| concept maps for science: Visualizing Social Science Research Johannes Wheeldon, Mauri K. Ahlberg, 2011-07-12 This introductory text presents basic principles of social science research through maps, graphs, and diagrams. The authors show how concept maps and mind maps can be used in quantitative, qualitative, and mixed methods research, using student-friendly examples and classroom-based activities. Integrating theory and practice, chapters show how to use these tools to plan research projects, see analysis strategies, and assist in the development and writing of research reports. |
| concept maps for science: Thinking Connections Frederick Burggraf, 1998 The concept maps contained in this book (for grades 7-12) span 35 topics in life science. Topics were chosen using the National Science Education Standards as a guide. The practice exercise in concept mapping is included to give students an idea of what the tasks ahead will be in content rich maps. Two levels of concept maps are included for each topic so that teachers can easily differentiate their assignments. The structure, features, and notations of concept maps are fully explained. Map topics relate to cell biology, plant biology, animal biology, and human biology. (Author/DDR) |
| concept maps for science: Concept Mapping for Planning and Evaluation Mary Kane, William M. K. Trochim, 2007 This is a complete guide to the concept mapping methodology and strategies behind using it for a broad range of social scientists - including students, researchers and practitioners. |
| concept maps for science: Teaching Science for Understanding Joel J. Mintzes, James H. Wandersee, Joseph D. Novak, 2005-02-21 Teaching Science for Understanding |
| concept maps for science: Learning How to Learn Joseph D. Novak, D. Bob Gowin, 1984-09-28 For almost a century, educational theory and practice have been influenced by the view of behavioural psychologists that learning is synonymous with behaviour change. In this book, the authors argue for the practical importance of an alternate view, that learning is synonymous with a change in the meaning of experience. They develop their theory of the conceptual nature of knowledge and describe classroom-tested strategies for helping students to construct new and more powerful meanings and to integrate thinking, feeling, and acting. In their research, they have found consistently that standard educational practices that do not lead learners to grasp the meaning of tasks usually fail to give them confidence in their abilities. It is necessary to understand why and how new information is related to what one already knows. All those concerned with the improvement of education will find something of interest in Learning How to Learn. |
| concept maps for science: Uncovering Student Ideas in Life Science Page Keeley, 2011 Author Page Keeley continues to provide KOCo12 teachers with her highly usable and popular formula for uncovering and addressing the preconceptions that students bring to the classroomOCothe formative assessment probeOCoin this first book devoted exclusively to life science in her Uncovering Student Ideas in Science series. Keeley addresses the topics of life and its diversity; structure and function; life processes and needs of living things; ecosystems and change; reproduction, life cycles, and heredity; and human biology. |
| concept maps for science: Learning, Creating, and Using Knowledge Joseph D. Novak, 2010-02-02 This fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic well being in today's knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Novak’s pioneering theory of education presented in the first edition remains viable and useful. This new edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational ─ that is, concept maps, created with the use of CMapTools and the V diagram. The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimised by CMapTools software. CMapTools software is highly intuitive and easy to use. People who have until now been reluctant to use the new technologies in their professional lives are will find this book particularly helpful. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity. |
| concept maps for science: Handbook of Research on Collaborative Learning Using Concept Mapping Lupion Torres, Patricia, de C ssia Veiga Marriott, Rita, 2009-07-31 This new encyclopedia discusses the extraordinary importance of internet technologies, with a particular focus on the Web. |
| concept maps for science: Teaching Nursing Using Concept Maps Linda Caputi, Deanne Blach, 2008 |
| concept maps for science: Knowledge and Information Visualization Sigmar-Olaf Tergan, Tanja Keller, 2005-06-27 formation. The basic ideas underlying knowledge visualization and information vi- alization are outlined. In a short preview of the contributions of this volume, the idea behind each approach and its contribution to the goals of the book are outlined. 2 The Basic Concepts of the Book Three basic concepts are the focus of this book: data, information, and kno- edge. There have been numerous attempts to define the terms data, information, and knowledge, among them, the OTEC Homepage Data, Information, Kno- edge, and Wisdom (Bellinger, Castro, & Mills, see http://www.syste- thinking.org/dikw/dikw.htm): Data are raw. They are symbols or isolated and non-interpreted facts. Data rep- sent a fact or statement of event without any relation to other data. Data simply exists and has no significance beyond its existence (in and of itself). It can exist in any form, usable or not. It does not have meaning of itself. |
| concept maps for science: Applied Concept Mapping Brian Moon, Robert R. Hoffman, Joseph Novak, Alberto Canas, 2011-02-07 The expanding application of Concept Mapping includes its role in knowledge elicitation, institutional memory preservation, and ideation. With the advent of the CmapTools knowledge modeling software kit, Concept Mapping is being applied with increased frequency and success to address a variety of problems in the workplace.Supported by business appl |
