Concept mapping was developed by Joseph D. Novak in 1960s.
Concept map is a visual illustration displaying the organization of concepts and outlining the relationship among or between these concepts. (Hoffman and Novak 2003)
Modern Instructional Strategies: Concept mapping discusses concept mapping, a graphical tool for organizing and representing knowledge. Concept mapping involves connecting concepts with linking lines and labeling each line to show relationships. It helps students organize information and connect new ideas to prior knowledge. Developing concept maps involves selecting key concepts, ranking them by abstraction, clustering related concepts, arranging them diagrammatically, and linking them with labeled lines. Concept maps assist both teaching and learning by allowing teachers and students to discover relationships between concepts and use them to take notes, plan studies, and present information.
Concept maps are a graphic representation of a student's knowledge in a subject displayed through concepts and relationships between concepts. They can be used to assess student knowledge at the start and during a course. There are different types of concept maps like spider, hierarchical, and flowchart maps. Concept maps are useful for identifying student ideas, assessing knowledge development, and modeling expert thinking in a domain. They provide insights for students and teachers about performance and areas needing improvement.
This document discusses the various values of science. It begins by defining science as the systematic study of nature through observation and experimentation. It then outlines several values of science in general and physics specifically, including utilitarian values in improving standards of living, cultural values in influencing thinking and technology, disciplinary values in developing logical reasoning, aesthetic values in appreciating nature's beauty, moral values in cultivating truthfulness, psychological values in fostering open-mindedness, and vocational values in preparing for various professions. The conclusion states that given its close ties to daily life and usefulness to individuals and communities, science cannot be neglected from school curriculums.
Correlation of Mathematics with other subjectManoj Gautam
This document discusses the relationship between mathematics and other subjects. It begins by defining mathematics and correlation. It then explores how mathematics is connected to physical sciences, biological sciences, engineering, social sciences, language/literature, art/architecture, psychology, and astronomy. For each subject, it provides examples of how mathematical concepts, principles, equations, and tools are used. It concludes that mathematics forms the foundation and language for describing natural laws and phenomena across many disciplines.
A professional teacher must have:
1. Mastery of their subject so they can effectively teach students and gain knowledge through formal education or other means.
2. An understanding of each student as an individual by appreciating how a student's needs and experiences impact their learning.
3. Enthusiasm, high standards and expectations for students, praise and recognition to motivate students, and strategies to promote positive interactions among students.
Aims and Objectives of Teaching Science.pdfCarloManguil2
The document discusses the aims and objectives of teaching science at various levels of education. It begins by defining the difference between aims, which are long-term goals, and objectives, which are more specific and immediate goals. It then covers Bloom's Taxonomy, which categorizes objectives into cognitive, affective, and psychomotor domains. The document provides detailed descriptions and examples of objectives for each category. Finally, it outlines the specific objectives of teaching science at the primary, secondary, and higher secondary levels of education. The objectives focus on developing skills, knowledge, reasoning abilities, and preparing students for further education or work.
This document provides an overview of constructivism in science education. It discusses several foundational theorists in constructivism including Piaget, Vygotsky, Bruner, Dewey, and the 5E model. Key points covered include Piaget's stages of cognitive development, Vygotsky's zone of proximal development and scaffolding, Bruner's modes of representation, and Dewey's emphasis on hands-on, progressive education. The document also contrasts traditional vs. constructivist classrooms and outlines the five principles of a constructivist pedagogy.
This document discusses teacher competencies, which are defined as the set of knowledge, skills, and experience necessary to be an effective teacher. It identifies three main types of teacher competencies: subject competencies which refer to strong knowledge of content areas; pedagogical competencies which involve teaching skills and understanding how students learn; and technological competencies which include the ability to use technology appropriately in the classroom. The document provides details on each type of competency and their importance for quality teaching. It emphasizes that competent teachers have both in-depth content knowledge as well as skills for effectively imparting that knowledge to students.
Modern Instructional Strategies: Concept mapping discusses concept mapping, a graphical tool for organizing and representing knowledge. Concept mapping involves connecting concepts with linking lines and labeling each line to show relationships. It helps students organize information and connect new ideas to prior knowledge. Developing concept maps involves selecting key concepts, ranking them by abstraction, clustering related concepts, arranging them diagrammatically, and linking them with labeled lines. Concept maps assist both teaching and learning by allowing teachers and students to discover relationships between concepts and use them to take notes, plan studies, and present information.
Concept maps are a graphic representation of a student's knowledge in a subject displayed through concepts and relationships between concepts. They can be used to assess student knowledge at the start and during a course. There are different types of concept maps like spider, hierarchical, and flowchart maps. Concept maps are useful for identifying student ideas, assessing knowledge development, and modeling expert thinking in a domain. They provide insights for students and teachers about performance and areas needing improvement.
This document discusses the various values of science. It begins by defining science as the systematic study of nature through observation and experimentation. It then outlines several values of science in general and physics specifically, including utilitarian values in improving standards of living, cultural values in influencing thinking and technology, disciplinary values in developing logical reasoning, aesthetic values in appreciating nature's beauty, moral values in cultivating truthfulness, psychological values in fostering open-mindedness, and vocational values in preparing for various professions. The conclusion states that given its close ties to daily life and usefulness to individuals and communities, science cannot be neglected from school curriculums.
