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ERIC Number: ED380787
Record Type: Non-Journal
Publication Date: 1995-Apr
Pages: 27
Abstractor: N/A
Reference Count: N/A
Prior Knowledge, Text Features, and Idea Maps. Technical Report No. 608.
Armstrong, James O.
A study investigated the relationships among prior topic knowledge, information in elementary science text, and the construction of visual representation of key text ideas. Eight preservice elementary teachers were first interviewed on two topics in science ("how plants get their food" and "air and weather"); then they read elementary textbook selection on these topics; and finally they constructed an idea map to represent key text ideas. Analysis of the data showed that 18% of the ideas represented in the idea maps were inaccurate with respect to text information. Analysis of topic-knowledge assessments and videotaped map constructions showed that misconceptions and task constraints contributed to the misrepresentation of scientific concepts in the idea maps made by seven of the preservice teachers. Findings suggest that preservice teachers could benefit from acquiring a sound knowledge base in science topics, developing a systematic way to examine their own knowledge of science topics, and having extensive practice in constructing idea maps, which have a research base as an instructional tool. (Contains 52 references, as well as one table and three figures of data. An appendix presents four statements and claims of partial knowledge.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for the Study of Reading, Urbana, IL.