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Probing the relation between students’ integrated knowledge and knowledge-in-use about energy using network analysis. / Kubsch, Marcus; Nordine, Jeffrey; Neumann, Knut et al.
in: Eurasia Journal of Mathematics, Science and Technology Education, Jahrgang 15, Nr. 8, em1728, 09.04.2019, S. 1-20.Publikationen: Beitrag in Fachzeitschrift › Artikel in Fachzeitschrift › Forschung › Begutachtung
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TY - JOUR
T1 - Probing the relation between students’ integrated knowledge and knowledge-in-use about energy using network analysis
AU - Kubsch, Marcus
AU - Nordine, Jeffrey
AU - Neumann, Knut
AU - Fortus, David
AU - Krajcik, Joseph
PY - 2019/4/9
Y1 - 2019/4/9
N2 - Modern science standards emphasize knowledge-in-use, i.e., connecting scientific practices with content. For knowledge to become usable in knowledge-in-use performances, students need well organized knowledge networks that allow them to activate and connect sets of relevant ideas across contexts, i.e. students need integrated knowledge. We conducted a longitudinal interview study with 30 students in a 7th grade energy unit and used network analysis to investigate students’ integrated knowledge, i.e., their knowledge networks. Linking these results with results from knowledge-in-use assessments, we found a strong connection between integrated knowledge and knowledge-in-use about energy. Further, we found evidence that well-connected ideas around the idea of energy transfer were particularly helpful for using energy ideas in the knowledge-in-use assessments. We present network analysis as a valuable extension of existing approaches to investigating students’ knowledge networks and the connection between them and knowledge-in-use.
AB - Modern science standards emphasize knowledge-in-use, i.e., connecting scientific practices with content. For knowledge to become usable in knowledge-in-use performances, students need well organized knowledge networks that allow them to activate and connect sets of relevant ideas across contexts, i.e. students need integrated knowledge. We conducted a longitudinal interview study with 30 students in a 7th grade energy unit and used network analysis to investigate students’ integrated knowledge, i.e., their knowledge networks. Linking these results with results from knowledge-in-use assessments, we found a strong connection between integrated knowledge and knowledge-in-use about energy. Further, we found evidence that well-connected ideas around the idea of energy transfer were particularly helpful for using energy ideas in the knowledge-in-use assessments. We present network analysis as a valuable extension of existing approaches to investigating students’ knowledge networks and the connection between them and knowledge-in-use.
KW - Development of competences and transitions
KW - energy
KW - integrated knowledge
KW - knowledge-in-use
KW - network analysis
U2 - 10.29333/ejmste/104404
DO - 10.29333/ejmste/104404
M3 - Journal article
VL - 15
SP - 1
EP - 20
JO - Eurasia Journal of Mathematics, Science and Technology Education
JF - Eurasia Journal of Mathematics, Science and Technology Education
SN - 1305-8223
IS - 8
M1 - em1728
ER -
ID: 985181