Correlation of Mathematics with other subjectManoj Gautam
This document discusses the relationship between mathematics and other subjects. It begins by defining mathematics and correlation. It then explores how mathematics is connected to physical sciences, biological sciences, engineering, social sciences, language/literature, art/architecture, psychology, and astronomy. For each subject, it provides examples of how mathematical concepts, principles, equations, and tools are used. It concludes that mathematics forms the foundation and language for describing natural laws and phenomena across many disciplines.
A professional teacher must have:
1. Mastery of their subject so they can effectively teach students and gain knowledge through formal education or other means.
2. An understanding of each student as an individual by appreciating how a student's needs and experiences impact their learning.
3. Enthusiasm, high standards and expectations for students, praise and recognition to motivate students, and strategies to promote positive interactions among students.
Aims and Objectives of Teaching Science.pdfCarloManguil2
The document discusses the aims and objectives of teaching science at various levels of education. It begins by defining the difference between aims, which are long-term goals, and objectives, which are more specific and immediate goals. It then covers Bloom's Taxonomy, which categorizes objectives into cognitive, affective, and psychomotor domains. The document provides detailed descriptions and examples of objectives for each category. Finally, it outlines the specific objectives of teaching science at the primary, secondary, and higher secondary levels of education. The objectives focus on developing skills, knowledge, reasoning abilities, and preparing students for further education or work.
This document provides an overview of constructivism in science education. It discusses several foundational theorists in constructivism including Piaget, Vygotsky, Bruner, Dewey, and the 5E model. Key points covered include Piaget's stages of cognitive development, Vygotsky's zone of proximal development and scaffolding, Bruner's modes of representation, and Dewey's emphasis on hands-on, progressive education. The document also contrasts traditional vs. constructivist classrooms and outlines the five principles of a constructivist pedagogy.
This document discusses teacher competencies, which are defined as the set of knowledge, skills, and experience necessary to be an effective teacher. It identifies three main types of teacher competencies: subject competencies which refer to strong knowledge of content areas; pedagogical competencies which involve teaching skills and understanding how students learn; and technological competencies which include the ability to use technology appropriately in the classroom. The document provides details on each type of competency and their importance for quality teaching. It emphasizes that competent teachers have both in-depth content knowledge as well as skills for effectively imparting that knowledge to students.
Concept mapping is a technique for visualizing relationships between concepts. Joseph Novak developed concept mapping based on constructivist learning theories. A concept map uses circles or boxes to represent concepts, which are connected by arrows and labeled links to show relationships. Concept mapping can help students actively construct knowledge by integrating new concepts into existing cognitive structures. It has been used as a study tool to increase meaningful learning.
OBJECTIVES OF TEACHING SCIENCE
Education is a process of bringing about changes in an individual in a desired direction. It is a process of helping a child to develop his potentialities to the maximum and to bring out the best from within the child. To bring about these changes we teach them various subjects at different levels of school. Science as subject is included in the school curriculum from the very beginning.
Before taking any decision about teaching science we should pose certain questions to ourselves, such as,
• Why do we teach them science?
• What are the goals and objectives of teaching science?
• What changes does science teaching bring about in the behaviour of the students?
A resource unit is a type of material that teachers use in pre-planning that provides a reservoir of teaching content, objectives, and learning experiences. It is important as it promotes teacher growth, acts as a form of pre-planning, helps evolve several learning units, handles individual differences, and suggests teaching and learning materials. The key steps in constructing a resource unit are to determine the title, introduction, general objectives, content analysis, activities, teaching materials and sources, evaluation procedures, and editing.
Module 11: Pedagogy of Science (Upper Primary Stage)NISHTHA_NCERT123
Learning Objectives
After going through this module, the learner is expected to
have basic understanding of science as a subject at upper primary stage
have basic understanding of curricular expectations and learning outcomes at upper primary stage
apply science as a process of inquiry and knowledge construction
explain how teacher can facilitate learning
integrate content, pedagogy and assessment during teaching-learning process
design various learning situations for students to transact concepts
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
This document provides an overview of concept mapping. It defines concept mapping as a visual representation of knowledge that shows hierarchical relationships between concepts. The document discusses Joseph Novak's development of concept mapping based on Ausubel's learning theories. It describes the key components of concept maps, including nodes, links, and relationships. Different types of concept maps are presented, along with steps for constructing concept maps and purposes they serve in education, such as facilitating learning and assessing understanding.
The document discusses various methods of teaching science, including teacher-centered, student-centered, lecture-discussion, laboratory, observation, project, and problem-solving methods. It provides details on the principles, roles of teachers, merits and limitations of each method. The key methods are lecture-discussion, which combines lecture and discussion; laboratory, which emphasizes hands-on learning; observation, where students acquire knowledge through observing; and project and problem-solving methods, which focus on purposeful, real-world activities and problem-solving. The document concludes that teachers must consider their students and circumstances to choose the most suitable teaching method.
The document discusses different types of curriculum designs including subject-centered, activity/experience-based, and core curriculum designs. It provides details on the key aspects of each design such as their organization, advantages, disadvantages, and limitations. Subject-centered designs focus on organizing curriculum around specific subjects. Activity/experience-based designs are based on students' needs, interests, and learning through experiences. Core curriculum designs focus on a set of common and essential learnings for all students.