| concept maps for science: The Nature of Expertise Michelene T.H. Chi, Robert Glaser, Marshall J. Farr, 2014-01-02 Due largely to developments made in artificial intelligence and cognitive psychology during the past two decades, expertise has become an important subject for scholarly investigations. The Nature of Expertise displays the variety of domains and human activities to which the study of expertise has been applied, and reflects growing attention on learning and the acquisition of expertise. Applying approaches influenced by such disciplines as cognitive psychology, artificial intelligence, and cognitive science, the contributors discuss those conditions that enhance and those that limit the development of high levels of cognitive skill. |
| concept maps for science: MedMaps for Pathophysiology Yasmeen Agosti, 2007-04-01 MedMaps for Pathophysiology contains 102 concept maps of disease processes and mechanisms. The book is organized by organ system and includes classic diseases such as hypertension, diabetes, and congestive heart failure, as well as complex diseases such as lupus and HIV. Each concept map is arranged to visually capture and clarify the relationships between various aspects of each disease, such as biochemical and genetic causes and responses.--PUBLISHER'S WEBSITE. |
| concept maps for science: Innovating with Concept Mapping Alberto Cañas, Priit Reiska, Joseph Novak, 2016-08-20 This book constitutes the refereed proceedings of the 7th International Conference on Concept Mapping, CMC 2016, held in Tallinn, Estonia, in September 2016. The 25 revised full papers presented were carefully reviewed and selected from 135 submissions. The papers address issues such as facilitation of learning; eliciting, capturing, archiving, and using “expert” knowledge; planning instruction; assessment of “deep” understandings; research planning; collaborative knowledge modeling; creation of “knowledge portfolios”; curriculum design; eLearning, and administrative and strategic planning and monitoring. |
| concept maps for science: Mapping Biology Knowledge K. Fisher, J.H. Wandersee, D.E. Moody, 2006-04-11 Mapping Biology Knowledge addresses two key topics in the context of biology, promoting meaningful learning and knowledge mapping as a strategy for achieving this goal. Meaning-making and meaning-building are examined from multiple perspectives throughout the book. In many biology courses, students become so mired in detail that they fail to grasp the big picture. Various strategies are proposed for helping instructors focus on the big picture, using the `need to know' principle to decide the level of detail students must have in a given situation. The metacognitive tools described here serve as support systems for the mind, creating an arena in which learners can operate on ideas. They include concept maps, cluster maps, webs, semantic networks, and conceptual graphs. These tools, compared and contrasted in this book, are also useful for building and assessing students' content and cognitive skills. The expanding role of computers in mapping biology knowledge is also explored. |
| concept maps for science: Advances in Visual Informatics Halimah Badioze Zaman, Peter Robinson, Patrick Olivier, Timothy K. Shih, Sergio Velastin, 2013-10-12 This book constitutes the refereed proceedings of the Third International Conference on Advances in Visual Informatics, IVIC 2013, held in Selangor, Malaysia, in November 2013. The four keynotes and 69 papers presented were carefully reviewed and selected from various submissions. The papers focus on four tracks: computer visions and engineering; computer graphics and simulation; virtual and augmented reality; and visualization and social computing. |
| concept maps for science: Atlas of Science Literacy , 2001 An oversized book with ambitious goals: That's the Atlas of Science Literacy. Asking -- then answering -- such vital questions as: -- What should students learn? -- When should they learn it -- and in what order? -- How does each strand of knowledge connect to other vital threads? This new educational tool from AAAS's Project 2061 graphically depicts connections among the learning goals established in Benchmarks for Science Literacy and Science for All Americans. The Atlas is a collection of 50 linked maps that show exactly how students from kindergarten through 12th grade can expand their understanding and skills toward specific science-literacy goals. But the maps don't just show the sequence of Benchmark ideas that lead to a goal. They also show the connections across different areas of mathematics, technology, and (of course) science -- including gravity, evolution and natural selection, the structure of matter, and the flow of matter and energy in ecosystems. This groundbreaking book is every school's road map to helping children learn science systematically. Using the Atlas of Science Literacy as your guide, trace the prerequisites for learning in each grade, make the connections to support science content, and show the way to the next steps to learning for your students. |
| concept maps for science: Understanding the Nursing Process Lynda Juall Carpenito-Moyet, 2007 Written by the author of the best-selling texts on nursing diagnosis and care plans, Understanding the Nursing Process is the first book to tutor students on the nursing process, concept mapping, and care planning all in one text. It guides students systematically through each step, focusing sharply on fundamental need-to-know concepts and using easy-to-understand case studies and learning activities. To teach care planning, the text presents selected nursing diagnoses and collaborative problems that are appropriate for beginning students and grouped from simple to complex. An Instructor's Resource CD-ROM shows how to use the book in a clinical nursing course. Online Tutoring powered by Smarthinking--Free online tutoring, powered by Smarthinking, gives students access to expert nursing and allied health science educators whose mission, like yours, is to achieve success. Students can access live tutoring support, critiques of written work, and other valuable tools. |
