concept mapping - dr jj or dr jaafar jantan homepage fsg dec07/obejan2010... · 2012-12-04 ·...

Learning Innovations & Instructional Leadership 05/12/2012

Copyright DR JJ, ASERG, UiTM, Shah Alam 1

12/5/2012 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 1

email: [email protected], drjjlanita@hotmail .com; [email protected]. Website: http://drjj.uitm.edu.my ; HP#:+60193551621

Dr JJ was conferred the coveted & prestigious (HE) 2010 AAN Science Teaching Award, Oct 10th, 2011

Invited Lecture & WorkshopInvited Lecture & WorkshopInternational Congress on Engineering Education 2012International Congress on Engineering Education 2012

Concept MappingConcept MappingJaafarJaafar JantanJantan (Assoc Prof, Dr.)(Assoc Prof, Dr.) aka aka Dr JJDr JJ

Recipient of 2010 Science Teaching AwardRecipient of 2010 Science Teaching AwardHigher Education, National Academic AwardHigher Education, National Academic Award

Park Royal, PenangPark Royal, PenangDec 6Dec 6 thth , 2012, 2012

Howard Gardner

EdwardDeBonoEdwardDeBono

KoïchiroMatsuuraDirector General of UNESCO 1999-2009

““If we always do what we've always done, If we always do what we've always done, we will we will

get what we've always gotget what we've always got.” Adam Urbanski

“You have to learnlearn the rules of the gamethe rules of the game , andthen you have to play better than anyone then you have to play better than anyone elseelse .” - Einstein-10 Lessons of Life


http://drjj.uitm.edu.my

““ Life presents Life presents usus & the & the graduatesgraduates as ill as ill defined,defined, complex, complex, unreliable,unreliable, andand contradictory contradictory with with difficult practical problemsdifficult practical problems andand moral, social, and moral, social, and personal choicespersonal choices . .

Richard J. Shavelson (2007). Assessing Student Lear ning Responsibly:From History to a Bodacious Proposal1. Stanford Uni versity. CHANGE magazine. http://www.changemag.org/Archives/Back%20Issues/Jan uary-February%202007/abstract-assessing-responsibly .html .Accessed July 3 rd, 2007.

Graduates need Graduates need the the capacity tocapacity to identifyidentify andanddefine problems,define problems, recognize reliable from recognize reliable from unreliable informationunreliable information , , analyze this information,analyze this information,and and integrate it from diverse, integrate it from diverse, often conflicting often conflicting sources,sources, making logical, making logical, concise arguments for concise arguments for or against specific positionsor against specific positions ......””





Objective (what I will do)Objective (what I will do) : DescribeDescribe the fundamentals: Conceptions of learning, teaching, assessment (evidences of learning) and the concept mapping process to provide evidence of deep understanding by organizing and integrating existing and new knowledge in a visual form, ie a Concept Map.

GOAL (long term)GOAL (long term) : Inspire & nurtureInspire & nurture Higher Education teachers to to value and practicevalue and practice innovative and constructively alignedinnovative and constructively alignedcurriculum, curriculum, learninglearning --teaching activitiesteaching activities and and assessment assessment approachesapproaches .



Upon completion of this activity, you will be able to : (YOUR TAKE YOUR TAKE AWAY)AWAY)

�� ExplainExplain the role of concept mapping & concept maps as a way the role of concept mapping & concept maps as a way to nurture & collect evidence of meaningful learnin gto nurture & collect evidence of meaningful learnin g.

�� ConstructConstruct a simple concept mapa simple concept map using the IHMC CMAP Tool software.

