4th International Conference on Concept Mapping October 5th 2010 Viña del Mar, Chile alfredo.tifi@gmail.com

https://docs.google.com/present/view?id=dwswtx3_558wb57zbhm

...These experiments have left me the

certainty that it is quite impossible to

explain the meaning of a word ...with

other words …. or with concept

maps...

“…to acquire concepts and new words rising from the general sense of the speech”

…through which concepts could be acquired.“When he has heard or read an unknown word in a

otherwise comprehensible sentence, he begins to

have a hazy idea of the new concept; sooner or later

he will … feel the need to use that word – and once

he has used it, the word and the concept are his…”

in Vygotsky’s study on the nature of development of scientific concepts and its influence on/by spontaneous concepts, may● Influence favorably the development of concepts

that have been formed by the student himself●Chart the new path for the process of

appropriation of systematic scientific concepts

It means: word, speech, argument, ratio, "account," or "reason", reasoned discourse (sophists), rethorical speech ... very close to logicThe logic is part of a scientific discipline as discipline logic is fused with the senses and culture artifacts of the discipline.

●Write a phrase where the word COMPONENT is related to COMPOSITION

●Alessandro: “all components are mixed to form a composition”

●Ketchup: where are the components and where is the composition? Which one do you eat?

●"when we know the components, we know the composition of that kind of matter“

●S.: “…Rutherford observed that most of the alpha particles where passing through the gold sheet un deflected, some deviating at small angles, and some very rare being bounced back . So he understood that the electrons should be orbiting at a very large distance far from the nucleus…”

●T.:“which one of the three convinced him of this model?”

●S.: the first: the undeflected ones.

● It is not knowing in depth● It is a process of self-questioning and knowledge

challenging

●Jonassen (2006) maintains that cognitive conflict and problem solving are not always enough to prime concept change.

●Exercises in using language and disciplinary jargon as in ad hoc writing tasks, could make the change

●These written assignments should be very diversified and without or with only a little enquiry or problem solving bias only.

1.Does carbon dioxide contain the substance carbon?

2.Why do we consider carbon dioxide a pure substance even though it is made by two elements?

3.Write down a phrase telling which elemental substances can be reacted to give carbon dioxide and which elements carbon dioxide is made of. Then explain why carbon dioxide doesn’t contain anymore carbon black substance.

After the lexical linguistic competence have been acquired, we can use cmaps to:●compare and share ideas to enhance inter- and

intra-group criticism (not possible with normal texts)

●Better scope for organizing the most inclusive levels and to hierarchically order the knowledge domain

Maybe:●lack of metacognition ●lack of a system of concepts●Lack of deep understanding

1 in giving a realistic view of the student’s mastered concepts

●Short texts by 1 – 2 students are transformed in cmaps by the teacher and then their meanings are compared, criticized and revised

●As before, but students make the Cmaps by themselves, based on their written text.

●Students write their “essay” straightaway in the form of a Cmap (direct concept mapping)

Attractive force for Valence Shell electrons is due to the positive atom core and is called electronegativityThe positive atom core is responsible of the attraction of the electrons in the valence shell. These electrons belong to the atom or come from other atoms.