Feasible ways to Personal Meaning Mapping in out-of-school contexts?

Morten Raahauge Philipps, Bjørn Friis Johannsen, Thomas Dyreborg Andersen, Henrik Levinsen, Kristian Kildemoes Foss

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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.
OriginalsprogEngelsk
TitelProceedings of the 18th European Conference on e-Learning, ECEL 2019 : Aalborg University, Copenhagen, Denmark. 7-8 November 2019
RedaktørerRikke Ørngreen, Mie Buhl, Bente Meyer
Antal sider10
ForlagAcpil
Publikationsdato7 nov. 2019
Sider476-485
ISBN (Trykt)9781912764426
ISBN (Elektronisk)9781912764426
DOI
StatusUdgivet - 7 nov. 2019
BegivenhedEuropean Conference on e-Learning - Aalborg Universitet, København, Danmark
Varighed: 7 nov. 20198 nov. 2019
Konferencens nummer: 18th
https://www.academic-conferences.org/conferences/ecel/

Konference

KonferenceEuropean Conference on e-Learning
Nummer18th
LokationAalborg Universitet
Land/OmrådeDanmark
ByKøbenhavn
Periode07/11/1908/11/19
Internetadresse

Emneord

  • metode
  • teori-praksis
  • blended learning

Citationsformater