| concept maps for science: Concept Mapping Pamela McHugh Schuster, 2015-09-18 Provides the tools needed to construct care plans for any patient, in any setting, based on accepted standards of care. Introduces critical thinking early in the curriculum. Works with or without nursing diagnoses. Saves time and improves clinical performance. Emphasizes reasoning, improvising, and individualizing patient care. Teaches how to identify patient needs, then organize, prioritize, and implement care quickly. Establishes the relationships between medical and nursing diagnoses, physical assessment data, treatments, medications, laboratory data, and history data. Includes access to Davis's Care Planning & Nursing Diagnosis Resource Center. (Click on the Preview tab to view.) Makes concept mapping easy to understand and implement with... A podcast that explains concept mapping. Test Your Knowledge quiz that ensures you understand the theory behind creating a care map. Case studies that let you practice creating a care map. Templates for creating a concept care map. A care map generator online at DavisPlus with clear, concise instructions. |
| concept maps for science: Structural Knowledge David H. Jonassen, Michael Yacci, Katherine Beissner, 2013-05-13 This book introduces the concept of a hypothetical type of knowledge construction -- referred to as structural knowledge -- that goes beyond traditional forms of information recall to provide the bases for knowledge application. Assuming that the validity of the concept is accepted, the volume functions as a handbook for supporting the assessment and use of structural knowledge in learning and instructional settings. It's descriptions are direct and short, and its structure is consistent. Almost all of the chapters describe a technique for representing and assessing structural knowledge acquisition, conveying knowledge structures through direct instruction, or providing learners with strategies that they may use to acquire structural knowledge. These chapters include the following sections in the same sequence: * description of the technique and its theoretical or conceptual rationale * examples and applications * procedures for development and use * effectiveness -- learner interactions and differences, and advantages and disadvantages * references to the literature. The chapters are structured to facilitate access to information as well as to illuminate comparisons and contrasts among the techniques. |
| concept maps for science: Pedagogy for Conceptual Thinking and Meaning Equivalence: Emerging Research and Opportunities Etkind, Masha, Shafrir, Uri, 2019-11-08 Research in neuroscience and brain imaging show that exposure of learners to multi-semiotic problems enhance cognitive control of inter-hemispheric attentional processing in the lateral brain and increase higher-order thinking. Multi-semiotic representations of conceptual meaning are found in most knowledge domains where issues of quantity, structure, space, and change play important roles, including applied sciences and social science. Teaching courses in History and Theory of Architecture to young architecture students with pedagogy for conceptual thinking allows them to connect analysis of historic artifact, identify pattern of design ideas extracted from the precedent, and transfer concepts of good design into their creative design process. Pedagogy for Conceptual Thinking and Meaning Equivalence: Emerging Research and Opportunities is a critical scholarly resource that demonstrates an instructional and assessment methodology that enhances higher-order thinking, deepens comprehension of conceptual content, and improves learning outcomes. Based on the rich literature on word meaning and concept formation in linguistics and semiotics, and in developmental and cognitive psychology, it shows how independent studies in these disciplines converge on the necessary clues for constructing a procedure for the demonstration of mastery of knowledge with equivalence-of-meaning across multiple representations. Featuring a wide range of topics such as curriculum design, learning outcomes, and STEM education, this book is essential for curriculum developers, instructional designers, teachers, administrators, education professionals, academicians, policymakers, and researchers. |
| concept maps for science: Computers as Mindtools for Schools David H. Jonassen, 2000 This book provides a thorough explanation of MindtoolsM197>alternative ways of using computer applications to engage learners in constructive, higher-order thinking about specific areas of study. It presents a rationale for using these tools, discusses individual Mindtools and their use, and suggests effective ways to teach with each Mindtool. Weaves a critical thinking framework throughout the text. Expands coverage of systems modeling tools with new sections on analysis and reasoning. Adds an entirely new section of the book, which includes chapters on intentional information searching via Internet and visualization tools. For educators and school administrators. |
| concept maps for science: Educational Psychology David Paul Ausubel, Joseph Donald Novak, Helen Hanesian, 1978 |
| concept maps for science: The Great Mental Models, Volume 1 Shane Parrish, Rhiannon Beaubien, 2024-10-15 Discover the essential thinking tools you’ve been missing with The Great Mental Models series by Shane Parrish, New York Times bestselling author and the mind behind the acclaimed Farnam Street blog and “The Knowledge Project” podcast. This first book in the series is your guide to learning the crucial thinking tools nobody ever taught you. Time and time again, great thinkers such as Charlie Munger and Warren Buffett have credited their success to mental models–representations of how something works that can scale onto other fields. Mastering a small number of mental models enables you to rapidly grasp new information, identify patterns others miss, and avoid the common mistakes that hold people back. The Great Mental Models: Volume 1, General Thinking Concepts shows you how making a few tiny changes in the way you think can deliver big results. Drawing on examples from history, business, art, and science, this book details nine of the most versatile, all-purpose mental models you can use right away to improve your decision making and productivity. This book will teach you how to: Avoid blind spots when looking at problems. Find non-obvious solutions. Anticipate and achieve desired outcomes. Play to your strengths, avoid your weaknesses, … and more. The Great Mental Models series demystifies once elusive concepts and illuminates rich knowledge that traditional education overlooks. This series is the most comprehensive and accessible guide on using mental models to better understand our world, solve problems, and gain an advantage. |
