The document discusses knowledge organization in cell biology and science education. It presents several working hypotheses about how understanding concepts and organizing them helps learning and transforms novices into experts. The importance of knowledge organization in curriculum development and conceptual change is explained. Different ways of representing knowledge like concept maps and semantic networks are described. The methodology section discusses classifying concepts, assigning semantic relations, comparing novice and expert knowledge structures, and developing a three-layer model for knowledge representation.
This is the checklist used by students to help them self-assess to identify strengths and weaknesses of their essays.
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This is the checklist used by students to help them self-assess to identify strengths and weaknesses of their essays.
Scroll down to the third page and you'll see the rubric I used for the final, summative assessment. It has the wrong title on it - 'belonging' oops!
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Don’t miss PART 2 of this article! find it in our Presentations list!!
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Talk I gave in the National Center for BioOntologies (NCBO) Webinar series, on Nov 17, 2010.
Abstract, bio, and video recording are at the NCBO website:
http://www.bioontology.org/phenoscape
What Are Metaphors?
Metaphors As A Metaphor
Metaphor In Talk Essay
Metaphors And Figurative Language
Life Metaphors And Similes Essay
Metaphor Essay Metaphor
What Does Metaphor Mean
Example Of A Metaphor
Metaphor In The Metaphor
Conceptual Metaphors Essay
Experience With Metaphors
Metaphors We Live By Essay examples
Summary Of Metaphors We Live By
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Life with Metaphors Essay
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Knowledge Organizers of Cell Biology
1. Knowledge Organizers of Cell Biology
Meena Kharatmal & Nagarjuna G.
{meena, nagarjun}@hbcse.tifr.res.in
EPISTEME 1
December 16, 2004
Homi Bhabha Centre for Science Education
(Tata Institute of Fundamental Research)
Mumbai, INDIA
2. Working Hypotheses of Knowledge Organization in
Science Education
To understand is to establish relations between concepts
●
To educate is to help to organize concepts
●
All learning involves restructuring (conceptual change).
●
Misunderstanding is due to incorrect organization of
●
concepts
Goal of teaching is to restructure (reorganize) novice's
●
knowledge structure so as to align with expert's
knowledge structure
3. Importance of Knowledge Organization in Science Education
Understanding of knowledge organization (KO) will help in
●
building a framework for curriculum development
To understand the transformation (conceptual change) of
●
novice into an expert
Curriculum designed using KO approach follows a principled
●
approach, which is used by the experts in their respective
domains. Incorporating the principled/logical approach is
very essential to transform a novice into an expert (which is
the goal of education)
8. Methodology
Classify concepts on the basis of their cognitive function
●
Assign valid and authentic semantic relations to the concepts
●
Analysis of the knowledgebase based on the usage of
●
different kinds of semantic relations applied
Comparing the novice's knowledge structure with that of an
●
expert's knowledge structure
Restructuring (reorganizing) to align the novice's knowledge
●
structure with the expert's knowledge structure
Develop a minimal set of relation types for representing the
●
entire domain of biology
9. 3layer model of GNOWSYS
MetaType MTRelation
MetaType
MetaType
layer
MetaType
MetaType
MetaType MetaType
MetaType
Instance of MetaType
