Do C-maps help students learn?

Do C-maps reveal students’ thinking?

What evidence will we accept?

Concept Mapslow tech: high tech

How many of you are familiar with concept maps?

How many of you used concept maps for teaching tools and/or assessment tools?

If a concept mapping tool was easily accessible on the web, would that influence your decision to use them?

Questions

Concepts are...Pro

totypi

calKnowledge-based

Lexical

Knowledge-based

Your associations with the term “rock”.

rock: a naturally formed solid that is an aggregate of one or more minerals

Lexical

Rock: prototype/exemplar

Which is the baby?

Which is a bachelor?

Prototypes

6CO2 + 6H2O ↔ C6H12O6 + 6O2

Prototypes

Prototypes

Sorrow

cycle

Text

What is the power of visual models?

Hierarchy

has

Structure

has

Concept Maps

Visual DiagramsOr Models

are represent

Knowledge or Understanding

Concepts

display

connectedwith

Linking Words

Used for

Assessment Organization

Reflection &Learning

promotes

Context

is constructedwith

NewInformation

PriorKnowledge

Photosynthesis Carbon dioxide Respiration Water Carbohydrates Oxygen Primary productivity Energy

Goal: Demonstrate your ability to develop a concept map using low tech and high tech tools. LOW TechC-Map Context: Wetlands are among the most productive ecosystems in the world, more productive than tropical rainforests. Differences in rates of primary productivity are influenced by moisture and temperature. Importantly, the carbon cycle is key to fluctuations in primary productivity. Since primary productivity is examined and understood at many scales, from the cellular to ecosystem level, it is necessary that you revisit your thinking about major concepts related to the carbon cycle and primary productivity.

Use C-TOOLS to make a concept map that illustrates both the hierarchy and relationships between and among concepts listed below. You may add up to 3 additional concepts if needed. WORK in PAIRS with Postits.

Goal: explain evolution by natural selection

Individual Problem

Explain the phenotypic changes in the tree and the animal. Use your understanding of evolution by natural selection.Write a short answerDevelop a rubric with your team

List the concepts for an exemplary short answerNow make a concept map using those conceptsCompare extended responses with c-mapWhat evidence from both types of assessment illustrate students’ understanding and misconceptions?

What do different forms of assessment reveal?

Question

Do instructional designs and pedagogy that enable students to learn how to make connections among concepts affect their understanding of complex problems?

• Concept Map 1 -- ecosystem

•

• Concept Map 2 -- biogeochemical cycles

•

• Concept Map 3 -- natural selection

•

• Concept Map 4 -- inheritance

•

• Concept Map 5 -- biodiversity

• Summative assessment

principles carry over

principles carry over

principles carry over

principles carry over

Instructional Design/Pedagogy

Summative Assessment

Synthesis level questions

Grandma Johnson

Radish

Dinosaur/Tree

Compare responses with control class - did not integrate concept maps

The Grandma Johnson Problem

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?

Radish Problem

Experimental Setup: Weighed out 3 batches of radish seeds each weighing

1.5 g. Experimental treatments:

» 1. Seeds placed on moistened paper towels in LIGHT» 2. Seeds placed on moistened paper towels in DARK» 3. Seeds not moistened (left DRY) placed in light

Radish problem (2)

After 1 week, all plant material was dried in an oven overnight (no water left) and plant biomass was measured in grams.

Predict the biomass of the plant material in the various treatments. » Water, light» Water, dark» No water, light

Results: Weight of Radish Seedlings

1.46 g 1.63 g 1.20 g

Write an explanation about the results.

Goal: explain evolution by natural selection

Individual Problem

• Explain the phenotypic changes in the tree and the animal. Use your understanding of evolution by natural selection.

AnalysisCoding of extended responses

Identification of misconceptions

Comparison with control , e.g.,

% of key concepts included

% of students including specific key concepts

% of students including specific misconceptions