Abstract
This presentation will report background and strategy for teaching and assessing knowledge representation as an approach to the measurement of complex understanding of subject matter. Using history and chemistry topics and secondary school students proficient in the use of HyperCard, a series of studies will be described where students were to display their understanding of newly presented texts by relating important principles, events, and facts in linked stacks. Central to the study was the use of a linking strategy [13] that identifies types of possible relationships among elements (cards). Students were pretrained to use pull-down menus of eight types of relational link in one study and ten in a second study. Students were assessed on their relevant prior knowledge, their HyperCard representation, and an unannounced essay on the same topics as the representation. Scoring procedures for HyperCard knowledge representations are described and rater and score reliability data were calculated. Alternative metrics to characterize the data are also provided.
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© 1992 Springer-Verlag Berlin Heidelberg
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Baker, E.L., Niemi, D., Novak, J., Herl, H. (1992). Hypertext as a strategy for teaching and assessing knowledge representation. In: Dijkstra, S., Krammer, H.P.M., van Merriënboer, J.J.G. (eds) Instructional Models in Computer-Based Learning Environments. NATO ASI Series, vol 104. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-02840-7_22
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DOI: https://doi.org/10.1007/978-3-662-02840-7_22
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