Type
AT AT
layer AT
ObjectType ObjectType
RelationType
AT
Instance of Type
Token
A A
layer A
Object Object
Relation A
10. Classify concepts on the basis of their cognitive function
MetaType
Taxonomical concept Structural concept Process concept
Relational concept
Kingdom TYPE
Spatial inclusion
Phylum Meronymic inlucsion
Class inclusion
Class
Instance of
ObjectType
Structure Process
Animalia Cell Protein synthesis TYPE
Cytoplasm
Vertebrata
Nucleus Lipid synthesis
Mammalia
Nuclear envelope
Human Diffusion
Mitochondria
Fish Metabolism
Ribosomes
by
Instance of
ed
Object
in
co
Robert Hooke
TOKEN
11. Assign valid and authentic semantic relations to the concepts
Meta Type
Relational concept Class inclusion
Meronymic inclusion
Spatial inclusion Functional
RelationType
Ribosomes located on endoplasmic reticulum
Vertebrata includes fish, mammal
Protein synthesis occurs in cytoplasm
Mitochondria, ER, part of cell
Amino acids includes alanine, glutamine
DNA wound around histones
Purines includes adenine, guanine
Ribosomes located on ER
Nucleus function DNA synthesis
Plankton includes phytoplankton, zooplankton
Relation
Schleiden, Shwann formulated Cell theory
12. Classify concepts on the basis of their cognitive function
cell small lipid synthesis
nucleus frog osmosis
cytoplasm nekton diffusion
endoplasmic reticulum plankton metabolism
mitochondria ocean my cell
protein synthesis size 20nm
animalia eukaryotic cell ribosomes
mammalia kingdom shark
whale phylum 1µ m
structure
Watson class
process
Hooke vertebrata attributes
objects
13. Assign valid and authentic semantic relations to the concepts
Animalia instanceof kingdom class membership
●
Vertebrata instanceof phylum
●
class inclusion
Vertebrate includes mammalia, fish
●
meronymic inclusion
Shark instanceof chondrichthyes
●
Kingdom subtypeof taxonomical concept spatial inclusion
●
Mitochondria partof cell
●
Ribosomes partof cell
●
Instanceof
Robert Hooke instance of human
●
subtypeof
Nuclear envelop surrounds nucleus
●
partof
surrounds
14. Semantic relations
Meronymic inclusion (partof/consistsof)
●
Nucleus, cytoplasm, ER, mitochondria partof cell
–
Phosphoric acid, pentose sugar, nitrogenous base partof nucleotides
–
Amino acids partof proteins
–
Class inclusion (includes /typeof, subclassof)
●
Amino acids includes alanine, glutamine
–
Purines includes adenine, guanine
–
Vertebrates includes mammals, fish
–
Spatial inclusion (surrounded by/surrounds)
●
Nucleus surroundedby nuclear envelope
–
DNA wound around histones
–
Ribosomes located on endoplasmic reticulum
–
Functional (function)
●
Smooth ER function lipid synthesis
–
Golgi apparatus function transport of materials
–
15. Process modelling
Object undergoes event
●
Object transforms into object
●
Event takes place in region
●
Event takes place during time
●
16. Process modelling for prophase
Structure Process
● ●
Chromatin undergoes condensation;
Condensation takes place in nucleus
Chromatin Condensation
– –
Chromatin transforms into chromosome
Chromatin moves towards nuclear envelope
Chromosome Reduction
Nucleoli reduces in size – –
Reduction takes place in nucleoplasm
Nuclear envelope undergoes fragmentation
Nucleoli Movement
– –
Fragmentation results in disappearance
Spindle formation takes place in cytoplasm
Nuclear envelope Fragmentation
– –
Centrioles undergoes movement
Spindle undergoes lengthening
Spindle Formation
– –
Centrioles
Chromatin –
Condensation
Location/Region
Effect ●
●
Nucleus Nucleus
Disappear –
–
Chromosomes Nucleoplasm
Lengthen –
–
17. Concept map on “life in the ocean”
Many relation types
●
1st level
Hierarchy not ordered
2nd level ●
3rd level
Hierarchy not validated
●
4th level
Incorrect crosslinks
●
5th level Graphical representation
●
misleading
6th level
Not principled
●