This document discusses the growing need for interdisciplinary curriculum. It defines key terms like discipline, interdisciplinary, and types of disciplinary approaches. The document outlines challenges in interdisciplinary content selection like lacking focus or creating tensions between subjects. Effective interdisciplinary programs integrate both discipline-based and interdisciplinary experiences using a carefully designed scope and sequence. There is a growing need for interdisciplinary curriculum to help students develop a broad understanding, address real-world problems, and keep learning relevant with new developments. Benefits include improved higher-order thinking skills and providing a more unified, motivating learning experience for students.
This document discusses the definition, purpose, characteristics, and merits of textbooks. It defines textbooks as standard books prescribed for students of a particular age group that serve as both a guide for pupils and a tool for teachers. Textbooks are intended to present content in a structured way, develop students' thinking and reasoning skills, and help teachers effectively plan their lessons to meet curriculum goals. They aim to impart knowledge on selected topics in a graded format through written text, illustrations, and exercises.
Core curriculum is a set of basic courses considered essential for a well-rounded education. It includes compulsory subjects like social science, geography, biology, and history. Core curriculum also includes optional subjects like fine arts, home economics, languages, and music. Characteristics of a core curriculum include emphasizing discussion, group problem solving, integrating learning across disciplines, focusing on original source materials, and weaving common elements to encourage reflection and development of social skills.
The document discusses creativity in language teaching. It defines creativity as supporting student development in using language creatively in daily life. The document outlines qualities of creative teachers, including being knowledgeable, confident, committed to student success, and reflective. It also discusses how creative teachers apply techniques like using eclectic methods, flexible lessons, motivating activities, and technology. The conclusion states creative teachers and learners benefit schools by engaging and motivating students.
Brain-based learning is a comprehensive educational approach based on current neuroscience research about how the brain naturally learns. It provides a biologically driven framework for teaching and learning techniques that connect lessons to students' real-life experiences. Brain-based learning engages strategies derived from principles of how the brain works in the context of education, and is not a single solution but an approach incorporating engagement, strategies, and principles.
Aims & objectives of Teaching Social ScienceLearning Time
Acquiring knowledge
The development of reasoning power and critical judgment
Develop the National Integration and Patriotic sense
International Understanding
acquire and understand social concepts ·
The document discusses the purpose and components of a mathematics laboratory. A mathematics laboratory is a designated space for teaching and learning mathematics, equipped with relevant instructional materials. It allows students to connect abstract mathematical concepts with concrete experiences. Materials found in a math lab include constructed sets, charts, computers, software, audiovisual tools like projectors, and various math-related objects. The document provides tips for organizing a math lab, such as proper labeling, grouping related materials, and positioning furniture and tools to facilitate learning. A math lab permits students to learn concepts through hands-on experiences, arouse interest, cultivate positive attitudes, and encourage creative problem-solving and individual learning styles.
This document discusses the aims and objectives of teaching biological science. It begins by defining biological science as the study of life and living organisms. It then lists several objectives of teaching biological science, including developing students' scientific outlook, curiosity about their surroundings, and respect for nature. The document also discusses the values of teaching biological science, which include encouraging curiosity and knowledge, and keeping an open mind. It emphasizes that teaching biological science should help students become responsible democratic citizens and appreciate diverse perspectives. Overall, the document provides an overview of the goals and importance of teaching biological science.
This document introduces concept mapping and provides examples of its uses and methods. Concept mapping can be used for note-taking, studying, and memorization. It allows users to visually map connections between concepts, theories, and examples using paper, whiteboards, or software. The document offers tips on creating maps, such as considering the audience, using size, color, and labels effectively, and enabling zooming and collaboration functions. Other methods for presenting concepts, like free writing, lists, tables, and multimedia are also briefly mentioned.
Concept Mapping... for the slightly confusedguestcc23f8a
The document provides instructions on how to create a concept map for nursing care. It begins with an overview of concept mapping and its uses for students, instructors, and organizing patient care. It then walks through creating a concept map for a patient named D.J. who fractured his femur. The map includes assessing D.J., identifying the nursing diagnosis of acute pain, setting a measurable goal for pain control, listing interventions, and evaluating if the goal was met. The document demonstrates how concept mapping can help nurses visualize patient data, prioritize care, and evaluate outcomes.
Concept mapping is a technique for visualizing relationships between concepts. Joseph Novak developed concept mapping based on constructivist learning theories. A concept map uses circles or boxes to represent concepts, which are connected by arrows and labeled links to show relationships. Concept mapping can help students actively construct knowledge by integrating new concepts into existing cognitive structures. It has been used as a study tool to increase meaningful learning.
OBJECTIVES OF TEACHING SCIENCE
Education is a process of bringing about changes in an individual in a desired direction. It is a process of helping a child to develop his potentialities to the maximum and to bring out the best from within the child. To bring about these changes we teach them various subjects at different levels of school. Science as subject is included in the school curriculum from the very beginning.
Before taking any decision about teaching science we should pose certain questions to ourselves, such as,
• Why do we teach them science?
• What are the goals and objectives of teaching science?
