Assessing Knowledge Acquisition Using a Concept-Mapping Method in a Problem-Based Learning Environment

• In Event: Arming Achilles’ Heel: Instructional Strategies and Approaches for Promoting Knowledge Acquisition in Problem-Based Learning

Abstract

Purpose
Knowledge acquisition is essential to successful problem solving; however, there is insufficient research on students’ cognitive process in acquiring knowledge to solve problems. Therefore, the purpose of this study was to assess students’ knowledge acquisition in a problem-based learning (PBL) environment.

Theoretical Framework
Knowledge acquisition involves domain-specific knowledge, structured knowledge (Chi & Glaser, 1985; Voss & Post, 1988), and strategic knowledge (Ben-David & Zohar, 2009; Murphy & Alexander, 2002). Literature indicates noticeable differences between experts and novices in knowledge acquisition (Chi, Feltovich, & Glaser, 1981; Chiesi, Spilich, & Voss, 1979; Leinhardt & Smith, 1985; Means & Voss, 1985; Voss & Post, 1988). Experts not only have a well-organized body of domain knowledge and structural knowledge, but also strategic knowledge (Ben-David & Zohar, 2009; Murphy & Alexander, 2002), which they skillfully apply to solve complex problems when domain knowledge and structural knowledge are limited (Lazonder, Hagemans, & de Jong, 2010). By comparison, novices have difficulty integrating and applying new knowledge and rarely acquire knowledge like an expert.

Methods
Eighty-seven pre-service teachers participated in a study, which randomly assigned them to either a control group or one of the three experimental groups: knowledge integration prompts (KI), problem-solving prompts (PS), and knowledge acquisition prompts + problem-solving prompts (KP). All participants worked on a problem-solving task on educational assessment in K-12 and were assessed on two measures: (1) problem-solving performance (i.e., problem representation, development and justification, and monitoring and evaluation of a plan of action) and (2) knowledge acquisition (i.e., concepts, procedures, and rules). In addition, concept mapping and think-aloud (pre and post) were administered to 10 participants from the three groups to further capture their conceptual understanding and structural knowledge (Jonassen, Reeves, Hong, Harvey, & Peters, 1997). This presentation will only focus on the use of concept mapping and think-aloud as an assessment tool for knowledge acquisition.

Data sources
The data sources consisted of ten concept maps and think-aloud transcripts of 10 participants, which were qualitatively analyzed and triangulated with follow-up interviews.

Results
The results of concept mapping indicated: (a) KI group showed improvement over time in knowledge acquisition; (b) the PS prompts had an influence on students’ intentional effort in problem representation, and (c) KP group showed improvement on the development and integration of cognitive schema and focused attention on specific features of the problem. Additionally, the study found that students showed different degrees of knowledge acquisition regarding concept identification, concept connection, and concept structure. Students with higher knowledge acquisition demonstrated more descriptive and thorough conceptual understanding and connected and elaborated knowledge structures compared to those with lower knowledge acquisition.

Significance
The results of concept mapping and think-aloud were consistent with the results of the knowledge acquisition test, which were correlated with the problem-solving performance. Yet they provided further insight to understand students’ knowledge integration process in PBL. This study offered alternative methods for assessing and promoting knowledge acquisition in a PBL environment.

Authors

• Ching-Huei Karen Chen, National Changhua University of Education

• Xun Ge, University of Oklahoma