Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Search Tips
Annual Meeting Housing and Travel
Personal Schedule
Sign In
X (Twitter)
Concept maps provide various insights into analyzing students’ understanding. Many existing frameworks explore the structural elements of the maps. However, these frameworks do not cover the qualities of thinking processes. In this study we present an analytical scheme to examine the critical thinking in physics teacher candidates’ concept maps. The scheme focuses on the following dimensions: a) ability to define the relevant concepts pertaining to task, b) ability to consider interrelations between the concepts, and c) ability to provide an experimental or modelling procedure. A sample analysis (N=16) is presented to illustrate how this framework can be used. This study suggests that teacher candidates’ concept maps can reveal remarkable differences in the epistemic dimensions of critical thinking.