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Bringing Closure to Problems

presented on. about. Bringing Closure to Problems. Saturday 8 October 2005. by. with. who uses. Hal White. Concept Mapping. from the. Dept. of Chemistry and Biochemistry.

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Bringing Closure to Problems

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  1. presentedon about Bringing Closure to Problems Saturday 8 October 2005 by with who uses Hal White Concept Mapping from the Dept. of Chemistry and Biochemistry

  2. What does it mean when a student says, I understand?.... Does understanding mean the same thing to that student that it does to another student or to you, the professor?..… How can students demonstrate their understanding to others?

  3. Good Assignments Provide Accountability Students can demonstrate what they understand. Instructors can assess how well students understand.

  4. Considerations for PBL Assignments • Individual or group response? • Course/problem content objectives? • General education and PBL goals? • Graded or not? • Difficulty? (Bloom’s Taxonomy) • Interest level for students? • Form of the response?

  5. PBL Problem Assignments Visual Assignment Prepare a concept map incorporating the major issues related to this problem.

  6. What is a Concept Map “a general method with which one can clarify and describe people’s ideas about some topic in a graphical form” Katsumoto 1997 a pictorial representation that shows the relationships between and among a connected set of concepts and ideas

  7. Purposes for Concept Mapping • Generate ideas (brainstorming) • Design complex structures (long texts, web-sites) • Communicate complex ideas • Aid learning by explicitly integrating new and old knowledge • Assess understanding or diagnose misunderstanding

  8. Short AssignmentArrange the following three terms and connect them with arrows and linking phrases Bacteria Pneumonia Antibiotics

  9. Variations on a Theme Causedby Pneumonia Bacteria Antibiotics Treated with Kill Kill Treatment for Can cause Antibiotics Bacteria Pneumonia Can cause Bacteria Pneumonia By reversing the arrows, changing the linking words, and adding color, the focus and emphasis changes. Treatment for Killed by Antibiotics

  10. History of Concept Mapping • Developed by Joseph D. Novak at Cornell University in the 1960’s • Based on the ideas of David Ausubel who stressed the importance of prior knowledge for constructing new understanding

  11. Concept Map Showing Key Concepts in Concept Mapping CONCEPT MAPS WORDS have are have have LINKING WORDS Can be CONCEPT LABELS CONTEXT DEPENDENT is HIERARCHY To form SYMBOLS of for To form CONCEPTS from PROPOSITIONS represents As stored in are are are Are stored in MOST GENERAL MOST IMPORTANT form PERCEIVED REGULARITIES RELATIONSHIPS COGNITIVE STRUCTURE to Memorized by are in in are MOST SPECIFIC LEAST IMPORTANT Achieved by KNOWLEDGE CLAIMS EVENTS OBJECTS LEARNING Related to e.g. e.g. Can be RAINING EXPLOSION PHOTOSYNTHESIS DOG LEAF WOMAN ROTE are MEANFUL Perception is Adapted from: Joseph Novak (1991) Clarify with Concept Maps,The Science Teacher 58(7), 45-49.

  12. CONCEPT MAP OF CONCEPT MAPPING Propositions Ideas Linear Text Study & Revision Aid may develop related by relate alternative to Concepts Metacognition used as awareness of Classroom Teachers consists of Concept Maps Learning Processes suitable for used as of Research & Assessment Tool may increase to assess increasing Learning Learning Effectiveness reveals may address Misconceptions Enjoyment improving Affective Objectives such as increasing Feelings & Values to do with Motivation Interest Adapted from K. S. Taber (1994) Physics Education 29(5) 276-281

  13. A Concept Map Based on the Proposition:Without the industrial chemical reduction of atmospheric nitrogen, starvation would be rampant in third world countries. Starvation and Famine FOOD Deprivation leads to Requiring more Population Growth Can be limited by Predicted by Leading to Contains Malthus 1819 Required for Climate Protein Human Health and Survival Such as in Eastern Europe Politics Includes Used by humans as Essential Amino Acids Can be increased by Economics and Made by India Distribution Animals Grains Legumes Africa Agricultural Practices Such as Eaten by Possess Such as Plants Pesticides Genetics & Breeding Herbicides Irrigation Required for growth of Symbiotic Bacteria Fertilizer Which significantly supplements naturally That produce “Fixed” Nitrogen Made from In the By reducing J. Chem. Educ. 82:1570 (2005) NH3 Haber-Bosch Process Atmospheric N2

  14. Academic Metabolism in the Sciences H.S. Graduate $ B.S. * M.S. $ Thesis Frustration Ph.D. CareerChange Law, Medicine, Computer Science, Organic Farming Industry Publications Disillusionment ‡ Postdoc Walk-on-H2O Letters Poverty Publications Asst. Prof. Grad. Students No Tenure Grants Publications DuPont Hercules Shunt Degraded Grad. Students Assoc. Prof. Govt Lab Director Job Offers Publications, Awards Higher Administration Full Prof. Chairperson # * Nonobligatory Intermediate Golden Handshake Enemies Friends ‡ Unstable intermediate often with sequential states # Microscopic Reversibility Questioned

  15. Stages in the Constructionof a Concept Map Brainstorming Stage Organizing Stage Layout Stage Linking Stage Revising Stage Finalizing Stage

  16. 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.

  17. 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.

  18. 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.

  19. Linking Stage • Use 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.

  20. 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

  21. Finalizing the Concept Map • After your group has agreed on an arrangementof 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.

  22. Peer Evaluation of Concept Maps Compare the concept maps and rank order them with respect to the following criteria: • 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?

  23. Where does Concept Mapping Fit Into PBL? depends on Problem-Based Learning Cooperative Learning Groups uses Individual Accountability working on need reflected in expected by has tied to Group Accountability Problems Faculty Students Society Grades Learning Goals that are Content Objectives including Process Skills based on Real World Open-ended Complex achieved with Examinations Group Assignments reflected in including Peer Evaluation such as to promote Writing Assignments seen in should limit Individual Learning that address and minimize Divide and Conquer Strategies Concept Mapping Academic Dishonesty such as that display Scholarly Synthesis Organization Disciplinary Rhetoric Student Voice that incorporate Leadership Communication Conflict Management Sharing Information Accepting Information Peer Evaluation that access Term Papers PBL Problems Case Studies Revision Peer Feedback Library & Internet Resources informed by

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