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Henry C. Encabo Brokenshire College
Ed u c 11 Lectures Click to add Text
Topics constructivism and • A review on constructivism cognitive schema • Basics of Concept Mapping
Topics constructivism and • A review on constructivism cognitive schema • Basics of Concept Mapping
Mental
EXERCISE
A lady in red was sitting in a dimly lit corner…
Nearby, a man was staring at her. He smiled and his eyes glazed in interest. He “whistled” at the lady…
She noticed him. She winked at him and gave him a smile…as if teasing him…
The man, had a huge grin…reached for his pocket. He opened his wallet as if looking for cash… He had “enough”. He said “This will be good time” He then walked towards the woman…
What do you think happened NEXT?
Hi honey, lets go and watch a movie…
Brain Systems
(Novak, 2008)
Factual Schema Stares & whistles at Woman
Man
dressed is sitting
is looks
Sexy
examines his
Dimly lit Corner Smiling
Old
Wallet
Semantic Schema stares & whistles Woman
Man
entices
dressed
thinks of woman as
is looks
Sexy
is looking for customers
examines his
is Smiling
Old
Dimly lit Corner Prostitute
Can afford
Wallet
Some Lessons from Constructivism •
We tend connect, associate and organize objects/concepts to make them “meaningful”
•
We tend accomodate and assimilate objects/concepts to make them “meaningful”
•
We construct our own complex “meanings”
•
We use what we “remember” and what we “feel” in constructing
meaning
Concept Map stares & whistles Woman
Man
entices
dressed
thinks of woman as
is looks
Sexy
is looking for customers
examines his
is Smiling
Old
Dimly lit Corner Prostitute
Can afford
Wallet
Concept Maps Graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts .
Some terms to remember
Concept A perceived regularity in events or objects, or records of events or objects, designated by a label (Novak, 2008)
Woman
Man
Some terms to remember
Proposition Statements about some object or event in the universe, either naturally occurring or constructed. Propositions contain two or more concepts connected using linking words or phrases to form a meaningful statement.
Woman
(Novak, 2008)
is looking for customers
Dimly lit Corner
Some terms to remember
Cross links Relationships or links between concepts in different segments or domains of the concept map.. (Novak, 2008)
Cross links stares & whistles Woman
Man
entices
dressed
thinks of woman as
is looks
Sexy
is looking for customers
examines his
is Smiling
Old
Dimly lit Corner Prostitute
Can afford
Wallet
Designing a Concept Mapping Task
Start with a “focus question ” Why do we have seasons? How do we measure time? How do plants bear flowers?
Why do we have seasons?
Lets try this! Draw a concept map:
How do children learn?
Some Notes • You may need to teach students how to make a concept map before asking them to do one • There are many different ways of constructing concept maps • There is a hierarchical structure of concepts
Some Notes
• Some concept maps deviate from the
focus question • You can observe both “knowledge structure” and “misconceptions”
Lets try another one! Make a concept map using a “parking lot”:
How do children learn? Imitation
Children
Self-Regulation
Observation Memory
Teacher
Other People
Higher Order Thinking
Brain
Practice
Learning Materials
Metacognitive Skills
My Concept Map Children Other People Uses e.g. designs.
Brain Senses
Learning Materials
Teacher
make
that develops
develop that develops
Observation Memory That s/he as
Then uses
Metacognitive Skills
Self-Regulation
Imitation
improves That s/he
Practice
Higher Order Thinking
improves
Some Notes
• The “parking lot” does not make it easier to connect concepts. • Some concepts may remain in the “parking lot” if the mapmaker sees no good connection for these with other concepts in the map
Some Notes
• Teachers “expert map”/ “criterion map” can serve as bases for scoring, comparison and analysis. • “Expert maps” can also be made experts on the subject matter.
Some Notes
• With Concept Maps you can spot the ff • Concepts frequently associated with the focus question (trending) • Concepts that students did not connect to the focus question or rarely does so, (Gaps) • Wrong propositions, wrong concepts (Misconceptions? Or lack of k)
Designing Steps • Create a focus question • Generate “parking lot” • Generate an “expert map/ criterion map” • Review and continually revise expert map
Using CMaps
Scoring & Analyzing CM
Scoring & Analyzing CM • Rubrics
Scoring & Analyzing CM
Other ideas
• A concept map can take time to build. It can be revised and improved across time • Concept maps can be used in teaching, where the focus is to help students build understanding from an initial concept map upto a more complete one