| concept maps for science: The psychology of meaningful verbal learning David P. Ausubel, 1968 |
| concept maps for science: Introduction to Concept Mapping in Nursing Patricia Schmehl, 2014 Introduction to Concept Mapping in Nursing provides the foundation for what a concept map is and how to create a map that applies theory to practice. This excellent resource addresses how students will think about applying nursing theory as it relates to concept mapping. This book is unique because it focuses on a broad application of concept mapping, and ties concept mapping closely to critical thinking skills. Furthermore, this book will prepare nursing students to learn how to map out care plans for patients as they talk with patients.Key Features & Benefits* Demonstrates how students can think through every aspect of care by using compare and contrast tactics, critical thinking skills, and experiences a nursing student may encounter * Includes thought-provoking questions to guide the reader through the text * Provides a section on nursing theory complete with exercises and rationales that include concept maps so that students can understand how theory is applied to practice* Written for students with various learning styles, so a broad range of learning activities are included to help readers understand the material |
| concept maps for science: Theory for Education Greg Dimitriadis, George Kamberelis, 2006-03-24 Theory for Education provides a concise and clear introduction to key contemporary theorists, including their lives, major works and ideas. Written for the student in need of a quick introduction or for the scholar brushing up on details, this new volume in the theory4 series presents major thinkers whose work and ideas have shaped critical thinking in our time. Greg Dimitriadis and George Kamberelis underscore the particular relevance of these thinkers for the field of education - their work on education, how others in education have used them and possible future directions for teachers and researchers. Theory for Education's ease of use, clarity and comprehensive scope will be invaluable for those entering the field. Adapted from Theory for Religious Studies, by William E. Deal and Timothy K. Beal. |
| concept maps for science: Active Learning in College Science Joel J. Mintzes, Emily M. Walter, 2020-02-23 This book explores evidence-based practice in college science teaching. It is grounded in disciplinary education research by practicing scientists who have chosen to take Wieman’s (2014) challenge seriously, and to investigate claims about the efficacy of alternative strategies in college science teaching. In editing this book, we have chosen to showcase outstanding cases of exemplary practice supported by solid evidence, and to include practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines. Our intention is to let these distinguished scientists speak for themselves and to offer authentic guidance to those who seek models of excellence. Our primary audience consists of the thousands of dedicated faculty and graduate students who teach undergraduate science at community and technical colleges, 4-year liberal arts institutions, comprehensive regional campuses, and flagship research universities. In keeping with Wieman’s challenge, our primary focus has been on identifying classroom practices that encourage and support meaningful learning and conceptual understanding in the natural sciences. The content is structured as follows: after an Introduction based on Constructivist Learning Theory (Section I), the practices we explore are Eliciting Ideas and Encouraging Reflection (Section II); Using Clickers to Engage Students (Section III); Supporting Peer Interaction through Small Group Activities (Section IV); Restructuring Curriculum and Instruction (Section V); Rethinking the Physical Environment (Section VI); Enhancing Understanding with Technology (Section VII), and Assessing Understanding (Section VIII). The book’s final section (IX) is devoted to Professional Issues facing college and university faculty who choose to adopt active learning in their courses. The common feature underlying all of the strategies described in this book is their emphasis on actively engaging students who seek to make sense of natural objects and events. Many of the strategies we highlight emerge from a constructivist view of learning that has gained widespread acceptance in recent years. In this view, learners make sense of the world by forging connections between new ideas and those that are part of their existing knowledge base. For most students, that knowledge base is riddled with a host of naïve notions, misconceptions and alternative conceptions they have acquired throughout their lives. To a considerable extent, the job of the teacher is to coax out these ideas; to help students understand how their ideas differ from the scientifically accepted view; to assist as students restructure and reconcile their newly acquired knowledge; and to provide opportunities for students to evaluate what they have learned and apply it in novel circumstances. Clearly, this prescription demands far more than most college and university scientists have been prepared for. |
| concept maps for science: Teaching Science With Interactive Notebooks Kellie Marcarelli, 2010-05-18 Increase student learning in the inquiry-based science classroom! Interactive notebooks allow students to record observations, reflect on learning, and self-assess their work. Packed with student examples, this detailed guide explains the unique features that make interactive notebooks more effective tools than conventional notebooks for science classrooms. This resource: Describes the nuts and bolts of implementing interactive notebooks, including execution, time management, and grading Uses the 5E Learning Cycle as the framework for science instruction Emphasizes the importance of writing in science and provides strategies for modeling effective writing Explores strategies to encourage collaborative student inquiry and foster whole-class discussions |
