Effect of Different Methods of Knowledge Elicitation to Representation of Science Conceptual Structure: Evidence from Multidimensional Scaling
MAI Yu-Hua1, LI Lin-Shen2,3, QIAN Yang-Yi2*
1. School of Psychology, South China Normal University, Guangzhou 510631, China;
2. School of Chemistry, South China Normal University, Guangzhou 510006, China;
3. Shimen Senior High School, Foshan 528200, China
Abstract It is an important and unsolved research issue about conceptual structure that different methods of knowledge elicitation can influence the obtained conceptual structure of the group. Taking seventeen middle school chemistry teachers as participants, card sorting, concept mapping and rating of degree of relatedness were used to elicit participants’ knowledge about fifteen atom-related concepts. The conceptual structures of the group were analyzed by multidimensional scaling. The results were below: (1) Conceptual structures of the group obtained by different methods of the knowledge elicitation had different kinds of feature; (2) Conceptual structure of the group obtained by rating of degree of relatedness was more suitable for presenting the complex relationship of science concepts. The results could help the researcher to select a suitable research method and implement more effective research of conceptual structure.
MAI Yu-Hua, LI Lin-Shen, QIAN Yang-Yi. Effect of Different Methods of Knowledge Elicitation to Representation of Science Conceptual Structure: Evidence from Multidimensional Scaling[J]. Chinese Journal of Chemical Education, 2021, 42(7): 72-78.
