, [Gainesville, Fla.], zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Moni, Roger W.; Beswick, Eileen; Moni, Karen B. (2005): Using student feedback to construct an assessment rubric for a concept map in physiology. In: Advances in physiology education 29 (4), S. 197–203. https://doi.org/10.1152/advan.00066.2004.

  • Nakiboglu, Canan (2008): Using word associations for assessing non major science students’ knowledge structure before and after general chemistry instruction: the case of atomic structure. In: Chem. Educ. Res. Pract. 9 (4), S. 309–322. https://doi.org/10.1039/b818466f.

  • Nesbit, J. C.; Adesope, O. O. (2006): Learning With Concept and Knowledge Maps: A Meta-Analysis. In: Review of Educational Research 76 (3), S. 413–448. https://doi.org/10.3102/00346543076003413.

  • Novak, Joseph D.; Gowin, D. B. (1984): Learning how to learn. Cambridge [Cambridgeshire], New York: Cambridge University Press.

    Google Scholar 

  • Novak, Joseph Donald (1977): A theory of education. Ithaca, N.Y.: Cornell University Press.

    Google Scholar 

  • Oliver, Kevin (2008): A Comparison of Web-Based Concept Mapping Tasks for Alternative Assessment in Distance Teacher Education. In: Journal of Computing in Teacher Education 24 (3), S. 95–103. https://doi.org/10.1080/10402454.2008.10784593.

  • O’Neil, Harold F.; Klein, Davina C. D. (1997): Feasibility of Machine Scoring of Concept Maps. National Center for Research on Evaluation, Standards and Student Testing. Los Angeles, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Ozcelik, Erol; Acarturk, Cengiz (2011): Reducing the spatial distance between printed and online information sources by means of mobile technology enhances learning: Using 2D barcodes. In: Computers & Education 57 (3), S. 2077–2085. https://doi.org/10.1016/j.compedu.2011.05.019.

  • Passmore, Graham J. (2004): Extending the Power of the Concept Map. In: The Alberta Journal of Educational Research 50 (4), S. 370–390, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Plomer, Michael; Jessen, Karsten; Rangelov, Georgi; Meyer, Michael (2010): Teaching physics in a physiologically meaningful manner. In: Phys. Rev. ST Phys. Educ. Res. 6 (2). https://doi.org/10.1103/physrevstper.6.020116.

  • Pollara, Pamela (2011): Mobile Learning in Higher Education. A Glimpse and a Comparison of Student and Faculty Readiness, Attitudes and Perceptions. Dissertation. Louisiana State University and Agricultural and Mechanical College, Baton Rouge. Department of Educational Theory, Policy & Practice. Online verfügbar unter http://etd.lsu.edu/docs/available/etd-11042011-105812/unrestricted/PollaraFinalDissertation.pdf, zuletzt geprüft am 30.06.16.

  • Ricken, Gabi; Fritz-Stratmann, Annemarie (2012): Intervention. In: Klaus-Peter Horn, Heidemarie Kemnitz, Winfried Marotzki und Uwe Sandfuchs (Hg.): Klinkhardt Lexikon Erziehungswissenschaft KLE, Bd. 2. Bad Heilbrunn: Klinkhardt (UTB, 8468 : Erziehungswissenschaft), S. 129–131.

    Google Scholar 

  • Ruiz-Palomino, Pablo; Martinez-Canas, Ricardo (2013): Concept Mapping as an innovative tool for the assessment of learning: An experimental experience among business management degree students. In: Educational Research and Reviews 8 (22), S. 2187–2192, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Ruiz-Primo, Maria Araceli (1998): Comparison of the Reliability and Validity of Sscores From Two Concept-Mapping Techniques: draft. Paper presented at the Annual Meeting of the American Educational Research Association. San Diego, CA, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Ruiz-Primo, Maria Araceli; Schultz, Susan E.; Li, Min; Shavelson, Richard J. (2001): Comparison of the Reliability and Validity of Scores from Two Concept-Mapping Techniques. In: Journal of Research in Science Teaching 38 (2), S. 260–278, zuletzt geprüft am 02.07.16.

    Google Scholar 

  • Ruiz-Primo, Maria Araceli; Schultz, Susan E.; Min, Li; Shavelson, Richard J. (1999): On the Cognitive Validity of Interpretations of Scores from Alternative Concept-Mapping Techniques. Paper presented at the Annual Meeting of the American Educational Research Association. Montreal, Quebec, Canada, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Ruiz-Primo, Maria Araceli; Shavelson, Richard J. (1996): Problems and issues in the use of concept maps in science assessment. In: J. Res. Sci. Teach. 33 (6), S. 569–600. https://doi.org/10.1002/(sici)1098-2736(199608)33:6%3c569::aid-tea1%3e3.0.co;2-m.