| concept maps for science: Advancing Online Course Design and Pedagogy for the 21st Century Learning Environment Chatham, Daniel, 2021-01-08 The current learning environment is substantially different than what existed for most of the 20th century. Learners and teachers today must navigate in perpetually changing contexts where education is influenced by technological advancement and obsolescence, economic barriers, a changing employment landscape, and even international politics. Studies indicate that employers seek to hire graduates with strong skills in areas coalescing around international awareness, creativity, communication, leadership, and teamwork. Skills and experiences in these areas are necessary preparation for the current economy and to pursue jobs that do not exist yet, while providing some insulation against the obsolescence of industries that lack these characteristics. These interpersonal skills are not often the subject of students’ degrees, yet there are opportunities in online education to cultivate them. With increased interest in new career options comes the need to reconsider how to teach subjects in the increasingly online environment. Advancing Online Course Design and Pedagogy for the 21st Century Learning Environment is a critical reference book that navigates today’s dynamic education requirements and provides examples of how online learning can foster growth in skill areas necessary for career advancement through effective course design. Moreover, it helps educators gain insight into online pedagogy and course design for the 21st century learner and prepares them to convert traditional courses and enhance existing online courses, thereby supporting students’ growth and development in the highly dynamic online learning environment. Focusing on specific learning activities, assessments, engagement, communication techniques, and more, this book provides a valuable resource for those seeking to upgrade teaching and learning into the online environment, those that seek better employment outcomes for their students, and those seeking to explore contemporary online course design strategies or examples. This includes teachers, instructional designers, curriculum developers, academicians, researchers, and students. |
| concept maps for science: Learning Through Visual Displays Gregory Schraw, Matthew T. McCrudden, Daniel Robinson, 2013-07-01 The purpose of the volume is to explore the theory, development and use of visual displays and graphic organizers to improve instruction, learning and research. We anticipate five sections that address (1) frameworks for understanding different types of displays, (2) research-tested guidelines for constructing displays, (3) empirically-based instructional applications, (4) using displays to promote research and theory development, and (5) using displays to report test and research data to improve consumer understanding. Authors represent a variety of perspectives and areas of expertise, including instructional psychology, information technology, and research methodologies. The volume is divided into four sections. Section 1 provides a conceptual overview of previous research, as well as the contents of the current volume. Section 2 includes theoretical perspectives on the design and instructional uses of visual displays from major theorists in the field. These chapters discuss ways that visual displays enhance general cognition and information processing. Section 3 provides eight chapters that address the use of visual displays to enhance student learning. These chapters provide examples of how to organize content and use visual displays in a variety of ways in the real and virtual classroom. Section 4 includes three chapters that discuss ways that visual displays may enhance the research process, but especially improved data display. |
| concept maps for science: Probing Understanding Richard White, Richard Gunstone, 2014-04-23 This work aims to provide teachers at all levels and in all subjects with a greater range of practical methods for probing their students' understanding. These probes are presented in the manner of a starting set, to act as a stimulus to invention, rather than as a comprehensive list. |
| concept maps for science: Spurious Correlations Tyler Vigen, 2015-05-12 Spurious Correlations ... is the most fun you'll ever have with graphs. -- Bustle Military intelligence analyst and Harvard Law student Tyler Vigen illustrates the golden rule that correlation does not equal causation through hilarious graphs inspired by his viral website. Is there a correlation between Nic Cage films and swimming pool accidents? What about beef consumption and people getting struck by lightning? Absolutely not. But that hasn't stopped millions of people from going to tylervigen.com and asking, Wait, what? Vigen has designed software that scours enormous data sets to find unlikely statistical correlations. He began pulling the funniest ones for his website and has since gained millions of views, hundreds of thousands of likes, and tons of media coverage. Subversive and clever, Spurious Correlations is geek humor at its finest, nailing our obsession with data and conspiracy theory. |
| concept maps for science: Thinking Connections , 2005 |
