Transcript CMapWorkshop

Wrapping up a with Concept
PBL Problem
Mapping
entitled
ITUE Workshop
presented on
Friday
19 January 2001
facilitated by
who uses
Hal White
from the
Dept. of Chemistry
and Biochemistry
What does it mean when a student
says, I understand?....
Does it mean the same thing
to him or her that it does
to another student or to you?..…
How can your students demonstrate
their understanding to you?
Wrapping up a PBL Problem:
Concept Mapping
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What is a concept map?
Where did concept mapping originate?
What are the features of a concept map?
Why is concept mapping good for PBL?
How do you construct a concept map?
Planning a concept map for your class.
Concept Map Showing Key Concepts in Concept Mapping
CONCEPT MAPS
WORDS
Can
be
LINKING
WORDS
CONCEPT
LABELS
SYMBOLS
for
CONTEXT
DEPENDENT
To form
CONCEPTS
from
PROPOSITIONS
Are stored in
form
PERCEIVED
REGULARITIES
is
HIERARCHY
RELATIONSHIPS
MOST
GENERAL
COGNITIVE
STRUCTURE
are
MOST
IMPORTANT
to
are
in
EVENTS
e.g.
RAINING
EXPLOSION
PHOTOSYNTHESIS
in
OBJECTS
KNOWLEDGE
CLAIMS
Achieved by
are
LEARNING
e.g.
DOG
LEAF
WOMAN
MOST
SPECIFIC
Can be
ROTE
are
MEANFUL
Perception is
Adapted from: Joseph Novak (1991) Clarify with Concept Maps, The Science Teacher 58(7), 45-49.
LEAST
IMPORTANT
CONCEPT MAP OF CONCEPT MAPPING
Ideas
Propositions
related
Study & Revision Aid
Linear Text
may
develop
by
Concepts
Classroom
Teachers
Metacognition
Concept Maps
suitable for
Research &
Assessment Tool
awareness
of
consists of
Learning
Processes
of
to assess
may
increase
Learning
Learning
Effectiveness
reveals
Misconceptions
Feelings &
Values
Enjoyment
Affective
Objectives
such as
improving
increasing
Motivation
Interest
Adapted from K. S. Taber (1994) Physics Education 29(5) 276-281
Where does Concept Mapping Fit Into PBL?
depends on
Individual
Accountability
Problem-Based
Learning
working on
reflected in
expected by
has
tied to
Grades
Faculty
Students
Society
Learning Goals
Content
Objectives
based on
Examinations
reflected in
Peer Evaluation
that address
and minimize
Academic
Dishonesty
Revision
informed by
Cooperative
Learning Groups
uses
Writing
Assignments
Group
Accountability
that are
including
Process
Skills
achieved with
Group
Assignments
should limit
Divide and Conquer
Strategies
Problems
such
as
Concept
Mapping
Real World
Open-ended
Complex
to promote
Individual
Learning
such as
Term Papers
PBL Problems
Case Studies
Peer Feedback
Scholarly Synthesis
Organization
Disciplinary Rhetoric
Student Voice
Library & Internet Resources
Leadership
Communication
Conflict Management
Sharing Information
Accepting Information
Peer Evaluation
Reducing
Agents
+H2CO3
O2
+ O2
Reversible
Scarlet Cruorine
Acid, Heat,
Organic
Solvents
Irreversible
H2O
Purple Cruorine
Irreversible Decomposition
Acid, Heat,
Organic
Solvents
Conceptual model for the
reactions of “cruorine”
described by Stokes. In
the original drawing, the
shaded squares were
colored to correspond to
the spectral properties of
the porphyrin involved.
Albuminous Precipitate
Reducing Agents
Brown Hematin
Oxidized
Products
O2
Red Hematin
Contains
BLOOD
Contains
Plasma
Which
includes
Clotting
Factors
Red Blood Cells
BLOOD TRANSPORT
OF OXYGEN
CHEMISTRY
Lyse in water
to release
Oxygen
In lungs
OXYGENATION AND DEOXYGENATION
Oxyhemoglobin
(Scarlet Cruorine)
Arterial
Blood
Deoxyhemoglobin
(Purple Cruorine)
Venous
Blood
In tissues
Reversible dissociation
Oxygen
Such
as
H2CO3
Fibrinogen
Has a
distinctive
Absorption
Spectra
Observable
with a
Spectroscope
Protein
Precipitate
Heme
Spontaneously reacts
with oxygen forming
Brown
Hematin
Soluble in
Reducing
Agents
H2O
irreversible
slow
SnII
Acid
Ether
fast
FeII
Oxidized
Products
SnIV
Reduced
Carbon
(Food)
Carbon
Dioxide
CELLULAR RESPIRATION
BIOLOGY
FeIII
Stabilized by
2H+
Anionic
Hematin
In tissues
O2
Heat, Acid, Ethanol
decomposition to form
Colored Compound
Water
Soluble in
Aqueous
Base
Tartaric Acid
Indigo
HEMATIN FORMATION
AND SEPARATION
Colorless
Product
OXIDATION AND Oxygen
REDUCTION REACTIONS
Concept map
illustrating the
relationships
among significant
words and ideas in
Stokes’ 1864 article.
