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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

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

Published in: Education, Technology

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  • 1. 




    Use of concept maps to follow up the effect of discussing atmosphere dynamics with satellite images
    Camila Aparecida Tolentino Cicuto
    Paulo Rogério Miranda Correia
    University of Sao Paulo I Universidade de São Paulo
  • 2.  acknowledgements 





    • EARLI 2011 ConferenceOrganisation
    • 3. [São Paulo ResearchFoundation]
    • 4. CNPq & CAPES [BrazilianResearchFoundations]
    • 5. Universityof São Paulo
    • 6. Camila A. T. Cicuto[Co-presenter]
  •  the beginning





    • STS perspective onScienceEducation
    • 7. Education for a democraticsociety & autonomouscitizenship
    • 8. Debate complexissuesIWorld problematiques[TheClubofRome]
    [climatechange]
  • 9.  Natural Science Course





    • SchoolofArts, SciencesandHumanities[SASH/USP]
    • 10. 1st-yearhighereducationstudents
    • 11. DevelopmentofModernScienceIClimateChangeIBioethics
    [local actionshaveglobal impacts]
  • 12.  challenges





    • Epistemological
    • 13. Cognitive
    • 14. Expandourordinary time scale
    • 15. Expandourordinaryspacescale
    Geological time scale [bi/mi years]
    Historial approach [centuries]
    Earth as a whole place
    Apollo 17 (1972)
    C.P. Snow (1959)
  • 16.  research purpose





    • ProposetheNeighborhoodAnalysis as a newway to extractlatentinformationfromCmaps
    ComplimentaryConcept
    NeighborConcept
    CompulsoryConcept
  • 17.  LIPHs identification





    • ProposetheNeighborhoodAnalysis as a newway to extractlatentinformationfromCmaps
  •  our expectations





    • Less time for evaluatingCmaps[everydayclassroom]
    • 18. Getinformationaboutthestudents’ understanding[LIPHs]
    • 19. Condition
    • 20. Adequate selection of the focal question
    • 21. Adequate selection of the compulsory concept[CC]
  •  data collection





    • CC: dispersion
    • 22. Focal question: How are therelationshipsbetweentheS&Tdevelopmentandtheclimatechange?
    • 23. Half-StructuredConceptMap: 9 concepts
  •  data collection





    • Cmaps (n=69) wereobtained in class #10
    • 24. Subsetofpropositionsusing CC (n=175) I 18% ofallpropositions
  •  data analysis





    • Count the mumber of NCs
    • 25. Check the more frequent NCs [wordle.net]
    • 26. Score the propositions [both authors]
    • 27. Score the Cmaps
    • 28. Search patterns
  •  number of NCs 





  • 29.  more frequent NCs 





  • 30.  score the propositions 





    Pt 1(- 2 ≤ WA <- 1) IPt 2 (- 1 ≤ WA ≤ 0) IPt 3 (0 <WA ≤ + 1) IPt 4(+ 1 <WA ≤ + 2)
  • 31.  many NCs & poor Cmap 





  • 32.  few NCs & good Cmap 





  • 33.  LIPHs identification 





    LIPHs
  • 34.  conclusions & final remarks





    • NewlatentinformationcanbeobtainedfromCmaps
    • 35. Less time for evaluatingCmaps (at-a-glance approach)
    • 36. Amount of NCs does not indicate the Cmap quality
    • 37. LIPHs identification is valuable to learning from errors
    • 38. NeAn is not restricted to science education
  •  contact: prmc@usp.br





    http://www.each.usp.br/cmapping/
    Obrigado pela sua atenção
    Thanks for your attention
    お客様の注目を集めるために感謝
    Gracias por su atención
    Спасибо за Ваше внимание
    Dank voor uw aandacht
    Kiitos huomiota
    Merci pour votre attention
    Grazie per la vostra attenzione
    귀하의 관심을 가져 주셔서 감사합니다
    Děkujeme za vaši pozornost
    Tack för er uppmärksamhet
    आपका ध्यान के लिए धन्यवाद
    Ευχαριστώ για την προσοχή σας
    Takk for oppmerksomheten