• What changes does science teaching bring about in the behaviour of the students?
A resource unit is a type of material that teachers use in pre-planning that provides a reservoir of teaching content, objectives, and learning experiences. It is important as it promotes teacher growth, acts as a form of pre-planning, helps evolve several learning units, handles individual differences, and suggests teaching and learning materials. The key steps in constructing a resource unit are to determine the title, introduction, general objectives, content analysis, activities, teaching materials and sources, evaluation procedures, and editing.
Module 11: Pedagogy of Science (Upper Primary Stage)NISHTHA_NCERT123
Learning Objectives
After going through this module, the learner is expected to
have basic understanding of science as a subject at upper primary stage
have basic understanding of curricular expectations and learning outcomes at upper primary stage
apply science as a process of inquiry and knowledge construction
explain how teacher can facilitate learning
integrate content, pedagogy and assessment during teaching-learning process
design various learning situations for students to transact concepts
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
This document provides an overview of concept mapping. It defines concept mapping as a visual representation of knowledge that shows hierarchical relationships between concepts. The document discusses Joseph Novak's development of concept mapping based on Ausubel's learning theories. It describes the key components of concept maps, including nodes, links, and relationships. Different types of concept maps are presented, along with steps for constructing concept maps and purposes they serve in education, such as facilitating learning and assessing understanding.
The document discusses various methods of teaching science, including teacher-centered, student-centered, lecture-discussion, laboratory, observation, project, and problem-solving methods. It provides details on the principles, roles of teachers, merits and limitations of each method. The key methods are lecture-discussion, which combines lecture and discussion; laboratory, which emphasizes hands-on learning; observation, where students acquire knowledge through observing; and project and problem-solving methods, which focus on purposeful, real-world activities and problem-solving. The document concludes that teachers must consider their students and circumstances to choose the most suitable teaching method.
The document discusses different types of curriculum designs including subject-centered, activity/experience-based, and core curriculum designs. It provides details on the key aspects of each design such as their organization, advantages, disadvantages, and limitations. Subject-centered designs focus on organizing curriculum around specific subjects. Activity/experience-based designs are based on students' needs, interests, and learning through experiences. Core curriculum designs focus on a set of common and essential learnings for all students.
This document discusses the growing need for interdisciplinary curriculum. It defines key terms like discipline, interdisciplinary, and types of disciplinary approaches. The document outlines challenges in interdisciplinary content selection like lacking focus or creating tensions between subjects. Effective interdisciplinary programs integrate both discipline-based and interdisciplinary experiences using a carefully designed scope and sequence. There is a growing need for interdisciplinary curriculum to help students develop a broad understanding, address real-world problems, and keep learning relevant with new developments. Benefits include improved higher-order thinking skills and providing a more unified, motivating learning experience for students.
This document discusses the definition, purpose, characteristics, and merits of textbooks. It defines textbooks as standard books prescribed for students of a particular age group that serve as both a guide for pupils and a tool for teachers. Textbooks are intended to present content in a structured way, develop students' thinking and reasoning skills, and help teachers effectively plan their lessons to meet curriculum goals. They aim to impart knowledge on selected topics in a graded format through written text, illustrations, and exercises.
Core curriculum is a set of basic courses considered essential for a well-rounded education. It includes compulsory subjects like social science, geography, biology, and history. Core curriculum also includes optional subjects like fine arts, home economics, languages, and music. Characteristics of a core curriculum include emphasizing discussion, group problem solving, integrating learning across disciplines, focusing on original source materials, and weaving common elements to encourage reflection and development of social skills.
The document discusses creativity in language teaching. It defines creativity as supporting student development in using language creatively in daily life. The document outlines qualities of creative teachers, including being knowledgeable, confident, committed to student success, and reflective. It also discusses how creative teachers apply techniques like using eclectic methods, flexible lessons, motivating activities, and technology. The conclusion states creative teachers and learners benefit schools by engaging and motivating students.
Brain-based learning is a comprehensive educational approach based on current neuroscience research about how the brain naturally learns. It provides a biologically driven framework for teaching and learning techniques that connect lessons to students' real-life experiences. Brain-based learning engages strategies derived from principles of how the brain works in the context of education, and is not a single solution but an approach incorporating engagement, strategies, and principles.
Aims & objectives of Teaching Social ScienceLearning Time
Acquiring knowledge
The development of reasoning power and critical judgment
Develop the National Integration and Patriotic sense
International Understanding
acquire and understand social concepts ·
The document discusses the purpose and components of a mathematics laboratory. A mathematics laboratory is a designated space for teaching and learning mathematics, equipped with relevant instructional materials. It allows students to connect abstract mathematical concepts with concrete experiences. Materials found in a math lab include constructed sets, charts, computers, software, audiovisual tools like projectors, and various math-related objects. The document provides tips for organizing a math lab, such as proper labeling, grouping related materials, and positioning furniture and tools to facilitate learning. A math lab permits students to learn concepts through hands-on experiences, arouse interest, cultivate positive attitudes, and encourage creative problem-solving and individual learning styles.
