propositional concept maps: a tool engineered for use to enhance content- area teaching and learning...
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Propositional Concept Maps: A Tool Engineered for Use to Enhance Content-
Area Teaching and Learning
Dr. Nancy RomanceFlorida Atlantic University
Dr. Michael VitaleEast Carolina University
Presented toScience Coaches
School District of Palm Beach CountySeptember 2009
Workshop Overview
1. What’s involved in meaningful learning in science ? (Establishing the
‘foundation’ for constructing and using propositional concept maps)
2. What are propositional concept maps, their characteristics and how do
they differ from other graphic organizers?
3. How are propositional concept maps constructed?
4. When and how are students introduced to propositional concept maps?
5. In what ways can propositional concept maps be used by students?
6. How can propositional concept maps be used by teachers for
curriculum planning and assessment?
Section 1
What’s involved in meaningful
learning in science?
Setting the ‘context’ for understanding the power and potential of concept mapping to support quality teaching
and meaningful student learning in science
What Constitutes Meaningful Learning in Science?
• Meaningful learning is a cognitive process in which learners build conceptual understanding in science which, in turn, can be accessed and applied as prior knowledge under conditions of automaticity to new learning tasks
• When meaningful learning occurs, learners are able to:– represent and explain the central ideas and organizing principles in
a domain
– construct rich explanations and predictions
– formulate significant questions
– apply knowledge in many situations and contexts
– organize new concepts within their existing conceptual framework
Requirements for Meaningful Learning in Science
– A curricular structure that organizes science content in a conceptually coherent and meaningfully sequenced fashion
– A curricular structure that provides opportunities for students to be able to:
• organize their knowledge around core concepts (big ideas) and concept relationships
• explicitly relate what is to be learned (new knowledge) to what has already been learned (accessing prior curricular knowledge)
• learn more about what is being learned (depth of knowledge)• engage in cumulative review of what has been learned• automatically apply their knowledge to similar or new contexts
Consensus Research Findings About Meaningful Learning..
Recent Research Related to Learning with Understanding…(Bransford, et al, 2000)
3 Major Findings…
• Prior Knowledge is a major determinant of future learning
•Understanding involves organizing/
re-organizing knowledge around core concepts
• Learning involves knowing when to use prior knowledge and skills for future learning (metacognition)
Meaningful Learning – Finding # 1: Prior Knowledge….
Recommendations for Teachers….
• Teachers must draw out students prior knowledge creating classroom
tasks and conditions under which student thinking is revealed (and
often archived for later reference)
• Teachers should use frequent formative assessment to determine
essential student learning and meaningful understanding as instruction
unfolds
• Teachers must build student prior knowledge, if necessary
Meaningful LearningFinding # 2: Big Ideas/Core Concepts
Recommendations for Teachers…..
In order for students to develop understanding in an area of study, they
must:
– (1) have a deep foundation of factual knowledge
– (2) understand facts and ideas in the context of a conceptually
coherent framework, and
(3) organize knowledge in ways that facilitates retrieval and
application (e.g., such as can be done with propositional concept
maps)
Meaningful LearningFinding #3: Thinking about what one knows…..
Recommendations for Teachers…
– must develop a metacognitive approach to instruction enabling
students to learn how to take control of their own learning by
always relating new knowledge to what they already know,
defining their own learning goals, and monitoring their own
progress in achieving them
IF Meaningful Learning Serves as the Basis for Understanding, THEN……..
Consider the following chain of ideas:
Teaching meaningful science content…a) provides a coherent context for building conceptual
understanding
b) serves as the conceptual basis for linking all instructional activities to the knowledge (core concepts) to be learned, THEN
c) results in cumulative development of understanding which is
the basis for reading comprehension – a powerful added bonus!!!!!
Consensus Research: Conclusions Relating to the Role of Knowledge in Reading Comprehension
Rand Research Findings
•Recommends more content-area reading
•Defines comprehension as… The simultaneous process of extracting and constructing meaning from print materials or other forms of communication
American Educator
Spring 2003
Entire issue devoted to comprehension
Available from the American Federation of Teachers (AFT.org)
Section 2
What are the characteristics of propositional concept maps and how
do they differ from other forms of graphic organizers?
Propositional Concept Maps..
