Capturing Conceptual Change

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  • 1. List of 31 things to check out Not this session. You get ONE tool Address application on this tool based on some research Where’ the audience at: Teachers? Administrators? Used concept mapping/mind mapping software? How was it used?
  • Capturing Conceptual Change

    1. 1. Capturing Conceptual Change with Concept Mapping Freeware Bradley Bergey, M.S.Ed pastimperfect.wordpress.com [email_address] www.bfischool.org
    2. 2. Capturing Change
    3. 3. Where we’re heading <ul><li>Relevant Research </li></ul><ul><li>Defining Concept Maps </li></ul><ul><li>Free Software </li></ul><ul><li>Research Questions </li></ul><ul><li>Student Examples </li></ul><ul><li>Ideas for Application </li></ul><ul><li>Evaluating Concept Maps </li></ul>
    4. 4. Relevant Research Findings
    5. 5. National Research Council (2000) National Research Council (2000)
    6. 6. Expert/Novice Studies <ul><li>How do experts think about topics and/or solve problems differently than novices ? </li></ul>
    7. 7. <ul><ul><li>Not a list of facts, formulas, names, dates, etc. </li></ul></ul>(National Research Council, 2000) (though experts know more of these than novices)
    8. 8. <ul><ul><li>Experts organize their thinking differently than novices . </li></ul></ul>(National Research Council, 2000)
    9. 9. <ul><li>Experts organize their thinking </li></ul><ul><li>around big ideas </li></ul><ul><li>and </li></ul><ul><li>In chunks </li></ul>(National Research Council, 2000)
    10. 10. <ul><li>organization matters </li></ul>
    11. 11. <ul><li>Existing schema is used to build new knowledge </li></ul>Constructivism:
    12. 12. fish is fish
    13. 19. <ul><li>Anais Nin: </li></ul>“ We see things not as they are but as we are”
    14. 20. <ul><li>Initial conceptualization matters </li></ul>
    15. 21. <ul><li>organization matters </li></ul><ul><li>initial conceptualization matters </li></ul>
    16. 22. Conceptualize To have a mental model that includes the components and relationships that make up an idea. Often held tacitly
    17. 23. Making students’ thinking transparent
    18. 24. concept map <ul><li>a visual organization of concepts in which components and relationships are demonstrated spatially </li></ul>
    19. 27. Software <ul><li>Cmap Tools cmap.ihmc.us/ </li></ul><ul><li>Downloads (Free) </li></ul><ul><li>FreeMind </li></ul><ul><li>VUE </li></ul><ul><li>On-line </li></ul><ul><li>Bubb.us </li></ul><ul><li>Gliffy Online </li></ul><ul><li>Mind42 </li></ul>
    20. 28. My questions? <ul><li>How do students conceptualize the topic at the beginning of the unit? </li></ul><ul><li>How does that change by the end of the unit? </li></ul>
    21. 29. <ul><li>Middle Ages [grade 7] </li></ul><ul><li>Iraq [grade 10] </li></ul>
    22. 30. Steps of the Process <ul><li>Step 1: Individual students starting point </li></ul><ul><ul><ul><li>Free write </li></ul></ul></ul><ul><ul><ul><li>ID concepts </li></ul></ul></ul><ul><ul><ul><li>Map concepts </li></ul></ul></ul>
    23. 31. 7 th Grader: Starting Conceptualization of the Middle Ages
    24. 32. Steps of the Process <ul><li>Step 1: Individual students starting point </li></ul><ul><ul><ul><li>Free write </li></ul></ul></ul><ul><ul><ul><li>ID concepts </li></ul></ul></ul><ul><ul><ul><li>Map concepts </li></ul></ul></ul><ul><li>Step 2: Combine Individual concept maps with group members </li></ul>
    25. 33. 7 th Graders: Group Conceptualization
    26. 34. 7 th Graders: Group Conceptualization
    27. 35. Steps of the Process <ul><li>Step 1: Individual students starting point </li></ul><ul><ul><ul><li>Free write </li></ul></ul></ul><ul><ul><ul><li>ID concepts </li></ul></ul></ul><ul><ul><ul><li>Map concepts </li></ul></ul></ul><ul><li>Step 2: Combine Individual concept maps with group members </li></ul><ul><li>Step 3: Group research on pre-selected web sites </li></ul>
    28. 36. Steps of the Process <ul><li>Step 1: Individual students starting point </li></ul><ul><ul><ul><li>Free write </li></ul></ul></ul><ul><ul><ul><li>ID concepts </li></ul></ul></ul><ul><ul><ul><li>Map concepts </li></ul></ul></ul><ul><li>Step 2: Combine Individual concept maps with group members </li></ul><ul><li>Step 3: Group research on pre-selected web sites </li></ul><ul><li>Step 4: Record changes </li></ul>
    29. 37. <ul><li>let’s take a look </li></ul>
    30. 38. Go to: www.pastimperfect.wordpress.com Choose one set of maps, either: A-Iraq-Start A-Iraq-End or B-Iraq-Start B-Iraq-End <ul><li>With a person near you, consider: </li></ul><ul><li>What is the student’s starting conceptualization? What’s unclear? What misunderstood? What’s missing? </li></ul><ul><li>What has changed in the conceptualization? </li></ul><ul><li>What further questions do you have for the student about their final conceptualization? What areas would you encourage him/her to pursue further? </li></ul>
    31. 39. Convergent & Divergent thinking
    32. 40. applying it <ul><li>Collaborate </li></ul><ul><li>Reflect </li></ul><ul><li>Document </li></ul>
    33. 41. qualitative feedback <ul><li>Elaboration </li></ul><ul><ul><li>How much does the student know? </li></ul></ul><ul><li>Organization </li></ul><ul><ul><li>How does the student organize his/her thinking? </li></ul></ul><ul><li>Change </li></ul><ul><ul><li>How does the conceptual organization change over time? </li></ul></ul>
    34. 42. <ul><li>[email_address] </li></ul><ul><li>www.pastimperfect.wordpress.com </li></ul><ul><li>www.bfischool.org </li></ul>

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