This document discusses the aims and objectives of teaching biological science. It begins by defining biological science as the study of life and living organisms. It then lists several objectives of teaching biological science, including developing students' scientific outlook, curiosity about their surroundings, and respect for nature. The document also discusses the values of teaching biological science, which include encouraging curiosity and knowledge, and keeping an open mind. It emphasizes that teaching biological science should help students become responsible democratic citizens and appreciate diverse perspectives. Overall, the document provides an overview of the goals and importance of teaching biological science.
This document introduces concept mapping and provides examples of its uses and methods. Concept mapping can be used for note-taking, studying, and memorization. It allows users to visually map connections between concepts, theories, and examples using paper, whiteboards, or software. The document offers tips on creating maps, such as considering the audience, using size, color, and labels effectively, and enabling zooming and collaboration functions. Other methods for presenting concepts, like free writing, lists, tables, and multimedia are also briefly mentioned.
Concept Mapping... for the slightly confusedguestcc23f8a
The document provides instructions on how to create a concept map for nursing care. It begins with an overview of concept mapping and its uses for students, instructors, and organizing patient care. It then walks through creating a concept map for a patient named D.J. who fractured his femur. The map includes assessing D.J., identifying the nursing diagnosis of acute pain, setting a measurable goal for pain control, listing interventions, and evaluating if the goal was met. The document demonstrates how concept mapping can help nurses visualize patient data, prioritize care, and evaluate outcomes.
Concept mapping allows nurses to organize patient data, relate different pieces of information, and improve critical thinking skills. It is a visual tool that links nursing theory to practice. Developing a concept map requires the nurse to determine what is known about the patient and what still needs to be learned in order to provide care.
Concept mapping involves using diagrams with boxes and circles connected by labeled arrows to represent relationships between concepts. It was developed in the 1970s by Joseph Novak at Cornell University to increase meaningful learning. Concept mapping is used by designers, engineers, and technical writers to organize knowledge, as well as for note-taking, brainstorming, and in education and business settings by providing all basic information on one page.
Concept maps are graphical tools used to organize and represent knowledge in a hierarchical structure. They consist of concepts displayed as circles or boxes connected by lines and relationships described in linking phrases. More general concepts are at the top with more specific concepts below and cross-links showing how different concepts relate. Concept maps help extend limited working memory and support the constructive process of learning by allowing students to actively build their own knowledge structures.
A concept map care plan is a diagram that organizes a patient's problems, supporting data, interventions, and evaluations to provide a holistic view of the patient's situation. It involves 5 steps: 1) developing a basic diagram of the patient's reason for admission and problems, 2) analyzing and categorizing collected data, 3) identifying goals and interventions for each diagnosis, 4) evaluating the effectiveness of the plan and whether goals were achieved, and 5) linking related diagnoses to show their impacts on one another. The overall purpose is to organize patient information to effectively plan and provide nursing care.
A concept map is a diagram that shows relationships between concepts. It is used to organize knowledge and stimulate idea generation. Concept maps represent connections between ideas, images, or words in a hierarchical structure, similar to how a sentence diagram shows grammar or a road map shows locations. Effective teaching and learning rely on organized knowledge comprised of concepts, propositions, and context-dependent perceptions connected in a concept map.
Magnets and electromagnets are represented in a concept map that shows magnetic and non-magnetic substances, poles, and the properties of attraction and repulsion between poles. An electromagnet is produced by running an electric current through a coil of wire and can be made stronger by wrapping more coils, adding an iron core, or increasing the current. Magnetic field lines are depicted and show the direction and strength of magnetic fields.
This document discusses how to develop a search strategy using a concept map. It recommends identifying keywords and related concepts to place in a concept map to determine your search strategy. It provides an example concept map on managing adolescents experiencing dental fear. It then discusses using synonyms, quotation marks, truncation, and wildcards to broaden your search and capture variations in terminology. The goal is to fully map out your topic using related concepts and alternative terms to guide your literature search.
1) The lesson plan is for an 8th standard Social Science class about the first parliament of India called the Central Legislative Assembly.
2) The objectives are to help students understand the qualifications for membership in the parliament, identify the Central Legislative Assembly, and learn that the first parliament of India was called the Central Legislative Assembly.
3) The lesson will be taught using materials like pictures, maps and charts to discuss topics like the meaning of parliament, the Central Legislative Assembly, qualifications for membership, and members of the Assembly.
The document outlines a specialized model of career advising implemented by the Arts & Sciences Career Services at Indiana University. It aims to increase collaboration between academic and career advisors through various initiatives such as monthly meetings, on-site advising in academic buildings, and team-taught career courses. Assessment found a 226% increase in student appointments following the transition from a generalist to specialized advising model. Feedback was positive, praising the demonstration of resources and enthusiasm of career advisors.
The document describes the key components of a concept map, which is a tool used to organize knowledge around focus questions. A concept map uses hierarchically structured concepts and propositions connected by linking words to represent organized knowledge in a context-dependent way. It aids in effective teaching and learning by showing interrelationships between different segments of knowledge through crosslinks.
How to Grade Cognitive Writing Skills in Student Writings for high schools, colleges, universities and graduate schools based on Bloom's Taxonomy of Cognitive Skills
This document discusses different types of language teaching media. It defines language teaching media as aids used by teachers to teach students learning a language. The document categorizes media into three types: audio, visual, and audiovisual. Audio media involve listening, such as records and tapes. Visual media involve seeing, like blackboards, textbooks, and pictures. Audiovisual media have both sound and visual components, like films, videos, and slide presentations. Examples of each type of media are provided.
