Transcript Concept Maps as a Teaching and Learning Tool By Rob Skinner SCE 5305 11-26-02

Concept Maps as a Teaching
and Learning Tool
By Rob Skinner
SCE 5305
11-26-02
Concept Maps
Shows
organization
Teacher
generated
Student
generated
Aids in
retention
Alternative
assessment
Special
education
Advanced
learners
Concept Maps
Shows
organization
Teacher
generated
Student
generated
Aids in
retention
Alternative
assessment
Special
education
Advanced
learners
Shows organization
• Teacher generated
Good way for students to learn concept
mapping
Select and fill in (SAFI) concept maps are
the best way to introduce students to
concept maps
Students see how topics are organized
• Student Generated
Shows student understanding of topic
Allows student to make a map that they
understand
Concept Maps
Shows
organization
Teacher
generated
Student
generated
Aids in
retention
Alternative
assessment
Special
education
Advanced
learners
Aids in Retention
• Pre and post activity concept maps
Shows growth in understanding at the end of
the lesson
Good pre-laboratory concept maps aid in long
term memory
Concept Maps
Shows
organization
Teacher
generated
Student
generated
Aids in
retention
Alternative
assessment
Special
education
Advanced
learners
Alternative Assessment
• Special Education
Students can use Teacher generated SAFI
maps as an alternative testing style
Can be used to organize thoughts for science
reports
• Accelerated learners
Can be used to organize thoughts for science
reports
Student generated maps demonstrate
students understanding of subject
Teaching concept mapping
• Long process, be patient
• Start with a familiar topic such as “apple”
• Students write 10 other concepts related
to apples
• Students arrange in order of most general
to most specific
• Students arrange from top to bottom.
Most general on top, most specific on
bottom.
Copyright National Institute for Science Education
Conclusion
• Concept maps allow students to show
organization of topic
• Concept maps aid in student retention and
show understanding of topic
• Good tool for special education and
accelerated learner students
References
Dana, T.M., & Tippens, D., (1993). Considering alternative assessments
for middle level learners. Middle School Journal, 25 (2), 3-5.
Ritchie, D., & Volkl, C. (2000). Effectiveness of two generative learning
strategies in the classroom. School Science and Mathematics, 100 (2), 83-89.
Shavu, C., Mattern, N., & Zeilik, M. (2001). Select and fill-in concept
map scores as a measure of students connected understanding
of science. Educational and Psychological Measurement, 61 (1) 136-58.
Sturm, J.M., & Rankin-Erickson, J.L. (2002). Effects of hand drawn and
computer generated concept mapping on the expository writing of
middle school students with learning disabilities. Learning Disabilities, 17 (2) 124-39.
Wilcox, S.K., & Sahloff, M. (1998). Another perspective on concept
Maps: Empowering students. Mathematics Teaching in the Middle School, 3 (7) 464-69.
Zeilik, M., National Institute for Science Education, University of
Wisconsin-Madison. Classroom Assessment Techniques Concept
Mapping. Retrieved November 23, 2002 from http://www.flaguide.org.