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.
Is there a correlation between students’ concept map and their written explanation of a problem?
1. Develop a diagnostic problem
2. Build into instructional design
3. Student complete as homework
4. Develop coding scheme and analyze
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.
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).
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
Each key concept coded
for both concept map and extended response.
Each key concept counted as a
Match:same coding on map and writing or
Nomatch: different coding on map and writing
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
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.