This document discusses using concept mapping to capture conceptual change in students. Concept maps allow students to visually organize concepts and relationships, making their thinking transparent. The document outlines a process for using concept maps that includes having students individually map their initial concepts, then combine maps in groups and conduct research to update their maps. Examples are provided of students' concept maps of topics like the Middle Ages and Iraq at the start and end of a unit. Evaluating the maps can provide insight into a student's understanding, organization of knowledge, and how their conceptualization changes over time.

1. Capturing Conceptual Change with Concept Mapping Freeware Bradley Bergey, M.S.Ed pastimperfect.wordpress.com [email_address] www.bfischool.org

2. Capturing Change

3. Where we’re heading Relevant Research Defining Concept Maps Free Software Research Questions Student Examples Ideas for Application Evaluating Concept Maps

4. Relevant Research Findings

5. National Research Council (2000) National Research Council (2000)

6. Expert/Novice Studies How do experts think about topics and/or solve problems differently than novices ?

7. Not a list of facts, formulas, names, dates, etc. (National Research Council, 2000) (though experts know more of these than novices)

8. Experts organize their thinking differently than novices . (National Research Council, 2000)

9. Experts organize their thinking around big ideas and In chunks (National Research Council, 2000)

10. organization matters

11. Existing schema is used to build new knowledge Constructivism:

12. fish is fish

19. Anais Nin: “ We see things not as they are but as we are”

20. Initial conceptualization matters

21. organization matters initial conceptualization matters

22. Conceptualize To have a mental model that includes the components and relationships that make up an idea. Often held tacitly

23. Making students’ thinking transparent

24. concept map a visual organization of concepts in which components and relationships are demonstrated spatially

27. Software Cmap Tools cmap.ihmc.us/ Downloads (Free) FreeMind VUE On-line Bubb.us Gliffy Online Mind42

28. My questions? How do students conceptualize the topic at the beginning of the unit? How does that change by the end of the unit?

29. Middle Ages [grade 7] Iraq [grade 10]

30. Steps of the Process Step 1: Individual students starting point Free write ID concepts Map concepts

31. 7 th Grader: Starting Conceptualization of the Middle Ages

32. Steps of the Process Step 1: Individual students starting point Free write ID concepts Map concepts Step 2: Combine Individual concept maps with group members

33. 7 th Graders: Group Conceptualization

34. 7 th Graders: Group Conceptualization

35. Steps of the Process Step 1: Individual students starting point Free write ID concepts Map concepts Step 2: Combine Individual concept maps with group members Step 3: Group research on pre-selected web sites

36. Steps of the Process Step 1: Individual students starting point Free write ID concepts Map concepts Step 2: Combine Individual concept maps with group members Step 3: Group research on pre-selected web sites Step 4: Record changes

37. let’s take a look

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 With a person near you, consider: What is the student’s starting conceptualization? What’s unclear? What misunderstood? What’s missing? What has changed in the conceptualization? What further questions do you have for the student about their final conceptualization? What areas would you encourage him/her to pursue further?

39. Convergent & Divergent thinking

40. applying it Collaborate Reflect Document

41. qualitative feedback Elaboration How much does the student know? Organization How does the student organize his/her thinking? Change How does the conceptual organization change over time?

42. [email_address] www.pastimperfect.wordpress.com www.bfischool.org