• What are they….– As a product, they are graphic organizers that present the
conceptual structure of the knowledge within a discipline (big ideas, core concepts and relationships) in an hierarchical fashion and utilize propositional statements to express the relationships
– As a strategy, propositional concept mapping is a dynamic, interactive process in which students or teachers can organize and represent their own conceptual understanding
– As a tool, propositional concept maps are engineered for ease of use when building coherent curricular structures, developing blueprints for instruction and assessment, and as a dynamic interactive tool to support student learning and expository writing
As a Product - Emphasis on “Big Ideas”:
• The National Research Council (NRC) in the NSES suggested that BIG Ideas:– Represent the central ideas and organizing principles in a
domain– Facilitate rich explanations and predictions– Motivate the formulation of significant questions– Are applicable in many situations and contexts– Provide the basis for organizing concepts
Propositional Concept Maps: As A Tool Perspectives from Cognitive Science
Illustrates how knowledge in any meaningful domain (e.g., biology, economics) has an inherent structure that….
• permits many other concepts to be related to it
• is a requirement for effectively using and applying knowledge broadly
• is the central issue associated with transfer of knowledge to other contexts and situations (Bruner, 1963)
Biological Classification
Please examine Concept Map on Biological Classification that has
been distributed
PCM: As A Tool ….Can Help Us Build Coherent Curriculum
PCM as a Tool have the characteristics that exemplified the evidence that Bill Schmidt identified as part of the TIMSS Study—that is the science curriculum in high performing countries was….
• “Focused” – Curriculum was organized around Big Ideas and core concepts
that support linking concepts for in-depth learning• “Coherent”
– Content was conceptually organized and meaningfully sequenced
• “Articulated”– Content was vertically and horizontally communicated across
grades and schools
• “Sufficient” – Curricular content had no critical gaps or overlaps in the concepts
being presented
Propositional Concept Maps –Major Curricular Myth Busters…..
Organized Curricular Sequences (..in the form of PCM)
• Build understanding of core concepts and concept relationships
• Require the use of questions to strategically link prior knowledge with new knowledge in order to deepen understanding
• Advocates practice, extension activities and cumulative review
• Advocates the importance of concept learning
“Covering” the Curriculum
• Emphasizes coverage of topics rather than deep, meaningful learning
• Uses reading and answering questions as a pathway to understanding; sample question of the day
• Uses lots of skill and drill
• Form vs substance (i.e., thinking skills instead of gaining knowledge)
PCM: A Tool for Constructing Conceptually-Organized Science Curriculum as a Foundation for In-Depth Learning
• Implementing a coherent science curriculum is the main way in which most students build what E. D. Hirsch calls “Intellectual Capital”– Can be compared to “the rich get richer”
– Enables one to participate in conversation (and get the punch line in a joke)
– Enables one to communicate effectively
– Enables one to comprehend complex texts
– Determines what new knowledge students pay attention to
– Determines how new knowledge is perceived
– Suggests what learners judge to be important
– Determines what they actually learn and remember
Propositional Concept Maps are not….
• Fishbone Diagrams (cause/effect)
• KWL Charts (compare/contrast)
• Flowcharts (time order/cycles)
• Frames (Boxes) (problem/solution)
• Concept Circle Maps (listing)
• Semantic Webs (chunking)
And here’s why: Because PCM represent knowledge hierarchically, use linking verbs to connect concepts, and provide a tool for learners to represent their understanding at a much deeper level
Section 3
How are propositional concept maps constructed?
