Capturing Conceptual Change

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Information about Capturing Conceptual Change

Published on July 17, 2008

Author: bradleybergey

Source: slideshare.net

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

Capturing Change

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

Relevant Research

Defining Concept Maps

Free Software

Research Questions

Student Examples

Ideas for Application

Evaluating Concept Maps

Relevant Research Findings

National Research Council (2000) National Research Council (2000)

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

How do experts think about topics and/or solve problems differently than novices ?

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

Not a list of facts, formulas, names, dates, etc.

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

Experts organize their thinking differently than novices .

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

Experts organize their thinking

around big ideas

and

In chunks

organization matters

organization matters

Existing schema is used to build new knowledge Constructivism:

Existing schema is used to build new knowledge

fish is fish

 

 

 

 

 

 

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

Anais Nin:

Initial conceptualization matters

Initial conceptualization matters

organization matters initial conceptualization matters

organization matters

initial conceptualization matters

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

Making students’ thinking transparent

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

a visual organization of concepts in which components and relationships are demonstrated spatially

 

 

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

Cmap Tools cmap.ihmc.us/

Downloads (Free)

FreeMind

VUE

On-line

Bubb.us

Gliffy Online

Mind42

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

How do students conceptualize the topic at the beginning of the unit?

How does that change by the end of the unit?

Middle Ages [grade 7] Iraq [grade 10]

Middle Ages [grade 7]

Iraq [grade 10]

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

Step 1: Individual students starting point

Free write

ID concepts

Map concepts

7 th Grader: Starting Conceptualization of the Middle Ages

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 1: Individual students starting point

Free write

ID concepts

Map concepts

Step 2: Combine Individual concept maps with group members

7 th Graders: Group Conceptualization

7 th Graders: Group Conceptualization

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 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

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

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

let’s take a look

let’s take a look

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?

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?

Convergent & Divergent thinking

applying it Collaborate Reflect Document

Collaborate

Reflect

Document

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?

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?

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

[email_address]

www.pastimperfect.wordpress.com

www.bfischool.org

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