�� ConstructConstruct two types of concept maps used for assessmenttwo types of concept maps used for assessment .� Modify the structure and the appearance of the concept maps

NB: To ExplainNB: To Explain means to provide thorough, supported, and thorough, supported, and justifiable accounts of phenomena, facts, and datajustifiable accounts of phenomena, facts, and data




� Born & Raised in the state of Hang JEBATJEBAT …� Early education at St. David’s, Science Malacca (MOZAC-’78) & SDAR (Seremban-’79)� B.Sc. Physics (1983); M.Sc. Condensed Matter (1985) – Kansas St. Univ.� Teaching Certificate (1986) – MPTI, Johor Bahru� Served ITM – Jan 1987� PhD Physics Education (1991-1994) - Kansas St. Univ.� Physics & Education expert (Recipient of UiTM’s & Malaysia 2010 T&L Academic Awa rd )

� Practiced OBE & Active Learning on my own since 1997 . � OBE, OBTL workshop speaker, facilitator & consultant at national level� Vice-Chair Asian Physics Education Network (ASPEN), UNESCO� Chair for ASPEN, Malaysia. � Nominated for Innovative Teaching & Learning National & International� Active Member, Science Educ. Committee, Academy Science Malaysia since 2005.� Keynote, Plenary and Invited Speaker in Conferences Nationally & Internationally� MQA Expert Panel on Assessment of Students (2011-prese nt)

DrJJ, Zollman, Law, TS Zul






“If you stand for nothing you will fall for anythingIf you stand for nothing you will fall for anything‘

'Control your own destiny or someone else willControl your own destiny or someone else will'.

““ EducationEducation either functions as either functions as an instrument which is an instrument which is used to used to facilitatefacilitate integration of the younger generation into integration of the younger generation into the logic of the present systemthe logic of the present system and and bring about conformity bring about conformity

ororitit becomes the practice of freedom, becomes the practice of freedom, the means by which the means by which men and women deal critically and creatively with r eality men and women deal critically and creatively with r eality and and discover how to participate in the transformation o f discover how to participate in the transformation o f their worldtheir world ..”” - Paulo Freire, Pedagogy of the Oppressed


CognitiveKnowing, the HeadHead

The KNOWLEDGE from declarative to functioning

Intellectual Skills (FC)Reasoning Skills-Evidences

(3+1)H?


AffectiveFeeling, The HeartHeartThe CARE, Emotions

The way to RESPONDRESPOND

PsychomotorDoing, The HandHand, Body

The SKILLS

PsychomotorDoing, The HandHand, Body

The SKILLS

MetaCognitionThe KNOWLEDGEof self, the wayWe learn & think




� Experts notice features and meaningful patterns of information that are not noticed by novices.

� Experts have acquired a great deal of content knowledge that is organized, and content knowledge that is organized, and their organization of information reflects a deep u nderstanding their organization of information reflects a deep u nderstanding of the subject of the subject mattermatter .

�� Experts' knowledge cannot be reduced to sets of iso lated facts oExperts' knowledge cannot be reduced to sets of iso lated facts o r r propositions but, instead, reflects contexts of app licability, ipropositions but, instead, reflects contexts of app licability, i .e., it is .e., it is '''' conditionalizedconditionalized ." ."

�� Experts are able to retrieve important aspects of t heir knowledgExperts are able to retrieve important aspects of t heir knowledg e with little e with little attentionalattentional efforteffort .

�� Though experts know their disciplines thoroughly, t his does not Though experts know their disciplines thoroughly, t his does not guarantee guarantee that they are able to instruct others about the top icthat they are able to instruct others about the top ic .

� Experts have varying levels of flexibility in their approaches to new situations.

Five Themes that Changed Conceptions of Learning. S ummary of theFive Themes that Changed Conceptions of Learning. S ummary of the book book ““ HOW PEOPLE LEARNHOW PEOPLE LEARN ””

Source: John D. Bransford, Ann L. Brown, & Rodney C . Cooking, Editors (1999). “How People Learn: Brain , Mind, Experience, and School”. Committee Developmen ts in the Science of Learning. Commission on Social Sciences & Education, National Research Council. Na tional Academics Press.


