Model for
Learning - System
Concept Maps
low tech: high tech
Do C-maps help students learn?
How well do C-maps reveal
students’ thinking?
What evidence will we accept?
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Questions
o
Pr
How many of you are familiar with concept
maps?
How many of you used concept maps for
teaching tools and/or assessment tools?
If a concept mapping tool was easily
accessible on the web, would that influence
your decision to use them?
i
p
ty
to
Kn
ow
l
l
ca
ed
ge
Concepts are...
-b
as
ed
Lexical
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Knowledge-based
Lexical
rock: a naturally formed solid that is an
aggregate of one or more minerals
Your associations with the
term “rock”.
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Prototypes
Rock: prototype/exemplar
Which is
the baby?
Which is
a bachelor?
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Prototypes
6CO2 + 6H2O
Sorrow
C6H12O6 + 6O2
Prototypes
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Concept Maps
cycle
are
represent
display
Knowledge or
Understanding
Visual Diagrams
Or Models
Used for
Structure
Hierarchy
is constructed
with
Assessment
connected
with
has
has
Text
Concepts
Linking Words
Organization
Context
promotes
What is the power of visual models?
Reflection &
Learning
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Prior
Knowledge
New
Information
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Goal: Demonstrate your ability to develop a concept map using low tech and high
tech tools.
LOW Tech
C-Map Context:
Wetlands are among the most productive ecosystems in the world, more
productive than tropical rainforests. Differences in rates of primary productivity
are influenced by moisture and temperature. Importantly, the carbon cycle is key
to fluctuations in primary productivity. Since primary productivity is examined
and understood at many scales, from the cellular to ecosystem level, it is
necessary that you revisit your thinking about major concepts related to the
carbon cycle and primary productivity.
Goal: explain evolution by natural selection
Use C-TOOLS to make a concept map that illustrates both the hierarchy and
relationships between and among concepts listed below. You may add up to 3
additional concepts if needed. WORK in PAIRS with Postits.
Photosynthesis
Respiration
Carbohydrates
Primary productivity
Carbon dioxide
Water
Oxygen
Energy
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Individual Problem
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What do different forms of
assessment reveal?
List the concepts for an exemplary short
answer
Now make a concept map using those
concepts
Compare extended responses with c-map
What evidence from both types of
assessment illustrate students’
understanding and misconceptions?
Explain the phenotypic changes in the tree
and the animal. Use your understanding of
evolution by natural selection.
Write a short answer
Develop a rubric with your team
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Instructional Design/Pedagogy
Question
•
•
•
Do instructional designs and pedagogy
that enable students to learn how to
make connections among concepts
affect their understanding of complex
problems?
Concept Map 1 -- ecosystem
principles carry over
Concept Map 2 -- biogeochemical cycles
•
principles carry over
•
Concept Map 3 -- natural selection
•
principles carry over
•
•
•
•
Concept Map 4 -- inheritance
principles carry over
Concept Map 5 -- biodiversity
Summative assessment
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The Grandma Johnson Problem
Summative Assessment
Hypothetical Scenario: Grandma Johnson had very
sentimental feelings toward Johnson Canyon, Utah
where she and her late husband had honeymooned
long ago. Her feelings toward this spot were such
that upon her death she requested to be buried
under a creosote bush overlooking the canyon. She
loved the idea that she'd become part of the
wonderful wilderness and live on through the
wildlife that lived there. Think to yourself and begin
to trace the path of a carbon atom from Grandma
Johnson's (GJ) remains to where it could become
part of a coyote (NOTE: the coyote WILL NOT
dig up Grandma and consume any of her remains).
What fundamental pathways and processes of
biology will be involved in the transit of GJ's
carbon atoms to that of the wild coyote in Utah?
Synthesis level questions
Grandma Johnson
Radish
Dinosaur/Tree
Compare responses with control class - did
not integrate concept maps
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Radish problem (2)
Radish Problem
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Experimental Setup:
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Weighed out 3 batches of radish seeds each weighing
1.5 g.
!
Experimental treatments:
» 1. Seeds placed on moistened paper towels in LIGHT
» 2. Seeds placed on moistened paper towels in DARK
» 3. Seeds not moistened (left DRY) placed in light
After 1 week, all plant material was dried in an
oven overnight (no water left) and plant biomass
was measured in grams.
Predict the biomass of the plant material in the
various treatments.
» Water, light
» Water, dark
» No water, light
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Results: Weight of Radish Seedlings
1.46 g
1.63 g
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Goal: explain evolution by natural selection
1.20 g
Write an explanation about the results.
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Analysis
Individual Problem
Coding of extended responses
• Explain the phenotypic changes in
Identification of misconceptions
the tree and the animal. Use your
understanding of evolution by
natural selection.
Comparison with control , e.g.,
% of key concepts included
% of students including specific key concepts
% of students including specific misconceptions
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