Concept mapping in science education assessment: An approach to computer-supported achievement tests in an interdisciplinary hypermedia learning environment

Abstract

The acquisition of conceptual knowledge is a central aim in science education. In this study, an interdisciplinary hypermedia-media assisted learning unit about hibernation and thermodynamics was developed and evaluated. But the assessment of interdisciplinary knowledge is not trivial. Therefore, concept mapping procedures were used to assess the cognitive effects within this complex knowledge domain. Learners constructed in a pre-post-test research design computer-supported concept maps, which were analysed with specific software. For data analysis, structural attributes and correspondence to a targeted reference map were used. The results showed higher-order domain-specific knowledge structures after the intervention, which indicate successful interdisciplinary learning with the hypermedia learning environment. In general, the benefit of computer-assisted concept mapping assessment for science education practice is discussed.