1.1. Learning with understanding is facilitated whenLearning with understanding is facilitated when new and existing new and existing knowledge is structured around the major concepts a nd knowledge is structured around the major concepts a nd principles of the disciplineprinciples of the discipline .

2.2. Learners use what they already know to construct ne w Learners use what they already know to construct ne w understandings (constructivism)understandings (constructivism) .

3. Learning is facilitated through the use of metacognitive strategies that identify, monitor, and regulate cognitive processes.

4. Learners have different strategies, approaches, patterns of abilities, and learning earning styles (preferences)styles (preferences) that are a function of the interaction between their heredity and their prior experiences.

5. Learners’ motivation to learn and sense of selfmotivation to learn and sense of self affect what is learned, how much is learned, and how much effort will be put into the learning process.

6. The practices and activities in which people engage whi le learning spractices and activities in which people engage whi le learning s hape what hape what is learnedis learned .

7.7. Learning is enhanced through socially supported int eractionsLearning is enhanced through socially supported int eractions .

John D. Bransford, Ann L. Brown, and Rodney R. Cocking, (editors, 1999). How People Learn: Brain, Mind, Experience, and School, NRC, 2000c. Committee on Developments in the Science of Learning. NATIONAL ACADEMY PRESS, Washington, D.C. Accessed Oct, 2009. http://www.nap.edu/openbook.php?isbn=0309065577.




Learned knowledge is fully understood by the indivi dual and Learned knowledge is fully understood by the indivi dual and that the individual knows how a specific fact relat es to other that the individual knows how a specific fact relat es to other stored facts (stored instored facts (stored in your brainyour brain )).

In other words, recalling fact #5 activates the memory for facts #2 and #4, and this in turn leads to recalling facts #1 and #3. This phenomenon is called the spread of activationspread of activation

When meaningful learning occurs, the When meaningful learning occurs, the facts are stored in a relational facts are stored in a relational mannermanner . The brain stores them together because they are related to each other. Now, when one fact is recalled, the other when one fact is recalled, the other facts are also recalled at that moment facts are also recalled at that moment (or shortly thereafter)(or shortly thereafter) .


Five attributes of Meaningful Learning



Copyright DrJJ, ASERG, FSG, UiTM. March 2012 13

Source: Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4.

Can explainCan explain : provide thorough, supported, and justifiable thorough, supported, and justifiable accounts of phenomena, facts, and dataaccounts of phenomena, facts, and data .

Can interpretCan interpret : tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anec dotes, make it personal or accessible through images, anec dotes, analogies, and modelsanalogies, and models .

Can applyCan apply : effectively use and adapt what we know in diverse use and adapt what we know in diverse contextscontexts .

Have perspectiveHave perspective : see and hear points of view through critical eyes and ears; see the big picturesee the big picture .



Sternberg, R. & Subotnik, R., eds. (2006). Optimizing Student Success with the Other Three Rs:Reasoning, Resilience, and Responsibility. Greenwich, CT: Information Age Publishing.

Sternberg suggests Curriculum must develop the other 3 R’s.

•• Reasoning (analyze, criticize, solve, propose, deve lop)Reasoning (analyze, criticize, solve, propose, deve lop)• which include analytical, critical thinking, and problem solving skills

•• Resilience (persistence)Resilience (persistence)• which encompasses life skills such as flexibility, adaptability, and

self-reliance•• ResponsibilityResponsibility

• wisdom, i.e. “the application of intelligence, creativity, and knowledge for a common goodfor a common good .”





Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010; Triggering Higher Education Transformation AUGUST 27, 2007

11stst class Mentality Human class Mentality Human Capitals: Thinkers, visionary Capitals: Thinkers, visionary leaders, intellectuals, leaders, intellectuals, committed, confident, riskcommitted, confident, risk --takerstakers

33rdrd class Mentality Human class Mentality Human Capitals: Having Potential to Capitals: Having Potential to change, Begin to think seriously, change, Begin to think seriously, can accept challenges, begin to can accept challenges, begin to reflect on onereflect on one ’’s abilitiess abilities


2.2. Demands of the 21Demands of the 21 stst CenturyCentury�� Depth & breadth of learningDepth & breadth of learning – beyond the content

�� Increasing levels of complexity in the cognitive, Increasing levels of complexity in the cognitive, psychomotor & affective domainspsychomotor & affective domains�� Practical & Research Skills relevant to the Practical & Research Skills relevant to the

disciplinediscipline�� Teamwork & Social skillsTeamwork & Social skills�� Communication Skills Communication Skills –– cogent writing & verbal cogent writing & verbal

abilitiesabilities�� Ethical & Professional skillsEthical & Professional skills�� LifeLife --long learning skillslong learning skills�� Managerial, entrepreneurial skillsManagerial, entrepreneurial skills�� Leadership skillsLeadership skills






Memorize something without full understanding and Memorize something without full understanding and you don't know how the new information relates to you don't know how the new information relates to your other stored knowledgeyour other stored knowledge . For our example, lets say we learn 5 facts in a math/phys course during a full semester by rote learning. The 5 facts (labeled 1-5) are stored in memory as separate items although in real life they are related to each other.

When the student rote learned these When the student rote learned these facts, the brain stored them as distinct, facts, the brain stored them as distinct, unrelated knowledge that can only be unrelated knowledge that can only be recalled individually (one fact at a time)recalled individually (one fact at a time) . When this student recalls one fact the other 4 facts are not recalled (or activated) at that moment. In other words, thinking about fact #5 does not lead the student to think about facts #1-4.




Assessment gives us essential information about what our Assessment gives us essential information about what our

studentsstudents are learningare learning and about theand about the extent to which extent to which

we are meeting our teaching goalswe are meeting our teaching goals.

But the true power of assessment comes in also using it to give using it to give

feedback to our studentsfeedback to our students. Improving the quality of Improving the quality of

learninglearning in our courses involves not just determining to what extent students have mastered course contentmastered course content at the endat the end of of

the coursethe course; improving the quality of learningimproving the quality of learning also involves

determining to what extent students are determining to what extent students are mastering mastering

contentcontent throughoutthroughout the coursethe course.

SOURCE: Excerpted from National Institute for Science Education (2001b)


Killen R., & Hattingh. S.A. (2004. “A theoretical framework for measuring the quality of student learning in outcomes-based education”.' SAJHE, Vol18 No. 1. Uniza Press.

From this quality perspective,�� understandingunderstanding (rather than memorisation),�� creativitycreativity (rather than reproduction),�� diversitydiversity (rather than conformity),�� initiativeinitiative (rather than compliance) and�� challengechallenge (rather than blind acceptance) become the yardsticks by become the yardsticks by

which we try to measure, describe and report studen t learningwhich we try to measure, describe and report studen t learning ' (Killen 2003:10).

An important consequence of directing our attention towards the assessment

of complex outcomes is that it changes the focus of it changes the focus of assessment from quantity assessment from quantity to qualityto quality





Assessing declarativeAssessing declarativeknowledge:knowledge:��Essay examinationsEssay examinations��Multiple choice questionsMultiple choice questions��OpenOpen--book examinationsbook examinations��ClosedClosed--book examinationsbook examinations��Tests and quizzesTests and quizzes��AssignmentsAssignments��Ordered outcome itemsOrdered outcome items��Letter to a friendLetter to a friend��PresentationsPresentations

Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.