The document outlines IBM's concept map for a project, including 5 key words - client, menu, research, navigation, and informative. It lists the 3 most important sentences to be used in the concept map: client programs, different research, and navigation facilities. Definitions are then provided for each of the 5 key words, describing clients as people giving opinions, menu as mediating with employers, research as a subject to study, navigation as serving to form a good texture, and informative as knowledge.
1) The study used concept mapping to help combat childhood obesity through prevention programs at a childcare center.
2) Teachers were trained on how to create concept maps with the children to discuss health and nutrition.
3) Assessment results showed that providing the concept map visual aid helped children discuss more concepts about healthy behaviors compared to assessments without the visual.
This document discusses concept mapping as a learning tool that promotes meaningful learning and clinical reasoning. It defines concept mapping as a graphic representation of concepts and relationships in a knowledge domain. Concept mapping helps students organize and relate information in a way that facilitates retrieval and application. The document outlines how concept mapping aligns with constructivist learning theory and provides guidance on implementing concept mapping in different educational contexts, including its uses by both students and teachers.
Visual literacy is the ability to understand and use images including the ability to think, learn and express oneself in terms of images”.
Visual displays are effective for enhancing the learning of text information.
This document provides an overview of concept mapping. It defines a concept map as a visual representation of concepts and their relationships using boxes and arrows. Concept mapping helps learners brainstorm, discover new concepts and connections, communicate ideas clearly, and integrate new and existing knowledge. The document outlines how to construct a concept map by starting with a main idea, identifying key concepts, and connecting concepts with linking phrases and words. It also provides suggestions for organizing concepts during brainstorming and layout, as well as considerations for an effective concept map such as accuracy, organization, appearance, and creativity. Examples of basic and advanced concept maps are included.
Concept maps are diagrams that show relationships between concepts through labeled connections. They were developed by Joseph Novak in the 1970s to represent science knowledge. Concept maps are based on constructivist learning theory and show how new concepts relate to prior knowledge. They organize information visually with core concepts in circles/boxes and relationships shown through labeled lines. Concept maps have various uses including assessing understanding, collaboration, and research analysis. They must include core concepts and labeled relationships to be considered true concept maps.
The document discusses key concepts related to concept mapping. It explains that concept maps help answer focus questions by representing organized knowledge in a context-dependent manner. Organized knowledge includes concepts, propositions, and associated feelings or affects, and is comprised of perceived regularities or patterns in events and objects. It is hierarchically structured and necessary for effective teaching and learning.
The document discusses key concepts related to concept mapping. It explains that concept maps help answer focus questions by representing organized knowledge in a context-dependent manner. Organized knowledge includes concepts, propositions, and associated feelings or affects, and is comprised of perceived regularities or patterns in events and objects. It is hierarchically structured and necessary for effective teaching and learning.
This powerpoint will look at the basic differences between concept maps, mind mapping, graphic organizers, and outlines ... all as a form of graphically representing mental schema. By Jesse Gentile
Concept maps help to organize knowledge and answer focus questions in a context dependent manner. Concept maps represent organized knowledge through concepts and propositions. Propositions connect concepts using linking words and show interrelationships between different segments of a concept map. Organized knowledge is hierarchically structured and aids in effective teaching, learning, and creativity.
Concept maps help to organize knowledge and answer focus questions in a context dependent manner. Concept maps represent organized knowledge through concepts and propositions. Propositions connect concepts using linking words and show interrelationships between different segments of a concept map. Organized knowledge is hierarchically structured and aids in effective teaching, learning, and creativity.
The document is a concept map about the governmental system created by Juan Esteban Moreno for Diego Villamizar. It explains how concept maps work to organize knowledge in a hierarchical structure connected by linking words and propositions. Organized knowledge is necessary for effective teaching and learning and involves concepts related through perceived regularities, patterns, and interrelationships shown through crosslinks.
The document is a concept map about the governmental system created by Juan Esteban Moreno for Diego Villamizar. It explains how concept maps work to organize knowledge in a hierarchical structure connected by linking words and propositions. Organized knowledge is necessary for effective teaching and learning and involves concepts related through perceived regularities, patterns, and interrelationships shown through crosslinks.
The document is a concept map about the governmental system created by Juan Esteban Moreno for Diego Villamizar. It explains how concept maps work to organize knowledge in a hierarchical structure connected by linking words and propositions. Organized knowledge is necessary for effective teaching and learning and involves concepts related through perceived regularities, patterns, and interrelationships shown through crosslinks.
The document is a concept map about the governmental system created by Juan Esteban Moreno for Diego Villamizar. It explains how concept maps work to organize knowledge in a hierarchical structure connected by linking words and propositions. Organized knowledge is necessary for effective teaching and learning and involves concepts related through perceived regularities, patterns, and interrelationships shown through crosslinks.
The document discusses different types of graphical organizers that can be used to structure and represent information visually, including concept maps, mind maps, and flowcharts. It provides details on their origins, components, uses, and guidelines for creating each type. Graphical organizers translate words into visual structures to achieve meaningful learning. Common types include cyclic, hierarchical, sequential, and conceptual organizers. Concept maps specifically show relationships between concepts using boxes and arrows, while mind maps radiate information from a central topic. Flowcharts depict processes and workflows using standard symbols like boxes, arrows, and diamonds.
