Evaluation of educational design methodology utilizing concept mapping

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http://hdl.handle.net/10138/37339

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Vesterinen , V-M , Pernaa , J & Aksela , M 2012 , Evaluation of educational design methodology utilizing concept mapping . in C Bruguière , A Tiberghien & P Clément (eds) , Proceedings of the ESERA 2011 conference : Science learning and Citizenship . European Science Education Research Association ESERA , Lyon , pp. 142–146 , ESERA 2011 , Lyon , France , 05/09/2011 . < http://lsg.ucy.ac.cy/esera/e_book/base/index.html >

Title: Evaluation of educational design methodology utilizing concept mapping
Author: Vesterinen, Veli-Matti; Pernaa, Johannes; Aksela, Maija
Editor: Bruguière, Catherine; Tiberghien, Andrée; Clément, Pierre
Contributor: University of Helsinki, Department of Chemistry
University of Helsinki, Department of Chemistry
University of Helsinki, Teacher Education, Department of Chemistry
Publisher: European Science Education Research Association ESERA
Date: 2012-03-23
Language: eng
Number of pages: 5
Belongs to series: Proceedings of the ESERA 2011 conference Science learning and Citizenship
URI: http://hdl.handle.net/10138/37339
Abstract: One goal of educational design research is to provide guidelines for the design process. This paper reports on our on-going work on the development of such guidelines by evaluating the design procedure of a pre-service chemistry teacher education course on models and visualization. In the design of the course, the concept maps were utilized as interactive road maps for coordination and documentation of the co-operative development of the design solution. Description of the roles and collaboration between the evelopers in the design process are presented as a design narrative based on the analysis of semi-structure interviews of three course developers. The valuated design process had six phases: (i) establishing goals for the design procedure, (ii) evaluation of the initial design solutions, (iii) collaborative construction of the design solution, (iv) implementation of the design solution, (v) evaluation of the design solution, and (vi) evaluation of the design procedure. During the course, the concept map created during the co-operative construction of the design solution was used as a summary of the objectives of the course, management tool, and description of the design process. Based on the results, the presented design methodology is a promising way of utilizing concept maps in coordinating the co-operation of multiple designers in educational design-based research.
Subject: 116 Chemical sciences
design research
design based research
concept maps
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