Assessing functioningAssessing functioningknowledge:knowledge:��Projects (individual)Projects (individual)��Projects (group)Projects (group)��PortfoliosPortfolios��PracticumsPracticums��LaboratoriesLaboratories��Reflective journalsReflective journals��Case studiesCase studies��PresentationsPresentations��AssignmentsAssignments

Rapid assessments Rapid assessments methods (for large methods (for large classes):classes):�Concept maps�Venn diagrams�Three-minute essays�Gobbets


Diagram of a neuron. Picture from Wikipedia (http://en.wikipedia.org/wiki/Neuron)http://www.human-memory.net/brain_neurons.html

Synaptic transmission. Picture from Wikipedia (http://en.wikipedia.org/wiki/Chemical_synapse)

InformationInformation --processing paradigm of intellectual processing paradigm of intellectual development & the Science of Learningdevelopment & the Science of Learning

PsychologyPsychology --NeurosciencesNeurosciences




Brain as the Brain as the main processor main processor of information.of information.Key Memory Key Memory

Systems & How Systems & How they Interactthey Interact

Buffering

Storage Media

RAM

WM features: information is held for a very short t ime, it has aWM features: information is held for a very short t ime, it has a very limited very limited capacity, but both the capacity and the efficiency with which a capacity, but both the capacity and the efficiency with which a given capacity given capacity is used develops with age and learning experienceis used develops with age and learning experience

PiagetPiaget ’’s Intellectual Development: The mind is seen as a m eanings Intellectual Development: The mind is seen as a m eaning --making making system that actively constructs understanding throu gh mental opesystem that actively constructs understanding throu gh mental ope rations on rations on representations of the external world.representations of the external world.


Key Memory Systems & How they

Interact Long Term MemoryMinutes to Lifetime Recall

Rote & Meaningful Learning Continuum

Short term or Working Memory1-30 secs Duration

Limited to 7+2 independent chunks

21066119571963456201955162138496612618621

ACTIVITY: READ & REMEMBER THE NUMBER

210661




Teaching, Learning & Assessment in Teaching, Learning & Assessment in the 19the 19 thth CenturyCentury --Instruction ParadigmInstruction Paradigm

Inside is EMPTY…

Inside is EMPTY…

Fill up

Fill up

So, was it filled??

Let’s Examine them,in writing..

Outside knowledgeFrom teachers

(Direct Instruction),Books & from outside

learner’s brain


Inside is EMPTY…

Inside is EMPTY…

Fill up

Fill up

So, was it filled??




learner’s brain

Teaching, Learning & Assessment in Teaching, Learning & Assessment in the 20the 20 thth CenturyCentury --Instruction ParadigmInstruction Paradigm




Inside is EMPTY…

Inside is EMPTY…

Fill up

Fill up

So, was it filled??




learner’s brain

Teaching, Learning & Assessment in Teaching, Learning & Assessment in the 21the 21 stst CenturyCentury --Instruction ParadigmInstruction Paradigm

UPM: 21%, *23%Russia: 46.5 %

UiTM (N=1343) overall:21.4%UiTM’s American Degree

Foundation Program (N=47) overall: 38%

USM: 36.6%Bumi: 25%; Non-bumi: 40%

UK28% - 33% Finland: 45.7 %

UPSI (N=414) overall: 20.1% (T-test at the 95% confidence shows no significant difference in scores between bumi & non-bumi)

Overall for ALL bumi: 21.3% (N=1792). Overall for non-bumi: 27.4% (N=308).

UKM (N=177) overall: 22.3%Bumi: 20%; Non-bumi: 30%

USA27% - 73%

Scores from Malaysian Public Universities (DrJJ’s unpublished work)

Scores from overseas



USM (non-bumi)460%

UiTM ADP (bumi)376%

UKM (non-bumi)173%

(non-bumi)370%

USM (bumi)367%

UiTM ADP (bumi)460%

UnivFrequencyScore

Table of Frequency of Malaysian university students showing competency (score ≥60%) in FCI.

