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2015_04_01_03

Issues > Úroveň 3 > section1
TEACHER´S SUBJECT MATTER STRUCTURING AND CONCEPTUALIZATION OF STUDENTS´ KNOWLEDGE
[STRUKTUROVANIE UCIVA UCITELOM A KONCEPTUALIZACIA POZNATKOV ZIAKOV]

Jana Duchovicova – Denisa Gunisova

DOI: 10.18355/PG.2015.4.1.33-49

Abstract
Study concerns with linear and non-linear structures of a subject matter which are used by teachers in exposing new topic in the social science subjects and with identification of their impact on conceptualization of students´ knowledge which is reflected in structure, hierarchy and branching of concepts in the topic and relations among them. The aim of the research was to find out relations in application of identified kinds of subject matter structuring, particularly linear structuring from bottom to top, linear structuring hand out and non-linear structuring, in mediating the contents of chosen themes in social science subjects and conceptualization of students´ knowledge in upper secondary education. In the research, there were applied behavioural methods, particularly micro-instructional analysis and mental mapping and for data evaluation, Kruskal-Wallis test was used. In result analysis was found out that various kinds of subject matter structuring directly impact the conceptualization of students´ knowledge expressed through concepts and their structure, hierarchy and branching in their mental maps. Students whose teacher applies non-linear kind of structure reached statistically significant positive differences in all researched categories, hypotheses were supported. In non-linear structure, students reached the highest average rates in recorded relations among concepts, also indicated the most concept hierarchies and recorded the highest average rate of concept branching.

Key words
subject matter structuring, conceptualization of knowledge, linear structure, non-linear structure, concept mapping, hand out, key concept structuring, spatial learning strategies, meaningful learning, psycho-didactics, cognitive education

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