| concept maps for science: The Inclusion of Environmental Education in Science Teacher Education Alec Bodzin, Beth Shiner Klein, Starlin Weaver, 2010-08-13 In the coming decades, the general public will be required ever more often to understand complex environmental issues, evaluate proposed environmental plans, and understand how individual decisions affect the environment at local to global scales. Thus it is of fundamental importance to ensure that higher quality education about these ecological issues raises the environmental literacy of the general public. In order to achieve this, teachers need to be trained as well as classroom practice enhanced. This volume focuses on the integration of environmental education into science teacher education. The book begins by providing readers with foundational knowledge of environmental education as it applies to the discipline of science education. It relates the historical and philosophical underpinnings of EE, as well as current trends in the subject that relate to science teacher education. Later chapters examine the pedagogical practices of environmental education in the context of science teacher education. Case studies of environmental education teaching and learning strategies in science teacher education, and instructional practices in K-12 science classrooms, are included. This book shares knowledge and ideas about environmental education pedagogy and serves as a reliable guide for both science teacher educators and K-12 science educators who wish to insert environmental education into science teacher education. Coverage includes everything from the methods employed in summer camps to the use of podcasting as a pedagogical aid. Studies have shown that schools that do manage to incorporate EE into their teaching programs demonstrate significant growth in student achievement as well as improved student behavior. This text argues that the multidisciplinary nature of environmental education itself requires problem-solving, critical thinking and literacy skills that benefit students’ work right across the curriculum. |
| concept maps for science: Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge Menucha Birenbaum, F. Dochy, 2012-12-06 Achievement assessment has undergone a major shift, from what some call a `culture of testing' to a `culture of assessment'. Nowadays, a strong emphasis is placed on the integration of assessment and instruction, on assessing processes rather than just products, and on evaluating individual progress relative to each student's starting point. This book addresses assessment issues in light of the present state of affairs. The first part discusses new alternatives in the assessment of achievement in various subject areas, focusing on agenda, practice, impact and evaluation of the assessment. The second part deals with issues related to assessment of the learning process, specifically: questions concerning the assessment of individual differences in prior knowledge, learning skills and strategies. |
| concept maps for science: Curriculum Development and Teaching Strategies for Gifted Learners C. June Maker, Shirley W. Schiever, 2010 |
| concept maps for science: Advanced Concept Maps in STEM Education: Emerging Research and Opportunities Tang, Michael, Karunanithi, Arunprakash T., 2017-06-16 Concept mapping has often been acknowledged as an efficient instrument for aiding students in learning new information. Examining the impact this tool provides in STEM fields can help to create more effective teaching methods. Advanced Concept Maps in STEM Education: Emerging Research and Opportunities highlights both the history and recent innovations of concept maps in learning environments. Featuring extensive coverage of relevant topics including object maps, verbal maps, and spatial maps, this publication is ideal for educators, academicians, students, professionals, and researchers interested in discovering new perspectives on the impact of concept mapping in educational settings. |
| concept maps for science: How to Mind Map Tony Buzan, 2002 This practical, mini-guide teaches readers quick-fire methods that will have them creating Mind Maps in minutes, to maximize brainpower and improve creativity. |
| concept maps for science: Silver Burdett Science , 1984 |
CONCEPT Definition & Meaning - Merriam-Webster
The meaning of CONCEPT is something conceived in the mind : thought, notion. How to use concept in a sentence. Synonym Discussion of Concept.
CONCEPT Synonyms: 70 Similar and Opposite Words - Merriam-Webster
Synonyms for CONCEPT: notion, conception, stereotype, theory, generalization, hypothesis, saying, generality; Antonyms of CONCEPT: fact, reality, actuality
CONCEPT | English meaning - Cambridge Dictionary
CONCEPT definition: 1. a principle or idea: 2. to not understand about something: 3. a principle or idea: . Learn more.
Concept - Wikipedia
In a physicalist theory of mind, a concept is a mental representation, which the brain uses to denote a class of things in the world.
Concept - Definition, Meaning & Synonyms - Vocabulary.com
A concept is a thought or idea. If you're redecorating your bedroom, you might want to start with a concept, such as "flower garden" or "outer space." It's a general idea about a thing or group of …
CONCEPT Definition & Meaning | Dictionary.com
a general notion or idea; conception. an idea of something formed by mentally combining all its characteristics or particulars; a construct. a directly conceived or intuited object of thought. a …
concept noun - Definition, pictures, pronunciation and usage …
Definition of concept noun in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
CONCEPT | definition in the Cambridge Learner’s Dictionary
CONCEPT meaning: an idea or principle: . Learn more.
Concept - definition of concept by The Free Dictionary
1. a general notion or idea; conception. 2. an idea of something formed by mentally combining all its characteristics or particulars; a construct. 3. a directly conceived or intuited object of …
Concept Definition & Meaning - YourDictionary
An idea or thought, esp. a generalized idea of a thing or class of things; abstract notion. An original idea, design, etc.; conception. A central or unifying idea or theme. A concept …
Qualitative Evaluation of Prospective Science Teachers’ …
The research group consisted of 15 fourth-year prospective science teachers. The concept maps drawn by the participants were used to describe their conceptual understanding of the atom. For …
Assessing Conceptual Change Instruction Accompanied …
Concept maps are in a harmony with tenets of constructivism. For example; Taber (1994), who employed concept mapping, found positive conceptual gains and stimulated their interests and …
Effects of Concept Mapping Instruction Approach on Students ...