  • Ruiz-Primo, Maria Araceli; Shavelson, Richard J. (1997): Concept-map based assessment. On possible sources of sampling variability : draft. Center for Research on Evaluation, Standards, and Student Testing. Los Angeles, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Rye, James A.; Rubba, Peter A. (2002): Scoring Concept Maps: An Expert Map-Based Scheme Weighted for Relationships. In: School Science and Mathematics 102 (1), S. 33–44. https://doi.org/10.1111/j.1949-8594.2002.tb18194.x.

  • Schaal, Steffen; Bogner, Franz X.; Girwidz, Raimund (2010): Concept Mapping Assessment of Media Assisted Learning in Interdisciplinary Science Education. In: Res Sci Educ 40 (3), S. 339–352. https://doi.org/10.1007/s11165-009-9123-3.

  • Schacter, John (1997): Feasibility of a Web-Based Assessment of Problem Solving. Paper presented at the Annual Meeting of the American Educational Research Association. Chiacago, Il, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Schau, Candace; Minnick, Kirk; Mattern, Nancy; Weber, Robert (1997): Assessing middle school students’ understanding of science relationships and processes. Year 2 - instrument validation. Final report. Washington, D.C., Oak Ridge, Tenn.: United States. Dept. of Energy; Distributed by the Office of Scientific and Technical Information, U.S. Dept. of Energy, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Schmees, Johannes Karl; Rützel, Josef (2016): Internationale Forschungskooperation am Beispiel des Chinesisch-Deutschen Workshops zur Berufsbildungsforschung. In: berufsbildung (159), S. 37–41, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Schmidt, Michaela; Otto, Barbara (2010): Direkte und indirekte Intervention. In: Tina Hascher und Bernhard Schmitz (Hg.): Pädagogische Interventionsforschung. Theoretische Grundlagen und empirisches Handlungswissen. Weinheim [u.a.]: Juventa (Grundlagentexte Pädagogik), S. 235–242.

    Google Scholar 

  • Sharples, Mike (2009): Methods for Evaluating Mobile Learning. In: Giasemi Vavoula, Norbert Pachler und Agnes Kukulska-Hulme (Hg.): Researching mobile learning. Frameworks, tools, and research designs. Oxford, New York: Peter Lang, S. 17–39.

    Google Scholar 

  • Shavelson, Richard J.; Ruiz-Primo, Maria Araceli; Wiley, Edward W. (2005): Windows into the mind. In: High Educ 49 (4), S. 413–430. https://doi.org/10.1007/s10734-004-9448-9.

  • Stoyanov, Slavi; Kommers, Piet (2008): Concept mapping instrumental support for problem solving. In: IJCEELL 18 (1), S. 40–53. https://doi.org/10.1504/ijceell.2008.016075.

  • Su, C-H.; Cheng, C-H. (2015): A mobile gamification learning system for improving the learning motivation and achievements. In: Journal of Computer Assisted Learning 31 (3), S. 268–286. https://doi.org/10.1111/jcal.12088.

  • Traxler, John (2009): Current State of Mobile Learning. In: Mohamed Ally (Hg.): Mobile learning. Transforming the delivery of education and training. Edmonton: AU Press (Issues in distance education), S. 9–24.

    Google Scholar 

  • Traxler, John; Kukulska-Hulme, Agnes (2005): Evaluating Mobile Learning. Reflections on Current Practice. In: mLearn2005: 4th World Conference on mLearning. Online verfügbar unter www.mlearn.org.za/CD/papers/Traxler.pdf, zuletzt geprüft am 30.06.16.

  • Unterfrauner, Elisabeth (2011): Mobile Learning Based Intervention. A Case Study Among Marginalised Young People. Dissertation. Alpen-Adria-Universität Klagenfurt, Klagenfurt. Fakultät für Interdisziplinäre Forschung und Fortbildung. Online verfügbar unter https://eleed.campussource.de/archive/7/3068/DissertationUnterfraunerkomplettFinal.pdf, zuletzt geprüft am 30.06.16.

  • Vachliotis, Theodoros; Salta, Katerina; Vasiliou, Petroula; Tzougraki, Chryssa (2011): Exploring Novel Tools for Assessing High School Students’ Meaningful Understanding of Organic Reactions. In: J. Chem. Educ. 88 (3), S. 337–345. https://doi.org/10.1021/ed9000415.

  • Vavoula, Giasemi; Sharples, Mike (2009): Meeting the Challenges in Evaluating Mobile Learning: A 3-Level Evaluation Framework. In: International Journal of Mobile and Blended Learning 1 (2), S. 54–75, zuletzt geprüft am 30.06.16.