PCM - Construction Features
• Concepts are represented as nouns in boxes
• Concepts are linked using verbs and verb phrases which are located on lines connecting boxes
• Concepts (nouns) and linking words (verb phrases) always represent propositional relationships in the form of complete sentences
• Lines end with arrows to denote direction of the concept relationship being represented
• Concepts that apply broadly to the entire map are connected to the top concept (super-ordinate concepts)
• Concepts that are equally important are organized along the same plane
Concept Mapping As a Graphic Organizer
usesrepresents highlights
hashasare connected to are used as
CONCEPT MAPPING(Simplified)
KNOWLEDGEBIG IDEAS(as nouns)
VERBS
ORGANIZATIONFORMSSUB-ORDINATE
IDEAS
IDEACONNECTORS
Concept Map of Concept Mapping
Focusing on Content Knowledge Concept Map Example: Heat Energy
can be transferred
through
is made up ofcomes from
heat the
occurs between
are formed by
will will
and and
must be
and
HEAT ENERGY
RADIATION CONVECTION CONDUCTION
SUN'S RAYS OBJECTS
HOTSUBSTANCES
DIFFERENTTEMPERATURES
TOUCHING
RISE SINKCONTRACTEXPAND
CONVECTIONCURRENTS
COLDSUBSTANCES
EARTH
Propositional Concept Map for Heat Energy
PCM –General Construction Guidelines…
General Suggestions ……• Construction guidelines exist for both teachers and students
• PCM’s are best constructed by individuals working in small groups
• PCM’s can be constructed using postit notes and large sheets of paper or on the computer using software such as Inspiration (or Cmap Tools)
• PCM can be linked together as a family of maps rather than crowding too much information on one map
• PCM’s can and should be modified as knowledge becomes more refined
• PCM’s should reflect a reasonable representation of how one thinks the knowledge being learned should be organized
Step-by-Step: Teacher Guidelines for Constructing PCM’s
• Select a topic area, unit or mini-unit for study (or big idea and benchmarks)
• Identify major concepts and sub concepts and place on individual postit notes
– Different sources can be used (e.g., benchmarks, textbooks, teacher knowledge)
– Line concepts up so that you can easily see all of them (parking lot)
• Concepts are represented in the form of nouns and noun phrases (e.g., states of matter) and placed in boxes or on individual postit notes
• Keep the number of concept words on each postit note to a minimum (e.g., one or two)
Teacher Guidelines for Construction of Propositional Concept Maps
• Caution!– Don’t try to organize concepts while simultaneously
brainstorming all the ideas you consider important
– Don’t worry if you have too many concepts as you can always delete some later
• Ask: What is the general organizing concept or most subsuming concept that can serve to organize the topic? Place it on top of map
• Next: Select the next layer of major concepts that organize (or categorize) the topic into broad subtopics,
Step-by-Step Guidelines for Construction PCM’s
• Begin to arrange/organize concepts on paper or technology tool (anywhere you decide to construct the map)
• Rehearse – that is, think about what linking verbs represent the relationship you are trying to represent and can assist you in creating a complete proposition or thought (complete sentence)
• Important Note: Initially all links (e.g. verbs) should be written in pencil to allow for any changes in position or wording
• Maintain focus on relatedness among concepts as the key for organizing the concepts
• A single map cannot represent everything you know about a topic (use sub-maps for elaborations)
Step-by-Step Guidelines for Construction of PCM’s
• Don’t hesitate to add or delete concepts, as needed
• Arrows positioned at end of links are helpful in showing flow of concept relationships
• Specific examples and small details are usually placed at the bottom of maps
• Continue: Use the same process for each concept on a map, arranging and linking as appropriate.
• Read map aloud to yourself. Ask: Does it make sense? Edit and rearrange as necessary...
NSF/IERI Science IDEASProject #0228353
NSF/IERI Science IDEASProject #0228353
NSF/IERI Science IDEASProject #0228353
NSF/IERI Science IDEASProject #0228353
NSF/IERI Science IDEASProject #0228353
examplesinclude
examplesinclude
examplesinclude
involve movement in
can be modeled by
is caused by
results in a movement cycle of reflects combined
effects of
includes phenomena
such as
explains
and
and
and
is explained by
represent
Convection
Conv ection Cells
Propositional Concept Map on Convection
Air Earth Water
Many Earth Science
Phenomena
WindsFronts
HurricanesTornadoesSea Breeze
. . .
EarthquakesVolcanoesContinental
Drift. . .
DeepOcean
Currents
SurfaceCurrents
. . .
Cycle of Movement in Substances
Heat Source Making Part of
SubstanceLess Dense
(1) Less dense part of substance rising . . . (2) Being replaced by cooler (more dense) other parts . . (3) Original heated substance cooling, becoming more dense, falling . . .(4) Eventually being re-heated, etc . . .
Pressure
Force
Density
Heat
Concept Maps that Emphasize Big Ideas: Mathematics
involvesoperations
for
by
can be donecan be done
consists of
involves
involves
involves
involves
with orwithout
example is
example is
example is
example is
either
Basic Computation
Division
Multiplication
Subtraction
Addition
CombiningObjects
Counting
BackwardForward
Counting Backward
CountingForward
byGroups
CountingForward
CountingBackward
byGroups
GroupingObjects
Problem: 5 + 3: (Count 5 objects
in set 1 and continue count with objects in
set 2, i.e., count all 8 objects)
Problem: 5 - 3: (Count 5 objects in set 1 and then count backwards
by 1 for each object in set 2) Problem: 5 X 3:
(Create 5 groups of 3
objects and then count them)
Problem: 15 / 3: (Group the 15 objects into groups of 3, then count
backwards from 15 by 3's)
Counting Sequentially
by 2's, 3's, 4's, 5's,etc.