problems of effective teaching and learning of basic science is the concept mapping advocated by Novak and Godwin in 1984. The use of concept maps as a teaching strategy was first developed …
CLASSIFYING LIVING THINGS Performance Standard 12A/11A
characteristics on their concept map pages, showing common features as links. • Have each student explain the basis of his/her classification system and questions to be answered using the …
Using concept mapping as a tool for conducting research: An …
Participant-generated concept maps were created via in-terviews, groups, blogs, and open-ended questionnaires to refine data, integrate and measure knowledge, identify participants’ …
Linking Evidence and Concept Maps in Virtual Environments …
• Prior studies in science education indicate experiment-based learning can enhance students’ mental models of science concepts. • e.g., Duit & Treagust, 1998; McElhaney & Linn, 2011; Rea …
CONCEPT MAPPING AS A MEANS FOR BINDING …
concept maps. Logically, this third teaching component represents an instructional transformation of the de-clarative knowledge represented in propositional concept maps into procedural (or …
CONCEPT MAPPING AS AN AID TO LESSON PLANNING: A …
observed "the use of concept maps can help science teachers develop science curriculum that is hierarchically arranged, integrated, and conceptually driven" (p. 987). They found that peer …
Hierarchical Organization in Concept Maps as a path to …
Souza, et al.: Hierarchical organization in concept maps. 22. Science Education International ¦ Volume 35 ¦ Issue 1. to the concepts when arranging, in a hierarchical way, the . most …
The Theory Underlying Concept Maps and How to Construct …
of concept maps and illustrates the above characteristics. Another characteristic of concept maps is that the concepts are represented in a hierarchical fashion with the most inclusive, most …
Teaching Science in Intermediate and Middle Grades
Teaching Science in Intermediate and Middle Grades (MSED 4311, 21463, Spring 2017) Department of Teacher Education ... Llewellyn, D. (2007). Making the most of concept maps. Science Scope, …
Elementary Science Science - New York State Education …
Wukovite, and Melissa Krawcyyk, students at Daemen College, for matrix assistance and concept maps. iv Elementary Science . ElementaryElementary Science Science Core Curriculum . 2 …
Reading the Concept Map of Physics Teacher Candidates: A …
(Kaya, 2003). Kaptan (1998) explained concept maps as a learning-teaching strategy that shows a bridge between how people realize learning and meaningful learning. When the use of concept …
Retrieval Practice Produces More Learning than Elaborative …
involved creating concept maps. Our findings support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes. Retrieval …
IDENTIFICATION OF MISCONCEPTIONS ABOUT THE HUMAN
of digestive processes. This study highlights the effectiveness of concept maps in identifying specific misconceptions for targeted instruction. Tang, Johnson & et al. (2021) investigated the …
EFFECTIVENESS OF CONCEPT MAPPING STRATEGY ON …
Starr (2015) studied Concept maps as a heuristic for science curriculum development: Toward improvement in process and product. This study outlined the use of concept maps as a tool for …
Concept maps and Vee diagrams: two - JSTOR
A concept map showing key concepts and propositions involved in "human constructivism", uniting meanings from psychology and epistemology. Classroom research using concept maps and vee …
Concept Raps versus Concept Maps: A Culturally Responsive …
education sciences Article Concept Raps versus Concept Maps: A Culturally Responsive Approach to STEM Vocabulary Development Jamaal Young 1,* ID, Jemimah Young 1, Marti Cason 1, …
CONCEPT MAPPING IN THE TEACHING OF PHYSICAL …
concept maps were determined by a pre-post-test design. In addition to fill-in-the blank concept maps, students were asked to create group and individual concept maps, which were used to …
Using Concepts Maps in a Foundation Mathematics Course: …
This paper reports on the findings from the use of concept maps in a mathematics foundation course at a university in Kuwait. The study sample consisted of 130 freshmen students from a …
Concept Maps as Assessments of Expertise: Understanding of …
Concept maps can be used alone or in combination with other assessments; their use needs to be studied with larger groups of students and in other contexts. Keywords concept maps, life …
Learning With Retrieval-Based Concept Mapping - Purdue …
studying with concept mapping (Karpicke & Blunt, 2011). Stu-dents studied educational texts on various science topics and either practiced retrieval or created concept maps of the texts. In the …
ScholarWorks at WMU - Western Michigan University
USING CONCEPT MAPS TO MONITOR KNOWLEDGE STRUCTURE CHANGES IN A SCIENCE CLASSROOM Leah J. Cook, Ph.D. Western Michigan University, 2017 The aim of this research is …
Mind map : learning made simple
Oswaal CBSE Chapterwise Mind Maps, MATHEMATICS, Class-VIII [ 1 Mind map : learning made simple CHAPTER-1 Rational N umbers I n t e g e r s C l o s u r e C o m m u t a t i v A s o c i a t i v e …
Concept Maps (Encyclopedia of Science Education) [To …
Concept maps can support learning science by identifying central concepts from different contexts. The explicitness and compactness of concept maps can help keeping a big picture overview.
