Transcript isb202_ctools_5_03

Question:
Is there a correlation between students’ concept
map and their written explanation of a problem?
Methods:
1. Develop a diagnostic problem
2. Build into instructional design
3. Student complete as homework
4. Develop coding scheme and analyze
The Grandma Johnson Problem
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?
Task: Create a concept map that illustrates your understanding of the
relationship between these 10 concepts in the context of the Grandma Johnson
problem. You may add up to 5 extra concepts if you need them to explain the
problem more clearly.
photosynthesis
respiration
carbon cycle
decomposers
primary producers
consumers
carbon dioxide
glucose
energy
oxygen
1. Work on the problem individually first, save it in CTOOLS, and print a hard
copy.
2. Work on the problem with a partner. Both of you can retrieve your concept
maps, discuss, revise and produce the best final map to which both of you have
contributed.
3. Submit all three maps - yours, your partner's and the FINAL MAP you
completed together - Please put the final map on top, with both of your names.
Staple them together (5 pts off if not stapled).
The Spider Monkey Problem
Deep within the remote forest of Guatemala, the
remains of a spider monkey were buried under an
enormous mahogany tree. Although rare, jaguars have
been spotted in this forest by local farmers. Use
coherently written sentences and clearly labeled
drawings to explain how a carbon atom in glucose
contained within the muscle cells of the spider monkey
might become part of a cell within the stomach lining
of a jaguar. Provide a written description of the
processes AND organisms the carbon atom must go
through to cycle through the ecosystem. Include a
clearly labeled drawing of the system. (Note: the
jaguar does not dig up the monkey and eat the
remains!)
Task: Create a concept map that illustrates
your understanding of the hierarchy and
relationships between these 10 concepts:
photosynthesis
respiration
carbon cycle
decomposers
primary producers
consumers
carbon dioxide
glucose
energy
oxygen
Key Concepts - Spider Monkey Problem
Concept in Extended Response
Links on Concept Map
1. Decomposers perform respiration.
decomposers / respiration
2. Respiration releases CO2.
respiration / CO2
decomposers / CO2
3. Primary producers perform
photosynthesis.
primary producers / photosynthesis
4. Photosynthesis requires intake of CO2.
photosynthesis / CO2
primary producers / CO2
5. Photosynthesis produces glucose.
photosynthesis / glucose
primary producers / glucose
6. Carbon moves through food chain to
consmers (e.g. Jaguar).
consumer / primary producer
consumer / glucose
Coding Criteria
Each key concept coded
•
•
•
•
•
correct [C]
incorrect [I]
non-informative [N]
absent [A]
for both concept map
and extended
response.
Each key concept counted as a
• Match:same coding on
map and writing or
• No match: different
coding on map and
writing
% Matches Between Concept Map and Extended
Response - Jaguar Problem
ISB 202
40.3%
Match
59.7%
No Match
n=31
% of Students Including Concept on Concept Map vs.
Extended Response - Jaguar Problem
ISB 202
Concept Map
Extended Response
100.0
% of Students Including
90.0
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
decomposers
perform cellular
respiration
release of CO2
primary producers
perform
photosynthesis
intake of CO2
production of
glucose
movement through
food chain
Concept
n=31
of non-matches, % of cases in which the concept was
included on the concept map only vs. extended
response only - Jaguar problem
Concept Map Only
48.6%
51.4%
Extended Response
Only
The Plant Adaptation Problem
Problem: In this course, we have
claimed that land plants were the
first truly terrestrial organisms.
However, most biologists contend
that the saturated soils on land
were undoubtedly teaming with
bacteria, archaea, and protists
long before land plants evolved.
In light of this, what does the
phrase "truly terrestrial” mean?
To answer this question follow
these instructions:
Task: Make a concept map using the following concepts:
adaptation
dispersal
fitness
flowers
fruit
leaves
photosynthesis
reproduction
roots
seeds
vascular tissue
2. PRINT one copy for yourself then SUBMIT a copy electronically.
3. Then, using your concept map, write a short response to answer the question
by explaining the problems plants had to overcome to live on land and explain
the adaptations that allowed plants to overcome those problems.
4. After you finish you short response, print it out and use a highlighter to
highlight the statements (propositions) you used directly from your concept
map. You should have elaborated (explained) further upon these statements in
your written response.
5. Hand in hard copy of (a) concept map and (b) written, highlighted answer.
Key Concepts - Plant Adaptation Problem
Key Concepts in Extended Response
Links on Concept Map
1. Adaptation increases fitness.
adaptation / fitness
2. Fitness “is” reproduction.
fitness / reproduction
3. Vascular tissue is an adaptation for
getting water on land.
vascular tissue / roots
4. Leaves are and adaptation for
photosynthesis on land.
leaves / photosynthesis
5. Flowers are an adaptation for
reproduction on land.
flowers / reproduction
6. Seeds are an adaptation for dispersal on
land.
seeds / dispersal
Matches Between Concept Map & Extended Response
Plant Adaptation Problem
Upper 25% of Students
40.9%
Match
59.1%
No Match
n=44
Concept Present: Both C-Map & Extended Response
Plant Adaptation Problem
Upper 25% of Students
Concept Map
Extended Response
100.0
% of Students Including
90.0
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
adaptation
increases fitness
fitness is
reproduction
vascular tissue for
water
leaves for
photosynthesis
flowers for
reproduction
seeds for dispersal
Concept
n=44
Non-matches: Concept Included on C-map or
Extended Response Only
Plant Adaptation Problem
Concept Map Only
40.4%
59.6%
Extended Response
Only