Mapping to Know: The Effects of Representational Guidance and Reflective Assessment on Scientific Inquiry
Eva Erdosne Toth, Daniel D. Suthers, Alan M. Lesgold March 2002 Science Education v86 n2 p264-286
This article from Science Education describes a study that evaluated of empirical evidence against multiple hypotheses. The article focuses on the effect of technology-based knowledge-representation tools and the effect of reflective assessment on learning to act and think scientifically. The technological tools of the framework allowed students to represent their developing knowledge of natural phenomena either in writing or with graphical mapping. The reflective assessment used was a form of inquiry rubrics that indicated specific assessment criteria for the various components of scientific inquiry. The results indicated that the use of evidence mapping is more effective than writing, and that evidence mapping was greatly enhanced by the use of reflective assessment throughout the inquiry process.