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RESEARCH PAPER
Probing the Relation between Students’ Integrated Knowledge and Knowledge-in-Use about Energy using Network Analysis
1
IPN - Leibniz Institute for Science and Mathematics Education at Kiel University, GERMANY
2
Department of Science Teaching, Weizmann Institute of Science, Rehovot, ISRAEL
3
Michigan State University, East Lansing, Michigan, USA
Online publication date: 2019-04-09
Publication date: 2019-04-09
EURASIA J. Math., Sci Tech. Ed 2019;15(8):em1728
KEYWORDS
TOPICS
Cognitive, Affective, and Social Aspects of Teaching and LearningCurriculum DevelopmentEvaluation and AssessmentScience Education
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’ 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.
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