Martin, Mintzes, Clavijo (IJSE, 2000)
18. Principled concept map on “life in the ocean”
Consists Ocean
of
Includes
Living Beings Nonliving Beings
Habi (Biotic) (Abiotic)
t
Habita
t Animals Plants
Produce
s
Geological
Chemical
Physical
Seagrass Algae
Plankton Pleuston Nekton Vertebrates
Invertebrates
Cnidaria
Chlorophyta
Fish Mammal
Phytoplankton Arthropoda Current
Wave
Phaeophyta
Porifera Wind
Zooplankton
Rhodophyta Crustal plate
Mollusca
Inorganic Organic boundaries
Agnatha
Osteichthyes Carnivora Pinnipeda
Holoplankton Chonodrichthyes Cetacea Sirenia
Meroplankton Ca Cl
Ligands
K
Na
Co3
Mysteceti Odonteceti Constructive
Rays
Shark
Conservative
Destructive
19. Principled concept map on “organic molecules”
Consists of
Organic molecules
Includes
Polysaccharides Proteins Lipids
Nucleic acids
Minimal Set of RNA
Knowledge
DNA
Organizers
Fatty acids
Monosaccharides Amino acids Nucleotides Glycerol
Principled Concept
Alanine
Map:
Glutamine
Concepts
➔
Glycine
Relation types
Phenylalanine Pentose sugar
➔
R
H C
Relations
➔
Phosphoric acid Nitrogenous bases
NH2
COOH
Hierarchy
➔
Branching
➔
Crosslinks
Purines Pyrimidines
➔
Instances
➔
Attributes
➔
Cytosine
Metatypes
➔
Adenine Guanine Thymine Uracil
25. Implications of the reasearch
Study the transformation and restructure (reorganize) the
●
novice's knowledge structure with that of an expert's knowledge
structure
To develop a knowledge base of biological concepts with valid
●
and authentic semantic relations (can serve as criteria maps for
assessment and scaling)
To develop a principled concept mapping approach with scaling
●
and assessment criteria using the knowledge base
Develop a controlled language (small subset of natural
●
language) to express scientific knowledge based on minimal
knowledge organizers (following the concept graphs of Peirce
and Sowa)
26. Ausubel, Novak and Hanesian (1978): Cognitive Physchology: A Cognitive View, Holt, Rinehart and Winston, New York
●
Brewer and Samarapungavan(1991): Children's Theories vs. Scienctific Theories: Differences in Reasoning or Differences in Knowledge? In
●
Hoffman and Palermo (Eds.), Cognition and the Symbolic Processes: Applied and Ecological Perspectives, pp. 209232, Erlbaum, NJ.
Carey (1986): Conceptual Change and Science Education, American Psychologist, 41(10, pp.11231130.
●
Castro, Peter and Huber, Michael (2003): Marine Biology, Fourth edition, McGrawHill, USA.
●
Fisher, Wandersee and Moody (2000): Mapping Biology Knowledge, Kluwer Academic Publishers, The Netherlands
●
Fisher and Kibby (1996): Knowledge Acquisition, Organization and Use in Biology, SpringerVerlag, Germany
●
Grabowski (2000): Principles of Anatomy and Physiology, John Wiley and Sons, New York
●
International Journal of Science Education: 2000, 2002
●
Journal of Research in Science Teaching: 1990, 1994, 1996, 2000
●
Mader (2000): Inquiry into Life, McGraw Hill, USA
●
Mintzes, Wandersee and Novak (1998): Teaching Science for Understanding A Human Constructivist View, Academic Press, USA
●
Mintzes, Wandersee and Novak (2000): Assessing Science Understanding A Human Constructivist View, Academic Press, USA
●
Novak, Gowin (1984): Learning How to Learn, Cambridge University Press, UK
●
Soper (1997): Biological Science, Cambridge University Press, UK
●
Sowa (2000): Knowledge Representation: Logical, Philosophical, and Computational Foundations, Brooks/Cole, USA
●
Sowa (1984): Conceptual Structures: Information Processing in Mind and Machine, AddisonWesley Publishing Company, USA.
●
Stephens and Chen (1995): Principles for Organizing Semantic Relations in Large Knowledge Bases, IEEE.
●
Storey (1993): Understanding Semantic Relationships, VLDB, 2, pp.455488
●
Winston, Chaffin and Hermann (1987): A Taxonomy of PartWhole Relations, Cognitive Science, 11, pp. 417—444
●