<br /><br /><br /><br /><br />Use of concept maps to follow up the effect of discussing atmosphere dynamics with sate...
 acknowledgements <br /><br /><br /><br /><br /><br /><ul><li> EARLI 2011 ConferenceOrganisation
[São Paulo ResearchFoundation]
 CNPq & CAPES [BrazilianResearchFoundations]
Universityof São Paulo
 Camila A. T. Cicuto[Co-presenter]</li></li></ul><li> the beginning<br /><br /><br /><br /><br /><br /><ul><li> STS...
Education for a democraticsociety & autonomouscitizenship
Debate complexissuesIWorld problematiques[TheClubofRome]</li></ul>[climatechange]<br />
 Natural Science Course<br /><br /><br /><br /><br /><br /><ul><li>SchoolofArts, SciencesandHumanities[SASH/USP]
 1st-yearhighereducationstudents
DevelopmentofModernScienceIClimateChangeIBioethics</li></ul>[local actionshaveglobal impacts]<br />
 challenges<br /><br /><br /><br /><br /><br /><ul><li>Epistemological
Cognitive
Expandourordinary time scale
Expandourordinaryspacescale</li></ul>Geological time scale [bi/mi years]<br />Historial approach [centuries]<br />Earth as...
 research purpose<br /><br /><br /><br /><br /><br /><ul><li>ProposetheNeighborhoodAnalysis as a newway to extractl...
 LIPHs identification<br /><br /><br /><br /><br /><br /><ul><li>ProposetheNeighborhoodAnalysis as a newway to extr...
Getinformationaboutthestudents’ understanding[LIPHs]
 Condition
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Use of concept maps to follow up the effect of discussing atmosphere dynamics with satellite images

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Slides presented on Aug 30, 2011 in Exeter [UK], during the 2011 EARLI Conference

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Use of concept maps to follow up the effect of discussing atmosphere dynamics with satellite images

  1. 1. <br /><br /><br /><br /><br />Use of concept maps to follow up the effect of discussing atmosphere dynamics with satellite images<br />Camila Aparecida Tolentino Cicuto<br />Paulo Rogério Miranda Correia<br />University of Sao Paulo I Universidade de São Paulo<br />
  2. 2.  acknowledgements <br /><br /><br /><br /><br /><br /><ul><li> EARLI 2011 ConferenceOrganisation
  3. 3. [São Paulo ResearchFoundation]
  4. 4. CNPq & CAPES [BrazilianResearchFoundations]
  5. 5. Universityof São Paulo
  6. 6. Camila A. T. Cicuto[Co-presenter]</li></li></ul><li> the beginning<br /><br /><br /><br /><br /><br /><ul><li> STS perspective onScienceEducation
  7. 7. Education for a democraticsociety & autonomouscitizenship
  8. 8. Debate complexissuesIWorld problematiques[TheClubofRome]</li></ul>[climatechange]<br />
  9. 9.  Natural Science Course<br /><br /><br /><br /><br /><br /><ul><li>SchoolofArts, SciencesandHumanities[SASH/USP]
  10. 10. 1st-yearhighereducationstudents
  11. 11. DevelopmentofModernScienceIClimateChangeIBioethics</li></ul>[local actionshaveglobal impacts]<br />
  12. 12.  challenges<br /><br /><br /><br /><br /><br /><ul><li>Epistemological
  13. 13. Cognitive
  14. 14. Expandourordinary time scale
  15. 15. Expandourordinaryspacescale</li></ul>Geological time scale [bi/mi years]<br />Historial approach [centuries]<br />Earth as a whole place<br />Apollo 17 (1972)<br />C.P. Snow (1959)<br />
  16. 16.  research purpose<br /><br /><br /><br /><br /><br /><ul><li>ProposetheNeighborhoodAnalysis as a newway to extractlatentinformationfromCmaps</li></ul>ComplimentaryConcept<br />NeighborConcept<br />CompulsoryConcept<br />
  17. 17.  LIPHs identification<br /><br /><br /><br /><br /><br /><ul><li>ProposetheNeighborhoodAnalysis as a newway to extractlatentinformationfromCmaps</li></li></ul><li> our expectations<br /><br /><br /><br /><br /><br /><ul><li>Less time for evaluatingCmaps[everydayclassroom]
  18. 18. Getinformationaboutthestudents’ understanding[LIPHs]
  19. 19. Condition
  20. 20. Adequate selection of the focal question
  21. 21. Adequate selection of the compulsory concept[CC]</li></li></ul><li> data collection<br /><br /><br /><br /><br /><br /><ul><li>CC: dispersion
  22. 22. Focal question: How are therelationshipsbetweentheS&Tdevelopmentandtheclimatechange?
  23. 23. Half-StructuredConceptMap: 9 concepts</li></li></ul><li> data collection<br /><br /><br /><br /><br /><br /><ul><li>Cmaps (n=69) wereobtained in class #10
  24. 24. Subsetofpropositionsusing CC (n=175) I 18% ofallpropositions</li></li></ul><li> data analysis<br /><br /><br /><br /><br /><br /><ul><li> Count the mumber of NCs
  25. 25. Check the more frequent NCs [wordle.net]
  26. 26. Score the propositions [both authors]
  27. 27. Score the Cmaps
  28. 28. Search patterns</li></li></ul><li> number of NCs <br /><br /><br /><br /><br /><br />
  29. 29.  more frequent NCs <br /><br /><br /><br /><br /><br />
  30. 30.  score the propositions <br /><br /><br /><br /><br /><br />Pt 1(- 2 ≤ WA <- 1) IPt 2 (- 1 ≤ WA ≤ 0) IPt 3 (0 <WA ≤ + 1) IPt 4(+ 1 <WA ≤ + 2)<br />
  31. 31.  many NCs & poor Cmap <br /><br /><br /><br /><br /><br />
  32. 32.  few NCs & good Cmap <br /><br /><br /><br /><br /><br />
  33. 33.  LIPHs identification <br /><br /><br /><br /><br /><br />LIPHs<br />
  34. 34.  conclusions & final remarks<br /><br /><br /><br /><br /><br /><ul><li>NewlatentinformationcanbeobtainedfromCmaps
  35. 35. Less time for evaluatingCmaps (at-a-glance approach)
  36. 36. Amount of NCs does not indicate the Cmap quality
  37. 37. LIPHs identification is valuable to learning from errors
  38. 38. NeAn is not restricted to science education</li></li></ul><li> contact: prmc@usp.br<br /><br /><br /><br /><br /><br />http://www.each.usp.br/cmapping/<br />Obrigado pela sua atenção<br />Thanks for your attention<br />お客様の注目を集めるために感謝<br />Gracias por su atención<br />Спасибо за Ваше внимание<br />Dank voor uw aandacht<br />Kiitos huomiota<br />Merci pour votre attention<br />Grazie per la vostra attenzione<br />귀하의 관심을 가져 주셔서 감사합니다<br />Děkujeme za vaši pozornost<br />Tack för er uppmärksamhet<br />आपका ध्यान के लिए धन्यवाद<br />Ευχαριστώ για την προσοχή σας<br />Takk for oppmerksomheten<br />

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