facilitated by
Recombination
and a
of the
High Mutation
Rate
Segmented RNA
Genome
that
encodes
in
Co-infected
Host Cell
that
causes
a
known as
Antigenic Drift
selected to
evade
Changes in
Surface Antigens
that operates on
provide
Antibodies
Selection
that recognize
and
5 Other
Proteins
Hemagglutinin
Neuraminidase
hydrolyses
binds to
Sialic Acid Residues
of
the
of
Host Cell Surface
Glycoproteins
Replication
followed by
1957
Hong Kong
Flu
Unfavorable
Phenotypes
Host
Responses
and
Pandemics
1918
Spanish
Flu
Favorable
Phenotypes
including
namely
such as
Non-synonymous
Mutations
yield
Amino Acid
Replacements
slower
leads
to
such
as
Genetic Variation
produces sudden
Antigenic
then
Shift
Mutation
generating
leading to
RNA
Polymerase
results in
requires
Evolution of
Influenza
Virus
with little or no
Phenotypic
Effect
leading to
Genetic Drift
during
Virus Infection
Virus Release
followed by
inhibiting
Fever
Synonymous
Mutations
CHEM-647 Biochemical Evolution
Concept Map for Case Study 4
University of Delaware
H. B. White 10/24/97
Stages in the Construction
of a Concept Map
Brainstorming Stage
Organizing Stage
Layout Stage
Linking Stage
Revising Stage
Finalizing Stage
Brainstorming Stage
• List any and all terms and concepts associated with
the topic of interest.
• Write them on Post It Notes, one word or phrase
per note.
• Don't worry about redundancy, relative importance,
or relationships at this point.
• The objective is to generate the largest possible list.
Brainstorming Stage
Organizing Stage
• Spread concepts on a table or blackboard so that all can be
read easily.
• Create groups and sub-groups of related items. Try to group
items to emphasize hierarchies.
• Identify terms that represent higher categories and add them.
• Feel free to rearrange items and introduce new items omitted
initially.
• Some concepts will fall into multiple groupings. This will
become important in the linking stage.
Organizing Stage
Layout Stage
• Arrange terms so that they represent your collective
understanding of the interrelationships and connections
among groupings.
• Use a consistent hierarchy in which the most important
concepts are in the center or at the top.
• Within sub-grouping, place closely related items near to each
other.
• Think in terms of connecting the items in a simple sentence
that shows the relationship between them.
• Feel free to rearrange things at any time during this phase.
• Do not expect your layout to be like that of other groups.
Layout Stage
Linking Phase
• Use lines with arrows to connect and show
the relationship between connected items.
• Write a word or short phrase by each arrow
to specify the relationship.
• Many arrows can originate or terminate on
particularly important concepts.
Revising Stage
• Carefully examine the draft concept map.
• Rearrange sections to emphasize
organization and appearance.
• Remove or combine items to simplify.
• Consider adding color or different fonts.
• Discuss any aspects where opinions differ
Finalizing the Concept Map
• After your group has agreed on an
arrangement of items that coveys your
understanding, convert the concept map
into a permanent form that others can
view and discuss.
• Be creative in a constructive way through
the use of colors, fonts, shapes.
Evaluating Concept Maps
 Accuracy and Thoroughness. Are the concepts and relationships
correct? Are important concepts missing? Are misconceptions
apparent?
 Organization. Is the concept map laid out in a way that higher
order relationships are apparent and easy to follow? Does it have a
title?
 Appearance. Is the assignment done with care showing attention
to details such as spelling and penmanship? Is it neat and orderly
or is it chaotic and messy?
 Creativity. Are there unusual elements that aid communication or
stimulate interest without being distracting?