    Google Scholar 

  • von der Heidt (2011): Learning with concept maps: a study to measure change in learning in undergraduate Chinese marketing students. In: Martin MacCarthy (Hg.): Proceedings of the Australian and New Zealand Marketing Academy (ANZMAC) Conference. 2011 proceedings. Edith Cowan University, Perth, 28-30 November. ANZMAC, Australian & New Zealand Marketing Academy. Perth, WA, zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Weber, Susanne; Schumann, Matthias (2000): Das Concept Mapping Software Tool (COMASOTO) zur Diagnose strukturellen Wissen. In: Heinz Mandl und Frank Fischer (Hg.): Wissen sichtbar machen. Wissensmanagement mit Mapping-Techniken. Göttingen: Hogrefe, S. 158–169.

    Google Scholar 

  • Williams, Paul W. (2009): Assessing Mobile Learning Effectiveness and Acceptance. Dissertation. George Washington University, Washington DC. School of Business. Online verfügbar unter http://www.ingedewaard.net/papers/mobile/2009_assessingMobileLearningEffectivenessAndAcceptance_by_Paul_Williams.pdf, zuletzt geprüft am 30.06.16.

  • Winters, N. (2006): What is mobile learning. In: Big Issues in Mobile Learning: Report of a workshop by the Kaleidoscope Network of Excellence Mobile Learning Initiative. University of Nottingham. Nottingham, S. 5–9. Online verfügbar unter http://matchsz.inf.elte.hu/tt/docs/Sharples-20062.pdf, zuletzt geprüft am 20.11.16.

  • Wirth, Werner (1997): Von der Information zum Wissen. Die Rolle der Rezeption für die Entstehung von Wissensunterschieden. Opladen, Wiesbaden: VS Verlag für Sozialwissenschaften.

    Google Scholar 

  • Yatani, Koji; Onuma, Mayumi; Sugimoto, Masanori; Kusunoki, Fusako (2004): Musex: A System for Supporting Children’s Collaborative Learning in a Museum with PDAs. In: Systems and Computers in Japan 35 (14), S. 773–782, zuletzt geprüft am 14.07.16.

    Google Scholar 

  • Yin, Yue; Shavelson, Richard J. (2004): Application of Generalizability Theory to Concept-Map Assessment Research. National Center for Research on Evaluation, Standards, and Student Testing. Los Angeles (CSE report, 640), zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Yin, Yue; Vanides, Jim; Ruiz-Primo, Maria Araceli; Ayala, Carlos C.; Shavelson, Richard J. (2004): A comparison of two construct-a-concept-map science assessments. Created linking phrases and selected linking phrases. National Center for Research on Evaluation, Standards, and Student Test-ing. Los Angeles, CA (CSE report, 624), zuletzt geprüft am 04.03.17.

    Google Scholar 

  • Yin, Yue; Vanides, Jim; Ruiz-Primo, Maria Araceli; Ayala, Carlos C.; Shavelson, Richard J. (2005): Comparison of two concept-mapping techniques: Implications for scoring, interpretation, and use. In: J. Res. Sci. Teach. 42 (2), S. 166–184. https://doi.org/10.1002/tea.20049.

  • Zheng, Jianping; Rützel, Josef (2014): Entwicklungstendenzen in der Disziplin Berufspädagogik und der berufspädagogischen Forschung in China. In: berufsbildung 68 (147), S. 42–45, zuletzt geprüft am 04.03.17.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Institut für Berufsbildung, Fachgebiet Wirtschaftsdidaktik, Universität Kassel, Kassel, Deutschland

    Marian Thiel de Gafenco

Authors
  1. Marian Thiel de Gafenco
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Marian Thiel de Gafenco .

Editor information

Editors and Affiliations

  1. Fachgebiet Wirtschaftsinformatik, Universität Kassel, Kassel, Germany

    Jan Marco Leimeister

  2. Fachgebiet Wirtschaftsdidaktik, Universität Kassel, Kassel, Germany

    Jens Klusmeyer

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Der/die Herausgeber bzw. der/die Autor(en), exklusiv lizenziert durch Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Thiel de Gafenco, M. (2020). Concept Maps als Assessmentinstrument in IT-gestützten pädagogischen Interventionen. In: Leimeister, J., Klusmeyer, J. (eds) Export beruflicher Aus- und Weiterbildung. Springer Gabler, Wiesbaden. https://doi.org/10.1007/978-3-658-31501-6_6

Download citation

  • DOI: https://doi.org/10.1007/978-3-658-31501-6_6

  • Published:

  • Publisher Name: Springer Gabler, Wiesbaden

  • Print ISBN: 978-3-658-31500-9

  • Online ISBN: 978-3-658-31501-6

  • eBook Packages: Business and Economics (German Language)

Publish with us

Policies and ethics

Search

Navigation