N=2100. Only 1% scored at and above competency


What makes meaningful learning difficult??-Learning Preferences

FelderFelder ’’s Model s Model -- 4 domains of information 4 domains of information handling: to understand new knowledgehandling: to understand new knowledge

Input

Perceived

Processed

Understood

Newknowledge

ILS




** USA findings,USA findings, ** ** DR. J.JDR. J.J’’ s (N = 1122)s (N = 1122)

*42, ** 42Intuitive

prefer theories & interpretations of factual information.

prefer data and facts. like facts & solve well establish methods,

resent being tested on materials that has not been explicitly

covered in class

*57, ** 58Sensing

Perception

Student’ Learning Preferences:Information Handling Domains Felder’s)

prefer the spoken or written word.

*30, ** 13Verbal

prefer charts, diagrams and pictures.

*69, ** 87Visual

Input

ILS ILS-A


*32, ** 40Reflective

do the processing in their heads

learn best by doing something physical with the information

*67, **60Active

Processing*USA findings,*USA findings, ** ** DR J.J.DR J.J.’’ s (N = 1122)s (N = 1122)

Student’ Learning Preferences:Information Handling Domains Felder’s)

must get “big picture” before individual pieces fall into place

*28, ** 40Global

easily make linear connections between individual steps

*71, ** 60Sequential

Understanding




If you are, you breath.If you breath, you talk.


If you understand, you If you understand, you knowknow ..If you know, you want to know moreIf you know, you want to know more ……And if you want to know more, And if you want to know more, you are aliveyou are alive ..

If you talk, you If you talk, you askask ..If you ask,If you ask, you you thinkthink ..If you think, you If you think, you searchsearch ..If you search, you If you search, you experienceexperience ..If you experience, you If you experience, you learnlearn ..

If you find, you If you find, you doubtdoubt ..If you doubt, you If you doubt, you questionquestion ..If you question, you If you question, you understandunderstand ..

If you learn, you growgrow .If you grow, you wish.If you wish, you findfind .

WISWIS--DOMDOM

12/5/201212/5/2012Copyright DrJJ, ASERG, FSG, UiTM. Copyright DrJJ, ASERG, FSG, UiTM.

March 2012March 2012 3636

“You do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spittingout answers.”

-Source:"Implementing the Seven Principles: Technol ogy as Lever" by Arthur W. Chickering and Stephen C. Ehrmann

“Learning is not a spectator sport .

“You must talk about what you are learning, write r eflectively about it, relate it to past experiences, and apply it to your daily lives.”




If students are to If students are to learn desired outcomes in a learn desired outcomes in a reasonably effective mannerreasonably effective manner , then the teacher, then the teacher ’’s s

fundamental task is tofundamental task is to get students to get students to engageengage in in learning activities that are likely to result in learning activities that are likely to result in their achieving those outcomestheir achieving those outcomes ...It is helpful to

remember that what the student does is actually more important in determining what is learned than what the teacher does.Thomas J. Shuell (1986) cited in Biggs and Tang (2007)






http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table


SS = Student Centered Classrooms

TT = Teaching for Understanding

AA = Assessment for Learning

RR = Rigorous and Relevant Curriculum

TT = Teaching for Learner Differences





An An ““ AA”” studentstudent ’’s responses response : As like a “C” student plus

Newton’s laws of motion best describes how these changes occur. In fact, he asserts that forces cause an object’s position and hence its speed to change. Prolong and constant exertion of the force will cause a constant change of its speed or direction or both. But in the world of atoms and subatomic particles, Newton’s laws begin to breakdown especially at speeds close to the speed of light… In addition to visible forces, invisible forces also exist. …. & more

A A ““ CC”” studentstudent ’’s responses response could be:Forces are agents of change. Physically, a force can be visually observed as changing the position of a sta tionary object or changing either the speed or the directio n or both if the object was initially in motion.

SYLLTestLab

SYLLTestLab



12/5/2012 Copyright DrJJ, ASERG, FSG UiTM, June 2009 43

What is a Concept Map??What is a Concept Map??




What is a Concept Map??

�A concept map is a special form of a web diagram or special form of a web diagram or graphical toolsgraphical tools for exploring, representing and or exploring, representing and organizing knowledge VISUALLY/PICTORIALLYorganizing knowledge VISUALLY/PICTORIALLY .

