The comparison study of Chinese and American secondary school students’ knowledge structure—an experimental research based on concept map assessment technique

• Published in: Frontiers of education in China Vol. 4; no. 2; pp. 286 - 297
• Main Authors: Zhang, Liping, Wang, Yan, Dong, Boqing, Zhou, Zengyao
• Format: Journal Article
• Language: English
• Published: Heidelberg SP Higher Education Press 01.06.2009; Springer; Higher Education Press Limited Company
• Subjects: Achievement tests; China; Cognitive Structures; Comparative Analysis; Comparative Education; Concept Mapping; Education; Educational Improvement; Foreign Countries; Knowledge; Learning; Research Article; Science Teachers; Secondary School Students; Teaching Methods; United States; United States; China; United States > US; subject knowledge structure; 美国中学生; American secondary school students; Chinese secondary school students; 学科知识结构; 知识结构评价; 中国中学生; knowledge structure assessment; concept map assessment; 概念图评价
• ISSN: 1673-341X; 1673-3533
• DOI: 10.1007/s11516-009-0015-0

A concept map is a schematic device for representing a set of concept meanings embedded in a framework of propositions. It can be used to evaluate students’ knowledge structure. This article introduces the comparative study of Chinese and American secondary school students’ knowledge structure. They are compared quantitatively and qualitatively in terms of mean score, individual proposition scores, proposition choice and map structure. The results indicate that students’ knowledge structures in the two countries are remarkably different. Compared with American students, Chinese students’ ability to take an exam is stronger and their mean score is higher. However, Chinese students need to improve their general knowledge and creativity although their basic knowledge is solid and they are better in mastering discipline knowledge and knowledge application.