The document discusses different types of graphical organizers that can be used to structure and represent information visually, including concept maps, mind maps, and flowcharts. It provides details on their origins, components, uses, and guidelines for creating each type. Graphical organizers translate words into visual structures to achieve meaningful learning. Common types include cyclic, hierarchical, sequential, and conceptual organizers. Concept maps specifically show relationships between concepts using boxes and arrows, while mind maps radiate from a central topic. Flowcharts depict processes and workflows using standard symbols like boxes, arrows, and diamonds.
Concept maps are graphical tools used to organize and represent knowledge in a hierarchical structure. They include concepts connected by linking words or phrases to indicate relationships. To develop a concept map, key concepts are identified and ranked from most abstract to most concrete. Closely related concepts are clustered and arranged diagrammatically, with linking lines labeled with propositions. Concept maps help connect new ideas to prior knowledge, provide a framework for organizing information, and can be used as a learning or evaluation tool.
Concept maps represent organized knowledge needed to answer a focus question through concepts connected by linking words to form propositions, which are hierarchically structured and can show interrelationships between different segments. They help organize knowledge in a context-dependent way and aid teaching, learning, and creativity by revealing relationships.
Concept maps help to organize knowledge and answer focus questions in a context dependent manner. Concept maps represent organized knowledge through concepts connected by linking words to form propositions. Propositions show interrelationships between different segments of a concept map. Organized knowledge is hierarchically structured and aids in effective teaching, learning, and creativity.
Concept maps help to organize knowledge and answer focus questions in a context dependent manner. Concept maps represent organized knowledge through concepts connected by propositions using linking words. Organized knowledge is hierarchical and aids creativity by showing interrelationships between different map segments.
Concept maps help to organize knowledge and answer focus questions in a context dependent manner. Concept maps represent organized knowledge through concepts connected by propositions using linking words. Organized knowledge is hierarchically structured, especially for experts, and aids in creativity by showing interrelationships between different map segments.
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Teaching science using concept maps
1. Presented by
Dr. B. Victor., Ph. D
Email :
bonfiliusvictor@gmail.com
Blog: bonvictor.blogspot.com
2. Definitions of concept maps,
propositions and knowledge.
Components, characteristics and kinds
of concept maps.
Purpose of concept mapping.
Method of creating concept maps.
3. Primary elements of knowledge are
concepts.
A concept is a generalization drawn
from particulars.
Concepts are defined as “perceived
regularities in events or objects or
record of events or objects,
designated by a label” (Novak 1998)
4. Knowledge is factual or procedural
information.
Knowledge is the combined result of
learning, experience and training.
5. Origin of concept mapping
Concept mapping was
developed by Joseph D. Novak
in 1960s.
The idea of concept mapping
is based on Meaningful
learning theory of Ausubel
(1960).
6. The primary function of the brain is to
interpret incoming information to
make meaning.
It is easier for the brain to make
meaning, when information is
presented in vision formats.
7. What is a Concept map ?
Concept map is a visual illustration
displaying the organization of concepts and
outlining the relationship among or between
these concepts. (Hoffman and Novak 2003)
8. A concept mapping is a
technique used to organize
information or thoughts.
9. Concept maps are two-dimensional,
hierarchical diagrams that show the
structure of knowledge within a
discipline.
Composed of concept labels, each
enclosed in a box or oval, a series of
labeled linking lines and general-to-
specific organization.
10. Nodes represent concepts.
Lines represent relations between
concepts.
Labels on the lines describe the
nature of the relationship.
Arrow heads indicate direction of
the relationship.
11. Concept maps have structure
-Linear/horizontal ; Hierarchical /
non-hierarchical.
Concept maps are based on
propositions.
Concept maps represent a
particular domain of knowledge.
Concept maps illustrate patterns
and relationships among
concepts.
12. Hierarchical maps represent
information in a descending order of
importance. The key concept is on top
and subordinate concepts fall below
Non- hierarchical maps represent
information in a cluster or network
pattern
13. Composed of
Depends on
Is influenced by
Is affected by
Includes
causes
14. Linking concepts is the most
important aspect of concept
mapping
Cross-links represent relationships
between concepts in different
domains of the concept map.
15.
16.
17. Living
First stage things
are
Living
things Plants
are are
Final stage Animals
Plants
is an animal is an animal
is a plant
eats
Dog Cow Grass
18. Molecule
have s can be
Motion
Water
determine can
States change
Simple
concept map can be can be can be
Solid Gas Liquid
20. to generate ideas (brain storming,
etc.).
to design a complex structure (long
texts, hypermedia, large web sites,
etc.).
to communicate complex ideas
to aid learning by explicitly integrating
new and old knowledge.
to assess understanding or diagnose
misunderstanding.
21. Concept maps allow any body to
organize lots of information into a
form that is easily understood.
Concept maps allow you to
visualize connections within the
information.
Concept maps provide you a way
to organize your thoughts onto
paper.
22. Whenever you need to organize
information - this can vary from person
to person.
If you find concept maps useful, then
use them.