��Concept mappingConcept mapping is the strategy employed to develop a concept map. A concept map consists of nodesnodes or cells that contain a conceptconcept , item or question and linkslinks . The links are labeled and denote direction with an arro w links are labeled and denote direction with an arro w headhead . The labeled links explain the relationship The labeled links explain the relationship between the nodesbetween the nodes . The arrow describes the direction The arrow describes the direction of the relationship and reads like a normal sentenc eof the relationship and reads like a normal sentenc e.

What is a Concept Map??What is a Concept Map??






OutcomesOutcomes --Based EducationBased Education (OBE) is a philosophyphilosophy , an approachapproach to educationeducation based on products of learning experiences

Integrates Constructively Aligned Constructively Aligned TLAsTLAs , Assessment & Grading to the , Assessment & Grading to the Finished Product, the Finished Product, the Learning Learning OutcomesOutcomes

InvolvedInvolved Every Every stakeholders of stakeholders of higher educationhigher education

Prepares Prepares graduates as graduates as knowledgeable knowledgeable & responsible & responsible citizenscitizens





CMAP

Ripples,Water Boats

Interference

Frequency

Sound

amplitude,

Party

A Wave is

WaveCMAP

WaveConcepts




Expert CMAP

What isWhat isa Force?a Force?


What isWhat isa Force?a Force?




� Begin with the context by asking a Focus Question of interest within a domain

� Brainstorm concepts related to the focus question

� Approximately, rank order the concepts from most general most inclusive to most specific least general concept

How To Do Hierarchical Concept Maps

� Construct a preliminary concept map. Best done by writing concepts on sticker notes for ease of moving it around while constructing the hierarchy. Or use CMAP tools use CMAP tools software & the parking lot modelsoftware & the parking lot model

� Revise the map - more than 3X

A Wave is

WaveCMAP

WaveConcepts


CMAP

� Find the cross-links (concepts linked across domains)

How To Do Concept Maps

� Add domains and more cross-links every time new knowledge is learned.





Concepts: charge transfer, atoms, electrons, nucleus, protons, induction, free, touching, rubbing chargeless

Focus Question

What is Electrical Charging?




Linkwords: is made up of, involving, are, such as, to

Focus Question

What is Electrical

Charging?


Focus Question

Apakah Jejaka Tampan





Group TASK-Use the CMAP Tools

� Move the concepts around and arrange them according to your perceived hierarchy

� Now link up the concepts by writing down the linkwords and drawing the arrowheads. You are now mapping the concepts.

REVISE, REVISE, REVISE

� Brainstorm at least 20 concepts associated with the question.

� Type each concept and place it on the parking lot

� Rank-order them hierarchically with the question being at the top and the more specific concepts at the bottom.

Focus Question: Focus Question: What is a force?? What is a force??




Group Task

�REVISE, REVISE, REVISE….

� Use the CMAP you constructed to assess prior knowledge or the knowledge gain after instruction by using the parking lot model.

�Provide all concepts in the box but leave the linkwords in the parking lot

�Provide all linkwords in the box but leave the linkwords in the parking lot

�Provide some concepts and some linkwords in the box and the remaining concepts & linkwords in the parking lot.

Focus Question: What is a force?? Focus Question: What is a force??


“You can know the name of a bird (or element) in al l the languages of the

world , but when you're finished, you'll know absolutely nothing whatever about the bird (or element) ... So let's

look at the bird to see what it's doing—that's what counts . I've learned very early the difference between kno wing the

name of something and knowing something.”—Richard Feynman


This talk can be downloaded from

http://drjj.uitm.edu.my/index.html#obe2012/DRJJ-ASP EN-CMAP-ICEEDIV2012-03122012.pdf

concept mapping - dr jj or dr jaafar jantan homepage fsg dec07/obejan2010... · 2012-12-04 ·...

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