CountingSequentially
by 1's
Concept Map of Mathematics Computation
Concept Maps that Emphasize Big Ideas: U.S. History
consists of
can be understood through similar
are organized
using
involves interactionsbetween
includesfactors of
includesfactors of
composed of
reflect
include result in
generate
in the form of
resultin
provide linkagebetween
categorize historicalevents into
are identified through
allow interpretation of
occurin
provideevents
forinterpretation
of
basisfor
interpreting
reflect reflects
effect (as feedback)
occur in
US History
SeparateEvents
Cause-EffectAnalysis
Concept Map of US History
MajorPeriods on a
Timeline
Environment
ReoccurringDynamics
CultureEvent
Frameworks
Geographyor
Climateor
NaturalResources
ProblemsDifferent
LivingStyles
and Perspectives
SocietalActions
ActionEffects
Accommodatingor
Dominatingor
Movingor
Inventingor
Tolerating
Problem Elimination
orProblem
Continuationor/and
Creation of NewProblem(s)
HistoricalEvents
Past, Present,and Future
Events
Pre-Colonial
Cultures and Exploration
Colonial Development
and theRevolutionary
War
Post-RevolutionaryExpansion and
Economic Development
CivilWar and
Post Civil War
Economic Development
and World War 1
World War 2
Post World War 2 to Modern Times
Present-- in terms of Past
Future-- in terms of Presentand Past
DifferentTimes and
Places
USor
Other Countries
Economics(BasicHuman Needs)
orPeoplesRights
Section 4
When and how are students introduced to propositional concept mapping?
PCM Introduction to Students…
• Several approaches can be useful: (Whole Class)– Unit/Lesson Starter: Map exists, can be displayed in
classroom and students receive orientation to map structure as well as reference it throughout instruction (big idea overview approach)
– Unit/Lesson Summary: Teacher has copy of map; teacher guides the identification of all key concepts (vocabulary) being learned; teacher models out-loud how he/she would organize the concepts and explains the basis for the organizational structure
– Textbook Page Summaries (and for Comprehension): Teacher guides student use of the knowledge-based reading comprehension intervention (KBI) with course textbook or reading packets, identifies key vocabulary terms, and guides whole class construction of the propositional concept map using key concepts and relationships discussed
Section 5
How can propositional concept maps
be used by students?
PCM – 3 Uses for Teachers and Learners
and
and
and
both use
emphasize
focuses on
is basisfor
is basisfor
include
are used for are used for
result in result in
is basis for
include
and
consists of
emphasizesemphasizes
Knowledge-BasedInstructional
Routines
Knowledge-Based ComprehensionModel (KBC)
Knowledge-Based Teaching (KBT)
Knowledge-Based Learning (KBL)
Concept Mappingas a Tool
Roles ofTeachers
in Instruction
Roles ofStudents
as Learners
Learningwith
Comprehension
Content Knowledge
to be Learned
Curriculum Analysis /
Organization /Planning
Generation of Activities for
Teaching and Assessment
Reading Comprehension:Content Analysis
WrittenComposition /
Communication
IndependentStudentStudy
InstructionalPresentation
Enhancement
Overview of Knowledge-Based Comprehension (KBC) Model
PCM: Strategic Uses for Students
Concept Mapping by students emphasizes the role of conceptual knowledge in:
• Content-area reading comprehension (e.g., solar system example)
• Blueprint for written composition / communication
• Tool for independent study or for preparation for tests
• Visual representation and review of concept relationships
PCM: As An Instructional Tool
• Student construction of PCM requires…
– Numerous episodes of modeling PCM construction by teacher
– Numerous opportunities for guided practice - small groups of students begin to construct PCM
– Opportunities for whole class sharing and revising of PCM
– Further modeling, guided practice and independent practice
PCM: As An Instructional Tool
• Benefits to students– Encourages students to discuss concepts and concept relationships
(develops vocabulary)
– Provides a means for them to represent how they think and what they understand about concepts being learned
– Builds and reinforces strategic learning strategies and skills (e.g., cause/effect relationships; similarities/differences; core ideas and scientific principles; logical development of ideas)
– Develops collaborative learning environment for students
– Supports reading comprehension
Section 6
How can propositional concept maps
be used by teachers for curriculum
planning and assessment?
