The influence of diverse educational contexts on concept map structures
Der Einfluss diverser Bildungskontexte auf Concept Map Strukturen
Aufsatz in Konferenzband › Forschung › begutachtet
Publikationsdaten
| Von | Laís P. Van Vossen, Isabela Gasparini, Elaine H. T. Oliveira, Berrit Czinczel, Ute Harms, Lukas Menzel, Sebastian Gombert, Knut Neumann, Hendrik Drachsler |
| Originalsprache | Englisch |
| Erschienen in | Emmanuel G. Blanchard, Isabela Gasparini, Maria Mercedes T. Rodrigo (Hrsg.), Proceedings of the Seventh Workshop on Culturally-Aware Tutoring Systems (CATS2024) |
| Seiten | 24-36 |
| Herausgeber (Verlag) | 7th International Workshop on Culturally-Aware Tutoring Systems |
| DOI/Link | https://hal.science/hal-04669404 |
| Publikationsstatus | Veröffentlicht – 08.2024 |
Concept maps are utilized in diverse educational settings as a means for educators to comprehend students’ knowledge construction. However, due to their open nature, the construction of concept maps can vary significantly among students and contexts. We conducted a qualitative assessment of the structure of 317 concept maps from Germany and six from Brazil, encompassing students from secondary to Master’s levels, with and without prior knowledge of concept maps, and in both individual and group settings. The maps’ structures were classified into network, spoke, or chain, and the German data was used to train a Decision Tree model to classify the map structure. The same model was
tested on the Brazilian dataset, the difference in context and culture is one possible explanation for the 19% decrease in models’ performance. The paper discusses statistical differences between maps from different contexts and the importance of adapting the teaching and use of concept maps to various educational contexts.
