concept maps as a teaching and learning tool by rob skinner sce 5305 11-26-02
TRANSCRIPT
Concept Maps as a Teaching and Learning Tool
By Rob Skinner
SCE 5305
11-26-02
Concept Maps
Shows organization
Aids in retention
Alternative assessment
Teacher generated
Student generated
Special education
Advanced learners
Concept Maps
Shows organization
Aids in retention
Alternative assessment
Teacher generated
Student generated
Special education
Advanced learners
Shows organization
• Teacher generatedGood way for students to learn concept
mappingSelect and fill in (SAFI) concept maps are
the best way to introduce students to concept maps
Students see how topics are organized• Student Generated
Shows student understanding of topicAllows student to make a map that they
understand
Concept Maps
Shows organization
Aids in retention
Alternative assessment
Teacher generated
Student generated
Special education
Advanced learners
Aids in Retention
• Pre and post activity concept mapsShows growth in understanding at the end of
the lessonGood pre-laboratory concept maps aid in long
term memory
Concept Maps
Shows organization
Aids in retention
Alternative assessment
Teacher generated
Student generated
Special education
Advanced learners
Alternative Assessment
• Special EducationStudents can use Teacher generated SAFI
maps as an alternative testing styleCan be used to organize thoughts for science
reports
• Accelerated learnersCan be used to organize thoughts for science
reportsStudent generated maps demonstrate
students understanding of subject
Teaching concept mapping
• Long process, be patient• Start with a familiar topic such as “apple”• Students write 10 other concepts related
to apples• Students arrange in order of most general
to most specific• Students arrange from top to bottom.
Most general on top, most specific on bottom.
Copyright National Institute for Science Education
Conclusion
• Concept maps allow students to show organization of topic
• Concept maps aid in student retention and show understanding of topic
• Good tool for special education and accelerated learner students
References Dana, T.M., & Tippens, D., (1993). Considering alternative assessments for middle level learners. Middle School Journal, 25 (2), 3-5.
Ritchie, D., & Volkl, C. (2000). Effectiveness of two generative learning strategies in the classroom. School Science and Mathematics, 100 (2), 83-89.
Shavu, C., Mattern, N., & Zeilik, M. (2001). Select and fill-in concept map scores as a measure of students connected understanding of science. Educational and Psychological Measurement, 61 (1) 136-58.
Sturm, J.M., & Rankin-Erickson, J.L. (2002). Effects of hand drawn and computer generated concept mapping on the expository writing of middle school students with learning disabilities. Learning Disabilities, 17 (2) 124-39.
Wilcox, S.K., & Sahloff, M. (1998). Another perspective on concept Maps: Empowering students. Mathematics Teaching in the Middle School, 3 (7) 464-69. Zeilik, M., National Institute for Science Education, University of Wisconsin-Madison. Classroom Assessment Techniques Concept Mapping. Retrieved November 23, 2002 from http://www.flaguide.org.