PCM – 3 Uses for Teachers and Learners
and
and
and
both use
emphasize
focuses on
is basisfor
is basisfor
include
are used for are used for
result in result in
is basis for
include
and
consists of
emphasizesemphasizes
Knowledge-BasedInstructional
Routines
Knowledge-Based ComprehensionModel (KBC)
Knowledge-Based Teaching (KBT)
Knowledge-Based Learning (KBL)
Concept Mappingas a Tool
Roles ofTeachers
in Instruction
Roles ofStudents
as Learners
Learningwith
Comprehension
Content Knowledge
to be Learned
Curriculum Analysis /
Organization /Planning
Generation of Activities for
Teaching and Assessment
Reading Comprehension:Content Analysis
WrittenComposition /
Communication
IndependentStudentStudy
InstructionalPresentation
Enhancement
Overview of Knowledge-Based Comprehension (KBC) Model
Teachers spent many weeks researching science concepts to construct concept maps representing each of the units of study for their course
Teachers realized the potential of using multiple sources to construct PCM
PCM: Curriculum Blueprints
Principals worked with grade-level chairpersons or K-5 curriculum articulation teams to construct PCM for each unit of study for each grade level
PCM for Teachers …As A Curriculum Tool
• Curriculum Concept Maps help to-– Organize the school and/or grade level curriculum (vertical and
horizontal coherence and articulation)
– Highlight ‘big’ ideas (Fl Next Generation Benchmarks) in the curriculum as organizing concepts for learners
– Prioritize concepts to be taught (less is more)
– Identify ‘gaps’ in the curriculum
– Identify concepts which can be used to connect other disciplines
– Establish consistency among the curriculum units being taught at a grade level or for a course
– Evaluate text-based and other instructional resources
Science IDEAS Architecture: Integrating the 6 Elements for Meaningful Understanding of Science
involves
involves
involves
can occur at
depends upon
examples include
are
WaterEvaporation
Phase of Matter Change Process
Liquid Changingto a Gas
Water as theLiquid
Water Vaporas the Gas
Faster orSlower Rate
Combined Effects of 3 Different
Factors
More Heat- Speeds
Evaporation
More Surface Area- SpeedsEvaporation
More Air Flow- Speeds
Evaporation
Morning Dew Disappearing,
. . . . . Damp Cloth
Drying,. . . . .
Heated Water Disappearing From a Pot,
. . . . . Wet Sidewalk
Drying
CURRICULUM CONCEPT MAP FORFACTORS THAT EFFECT WATER EVAPORATION
Activity 1- Prior Knowledge
Activity 2- Real Examples
Activity 4- Hands-on Act.
Activity 5- Hands-On Act.
Activity 3- Demonstration
Activity 6- Journaling
Activity 7- Reading
Activity 8- Concept Map
Activity 9- Writing
Activity 10- Application
Activity 12- Reflection
Activity 11 Prob. Solv.
Activity 13- Add. Reading
PCM: An Instructional Tool for Guiding the Student Content-Area Reading Comprehension
• Teachers model and guide student construction of PCM as they read for understanding and meaning. For example, – Demonstrate to students how to construct maps as a
representation of how they comprehend the text-based materials being read; then let them work in small groups
– Help students represent their understanding of key vocabulary by graphically representing relationships among concepts using print materials
PCM: An Instructional Tool for Guiding the Student Writing Process
• Curriculum Concept Maps…– Serve as a blueprint to guide and support
student expository writing– Develop student construction of passages rich
in detail/support and elaboration of key ideas– Organize student thoughts for multiple literary
genres (narrative, expository and persuasive)
Propositional Concept Maps: An Assessment Tool
• Curriculum Concept Maps help to-– Provide a clear view of the important concepts to be taught and
tested– Provides a list of key vocabulary
• Using Curriculum Concept Maps as the Assessment– Delete connecting verbs and have students fill in– Delete concepts (nouns) and have student fill in– Have students create their own maps working first in small study
groups– Have student create individual maps– Have students create a map to serve as a measure of their reading
comprehension and understanding
Conclusion
• Concept maps have the potential to improve the quality of instruction in any content domain for which conceptual coherence is a requirement for in-depth, meaningful understanding
• Clearly, concepts maps have great potential for enhancing both instructional practices and student learning
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