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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 FachzeitschriftArtikel in FachzeitschriftForschungBegutachtung

Harvard

Kubsch, M, Nordine, J, Neumann, K, Fortus, D & Krajcik, J 2019, 'Probing the relation between students’ integrated knowledge and knowledge-in-use about energy using network analysis', Eurasia Journal of Mathematics, Science and Technology Education, Jg. 15, Nr. 8, em1728, S. 1-20. https://doi.org/10.29333/ejmste/104404

APA

Vancouver

Author

Kubsch, Marcus ; Nordine, Jeffrey ; Neumann, Knut et al. / Probing the relation between students’ integrated knowledge and knowledge-in-use about energy using network analysis. in: Eurasia Journal of Mathematics, Science and Technology Education. 2019 ; Jahrgang 15, Nr. 8. S. 1-20.

BibTeX

@article{f2e69998c35d4050bc7744401e016155,
title = "Probing the relation between students{\textquoteright} integrated knowledge and knowledge-in-use about energy using network analysis",
abstract = "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{\textquoteright} 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{\textquoteright} knowledge networks and the connection between them and knowledge-in-use.",
keywords = "Development of competences and transitions, energy, integrated knowledge, knowledge-in-use, network analysis",
author = "Marcus Kubsch and Jeffrey Nordine and Knut Neumann and David Fortus and Joseph Krajcik",
year = "2019",
month = apr,
day = "9",
doi = "10.29333/ejmste/104404",
language = "English",
volume = "15",
pages = "1--20",
journal = "Eurasia Journal of Mathematics, Science and Technology Education",
issn = "1305-8223",
publisher = "Moment Publications",
number = "8",

}

RIS

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