If you find them confusing, modify
them so they become useful to you -
asking questions can help you with this
process.
23. 1. Clarity
Conceptual clarity
Visual clarity
2. Order
Title - overall pattern
3. Balance
Overall layout of all map elements
4. Unity and Harmony
Pleasing look
5. Visual hierarchy
Relative importance
24. A concept
can be used to map contains
Organize information Two important
components
such as such as one is the other is
Vocabulary Ideas Major topics Linking words
which that that branches that
Helps to integrate Show relationship Describe
new words into between the ideas Subtopic relationships
prior knowledge between concepts
27. List all terms and concepts
associated with the topic of
interest.
Write them in one word or
phrase per note.
Don't worry about
redundancy.
Generate the largest possible
list.
28. Spread concepts on a blackboard so that
all can be read easily.
Create groups and subgroups of related
items
Group items to emphasize hierarchies
Identify terms that represent higher
categories.
Rearrange items and introduce new items
omitted initially.
29. Arrange terms based on inter
relationships and connections
among groupings
Within sub-grouping, place closely
related items nearer to each other
connect the items in the form of a
simple sentence that shows the
relationship between them.
30. Use lines with arrows to connect the
items.
Write a word or short phrases for each
arrow to specify the relationship.
Many arrows can originate or
terminate on important concepts.
31. Carefully examine the draft concept
map.
Rearrange concepts to emphasize
organization and appearance.
Remove or combine items to simplify.
Consider adding color or different
fonts.
32. Finalize the arrangement of items
that conveys better understanding.
Be creative by using colors, fonts
and shapes.
33. Identify the key concepts of a topic (i.e., make a
list);
Rank concepts from broad to specific;
Place broadest concept at the top;
more specific concepts below;
Link concepts with action words;
Group closely related concepts;
Rework this preliminary concept map by adding,
deleting renaming words and links;
34. an instructional tool.
a tool to promote
meaningful learning.
an assessment tool.
a curriculum organizing
guide in teaching.
a mind tool for critical
thinking.
35. Enable understanding of a
topic.
Allow to explore new
information and relationships
Access prior knowledge
Gather new knowledge and
information
Share knowledge and
information generated
Help thinkers document and
describe their thinking
36. Concept recognition - identifying the
relevant concepts in a given topic
Grouping - appropriate linking of concepts.
Hierarchy – more inclusive concepts at top,
more specific concepts at lower end of map.
Branching - the level of differentiation of
concepts
Propositions –meaningful sentences
37. Accuracy and thoroughness
1. Are the concepts and relations correct?
2. Are the important concepts missing?
3. Are any misconceptions apparent?
Organization -Does the map show hierarchy?
Does it have a title?
Appearance - Is it neat and orderly?
Cross links- Does the map show meaningful
connections?
Creativity- does it effectively communicate
concepts/stimulate interest?
38. Easy to take notes during lecture
Excellent aid to group brainstorming
Planning your lecture / studies / career
Providing graphics for your presentation
Refine your creativity and critical thinking
39. Improve clarity of thought;
Assimilate more information;
Achieve deeper understanding;
Improve memorization;
Improve coherence;
Enhance clarity of relations
40. easy to use.
improve learning
improve understanding.
Influence knowledge construction
41. Note taking and summarizing
Knowledge elicitation
Knowledge capturing
New knowledge creation
knowledge preservation (retention).
modeling Collaborative knowledge and
the transfer of expert of knowledge
Knowledge sharing.
42.
43.
44.
45. Novak J D 1991 Clarify with Concept maps :A
tool for students and teachers alike The Science
Teacher 58(7) 45-49
Novak J D and D B Gowin 1986 Learning How to
learn, Cambridge University Press, London
Moreira M A 1979 Concept maps as tools for
teaching, Journal of Science Teaching
VIII(5):283-286
46. Ausubel, David P. (1968). Educational Psychology, A
Cognitive View. New York: Holt, Rinehart and Winston, Inc.
Ausubel, David P. (1967). Learning Theory and classroom
Practice. Ontario: The Ontario Institute For Studies In
Education.
Ausubel, David P. (1963). The Psychology of Meaningful
Verbal Learning. New York: Grune & Stratton.Angelo, T. A.
and Cross, K. P. Classroom Assessment Techniques, A
Handbook for College Teachers (2nd ed., p. 197). Jossey-
Bass, San Francisco, 1993.
Jonassen, D.H., Beissneer K., and Yacci, M.A. (1993)
Structural Knowledge: Techniques for Conveying, Assessing,
and Acquiring Structural Knowledge. Hillsdale, NJ:
Lawrence Erlbaum Associates.
47. Final thoughts
Concept maps organize
your thinking to improve your
memory.
Formation of concepts and
their use is of critical
importance for a learner to
be successful in his studies.
48. • Dr.B.Victor is a highly experienced professor,
recently retired from the reputed educational
institution- St. Xavier’ s College(autonomous),
Palayamkottai, India-627001.
He was the dean of sciences, assistant
controller of examinations and IQAC
co-ordinater.
He has more than 32 years of teaching and
research experience
He has taught a diversity of courses and he
has supervised 12 Ph. D research scholars .
Send your comments to :
bonfiliusvictor@gmail.com