Concept Maping Judy Jurgens

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Presented at CHEC ET course on 18th May 2012

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  • One should be able to “read” a concept map aloud. Some examples
  • Example 1: Global warming: Draft 1 hand drawn
  • Example 1: Draft 2hand drawn
  • Example 3: Draft 3 UsingCmap tool
  • Example 2: Huge, complicated drawing – ideas all over the place
  • Example 2: computer generated – more possible to refine
  • Peer evaluation. Many ways to evaluate with emphasis on different aspects of Cmap and contents.In this instance, the student has discerned that the representation is a mindmap and not a concept map yet has certain virtues.The value of peer evaluations is refinement of own discernment in respect of features of the Cmap, easier to critique than the report itself, but it is a clarification for the evaluator who may go back and refien their own Cmap as a result and hence also the report content or focus.
  • Concept Maping Judy Jurgens

    1. 1. Concept Mapping: a Learning Toolin First-year Science at UWC
    2. 2. Concept MapsGraphic organising tool using concept labelswhich are linked to explain relationshipbetween concepts, the links makingpropositional statements of understanding.This facilitates a deeper understanding of theinter-relatedness of concepts in a body ofknowledge.One tool used in conjunction with other T & Lpractices.
    3. 3. Novak & Canas, 2008
    4. 4. Rationale for using concept mapsThe construction of concept maps enables students to:1. get a clear overall picture of a field of study2. better grasp the relationship between those areas under study3. delimit the extent of knowledge under study (discrimination strategy)4. use a learning and knowledge construction tool5. to deconstruct „faulty‟, fragmented or incomplete knowledge learned at school and reconfigure it.
    5. 5. How we teach concept-mapping1. First construct mind-maps: - Brainstorm of major concepts covered and how these relate to main concept under study - Use this to identify gaps via student critique - Use as basis for distinguishing key concepts from examples - Use this for listing key concepts2. Follow construction steps for concept map - Start with main concepts and second-tier concepts but label relationships as we go - Hand-drawn on whiteboards or paper3. Transfer basic C-map to computer - students train each other and work collaboratively to refine and label relationships - used for inclusion in tasks, assessed.
    6. 6. Success of CM as tool1. Assists student knowledge construction: - Gives overview of concepts covered and how they interrelate - Used to identify gaps in school learning - Used as learning/studying tool - Allows individualised knowledge construction within given parameters2. Enables evaluation of student learning - View of student understanding “at-a-glance” - Encourages discussion of concepts and categorisation
    7. 7. Difficulties with concept maps1. Time consuming to do2. Needs high levels of collaboration3. Not all students work well visually or spatially4. Takes a lot of practice to do well
    8. 8. Contact detailsJudy Jürgens: jjurgens@uwc.ac.za

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