Concept Maps on Cloning - University of Utah
Activity 2: Concept Maps on Cloning Use concept maps as pre- and post-tests for the Cloning in Focus module to assess students’ understanding of the topic. The pre-test can assist you in …
Concept Mapping - flaguide.org
Concept maps can then serve as "advanced organizers" (to preview material) and also for review. An instructor can continuously refer to a concept map in class to show how to …
Mastery Learning in the Classroom: Concept Maps, Critical …
exchange of concept maps. Students exchange concept maps and explore their commonalities, differences, the gaps in their respective maps followed by the pruning of errors and extraneous …
Facilitating the Adoption of Concept Mapping Using …
Concept maps are graphical tools that have been used in all facets of education and training for organizing and representing knowledge. When learners build concept maps, mean- ... of basic …
Uses of concept mapping in science learning
Keywords: Concept maps, Science, efficacy, study Introductions In science education, both students and teachers utilize various teaching strategies, one of which is concept mapping. …
Concept Map Assessment for Teaching Computer …
sentations (called concept maps) of the concepts that are important to a given domain and how they are related, according to the students. In recent decades, various methods have emerged to …
A STUDY OF EFFECTIVENESS OF CONCEPT MAPPING IN …
The findings provide evidence that teaching through Concept map positively influences science concept learning which can be facilitative. It helps in gaining better comprehensive …
Exploring Students Science-Related Career Awareness …
science and related fields is often lacking [14,15], which hinders their abilities to support students in developing career awareness. Thus, providing teaching and learning modules for science …
Effects of Touch Technology-based Concept Mapping on …
Feb 15, 2012 · Computerized concept maps Concept mapping for meaningful learning as proposed by Novak and Gowan (1984) a theory of instructiis on based on the meaningful learning …
Research and applications of digital concept mapping in
tablet computers to assist concept maps to improve their learning motivation and achievement. Chou et al. (2022) integr ated concept maps with AR technology to help pupils consolidate what …
The Effects of Utilising the Concept Maps in Teaching History
the concept maps method in the learning of Science helped the Form One students (13 years old) to understand Science concepts clearly and enhanced their knowledge in Science. Kwang (2000) …
USING CONCEPT MAPS IN TEACHING CHEMISTRY IN THE …
Concept mapping naturally integrates literacy and science by providing a starting point for writing about science; this can be particularly helpful for English language learners. Concept maps are …
CONCEPT MAPS AS TOOLS FOR SCIENTIFIC RESEARCH IN …
diary work. A case study is described using three different projects: the first approach concerns the use of concept maps to analyse and review a scientific article, the second is the use of concept …
Concept Maps: a Multipurpose Tool for Environmental Education
by J. Novak, the “father” of concept maps. Environmental Science Curriculum Planning Unit Plan for Classroom Activities State Science Standard Alignment Research Paper Planning Lesson Plan …
Using concept maps for teaching Physics-Chemistry: the …
research aims to examine how the use of concept maps can offer innovative solutions to overcome these specific obstacles. 1.1 Research objectives 1. Explore the multiple uses of concept maps in …
Concept Maps in Nursing Education: A Historical Literature …
Oct 11, 2016 · Concept maps, an educational innovation from science education, have been used in nursing education for more than 25 years. A rich history of ... Concept maps are based on the …
Successive Concept Mapping - JSTOR
standing. We explored the value of using successive concept maps as vehicles for assessing and documenting conceptual learning in a first-year college geology course. A teachers around the …
Concept mapping: A strategy for promoting meaningful …
important information on concept mapping presented in this paper. Figure 3 is an example of a basic science concept map on inflammation. The ability to create concept maps is an acquired …
INTERDISCIPLINARITY OF CONCEPT MAPS - CMC
INTERDISCIPLINARITY OF CONCEPT MAPS Priit Reiska, Aet Möllits Tallinn University, Estonia Email: priit@tlu.ee , aet.m@tlu.ee Abstract. In modern life an increasing percentage of jobs require …
Effects of Touch Technology-based Concept Mapping on …
Feb 15, 2012 · Computerized concept maps Concept mapping for meaningful learning as proposed by Novak and Gowan (1984) a theory of instructiis on based on the meaningful learning …
Concept Mapping Notes - Florida Department of Education
integrated through the concept mapping strategy. Second, discuss the concept mapping strategy and purposes then show some examples and a non-example. Third, share a reading strategy to …
Concept Maps als Methode zur Erfassung des …
- Sind Concept Maps ein geeignetes Verfahren, das Wissenschaftsverständnis zu erheben? - Eignen sich Concept Maps, um Hinweise auf die Ausprägung des Wissen-schaftsverständnisses bei den …
Assessing the use of Concept Maps in the Science Classroom
the addition of concept maps to determine if concept maps affect learning gains in the high school science classroom. The study used 86 traditional Biology students. The students were given both …
Mapping Changes in Science Teachers' Content Knowledge: …
J Sci Educ Technol (2013) 22:287-299 289 knowledge acquisition (Graff 2005; Hough et al. 2007; Ruiz-Primo and Shavelson 1996; Van Zele et al. 2004; Zak and Munson 2008). Ina program …
mapping pharma concepts - University of Utah
cept maps to assist students in organizing their knowledge about pharmacogenom-ics. • Activity 1: Teaching Concept Mapping A PowerPoint presentation that pro-vides an introduction to concept …
