Wrapping up a with Concept PBL Problem Mapping

Wrapping up a with Concept PBL Problem Mapping entitled ITUE Workshop presented on Friday 19 January 2001 facilitated by who uses Hal White from the Dept. of Chemistry and Biochemistry

What does it mean when a student says, I understand? . . Does it mean the same thing to him or her that it does to another student or to you? . . … How can your students demonstrate their understanding to you?

Wrapping up a PBL Problem: Concept Mapping • • • What is a concept map? Where did concept mapping originate? What are the features of a concept map? Why is concept mapping good for PBL? How do you construct a concept map? Planning a concept map for your class.

Concept Map Showing Key Concepts in Concept Mapping CONCEPT MAPS e hav CONCEPT LABELS CONCEPTS As st ored in are PROPOSITIONS Are stored in in MOST GENERAL MOST SPECIFIC are ated to e. g. RAINING EXPLOSION PHOTOSYNTHESIS e. g. DOG LEAF WOMAN Can be ROTE are MOST IMPORTANT to Achieved by LEARNING are Rel OBJECTS KNOWLEDGE CLAIMS from COGNITIVE STRUCTURE ized by EVENTS are Memor in RELATIONSHIPS CONTEXT DEPENDENT of To form PERCEIVED REGULARITIES is HIERARCHY form ts for ve res en SYMBOLS To e be are ha LINKING WORDS ar Can have rep WORDS MEANFUL Perception is Adapted from: Joseph Novak (1991) Clarify with Concept Maps, The Science Teacher 58(7), 45 -49. LEAST IMPORTANT

CONCEPT MAP OF CONCEPT MAPPING Classroom Teachers consists of suitable for use ith to do w s da us e Learning Processes Affective Objectives may increase incre asing Learning Effectiveness may addres s Misconceptions awareness of of to assess reveals Metacognition Concept Maps s da Research & Assessment Tool Feelings & Values e Concepts e to by t related Study & Revision Aid may develop Linear Text alternativ Ideas Propositions Enjoyment such as increasing improving Motivation Interest Adapted from K. S. Taber (1994) Physics Education 29(5) 276 -281

Where does Concept Mapping Fit Into PBL? depends on Problem-Based Learning reflected in expected by has tied to Grades Faculty Students Society Learning Goals Content Objectives based on ate por cor t in tha Concept Mapping ss acce Peer Feedback lay sp Term Papers PBL Problems Case Studies that informed by Divide and Conquer Strategies such as includ such as should limit Problems Real World Open-ended Complex to promote Individual Learning di Revision seen in at th Academic Dishonesty Process Skills Group Assignments Writing Assignments working on that are achieved with reflected in that address and minimize Cooperative Learning Groups Group Accountability including Examinations Peer Evaluation uses ne ed Individual Accountability Scholarly Synthesis Organization Disciplinary Rhetoric Student Voice Library & Internet Resources Leadership Communication Conflict Management Sharing Information Accepting Information Peer Evaluation

Reducing Agents +H 2 CO 3 O 2 + O 2 Reversible Scarlet Cruorine Acid, Heat, Organic Solvents Irreversible H 2 O Purple Cruorine Irreversible Decomposition Acid, Heat, Organic Solvents Albuminous Precipitate Reducing Agents Brown Hematin Oxidized Products O 2 Red Hematin Conceptual model for the reactions of “cruorine” described by Stokes. In the original drawing, the shaded squares were colored to correspond to the spectral properties of the porphyrin involved.

Contains BLOOD Red Blood Cells CHEMISTRY Lyse in water to release Contains Plasma Is a Spectroscope Is a Heme Spontaneously reacts with oxygen forming Brown Hematin Soluble in Mi m H 2 O irreversible slow Sn. II Acid Ether Oxidized Products fast Fe. II Sn. IV Soluble in Aqueous Base Tartaric Acid Indigo HEMATIN FORMATION AND SEPARATION Reduced Carbon (Food) Carbon Dioxide CELLULAR RESPIRATION BIOLOGY Fe. III Stabilized by 2 H+ Anionic Hematin Reducing Agents Water In tissues cs Colored Compound Protein Precipitate O 2 Oxygen mi Is a Heat, Acid, Ethanol decomposition to form Venous Blood In tissues Mi H 2 CO 3 Fibrinogen Observable with a Deoxyhemoglobin (Purple Cruorine) Reversible dissociation Such as Arterial Blood ics Oxyhemoglobin (Scarlet Cruorine) Clotting Factors Absorption Spectra Oxygen In lungs OXYGENATION AND DEOXYGENATION Which includes Has a distinctive BLOOD TRANSPORT OF OXYGEN Colorless Product OXIDATION AND Oxygen REDUCTION REACTIONS Concept map illustrating the relationships among significant words and ideas in Stokes’ 1864 article.

facilitated by Recombination and a of the High Mutation Rate Segmented RNA Genome that encodes in Co-infected Host Cell selected to evade Favorable Phenotypes Changes in Surface Antigens Unfavorable Phenotypes Host Responses that operates on including provide Antibodies namely Selection that recognize and 5 Other Proteins Pandemics Hemagglutinin Neuraminidase hydrolyses binds to Sialic Acid Residues of the of Host Cell Surface Glycoproteins Replication followed by 1957 Hong Kong Flu Non-synonymous Mutations yield associated primarily with known as Antigenic Drift leads to 1918 Spanish Flu Amino Acid Replacements slower such as Genetic Variation produces sudden Antigenic then Shift Mutation generating leading to RNA Polymerase results in such as that causes a requires Evolution of Influenza Virus with little or no Phenotypic Effect leading to Genetic Drift during Virus Infection Virus Release followed by inhibiting Fever Synonymous Mutations CHEM-647 Biochemical Evolution Concept Map for Case Study 4 University of Delaware H. B. White 10/24/97

Stages in the Construction of a Concept Map Brainstorming Stage Organizing Stage Layout Stage Linking Stage Revising Stage Finalizing Stage

Brainstorming Stage • List any and all terms and concepts associated with the topic of interest. • Write them on Post It Notes, one word or phrase per note. • Don't worry about redundancy, relative importance, or relationships at this point. • The objective is to generate the largest possible list.

Brainstorming Stage

Organizing Stage • Spread concepts on a table or blackboard so that all can be read easily. • Create groups and sub-groups of related items. Try to group items to emphasize hierarchies. • Identify terms that represent higher categories and add them. • Feel free to rearrange items and introduce new items omitted initially. • Some concepts will fall into multiple groupings. This will become important in the linking stage.

Organizing Stage

Layout Stage • Arrange terms so that they represent your collective understanding of the interrelationships and connections among groupings. • Use a consistent hierarchy in which the most important concepts are in the center or at the top. • Within sub-grouping, place closely related items near to each other. • Think in terms of connecting the items in a simple sentence that shows the relationship between them. • Feel free to rearrange things at any time during this phase. • Do not expect your layout to be like that of other groups.

Layout Stage

Linking Phase • Use lines with arrows to connect and show the relationship between connected items. • Write a word or short phrase by each arrow to specify the relationship. • Many arrows can originate or terminate on particularly important concepts.

Revising Stage • Carefully examine the draft concept map. • Rearrange sections to emphasize organization and appearance. • Remove or combine items to simplify. • Consider adding color or different fonts. • Discuss any aspects where opinions differ

Finalizing the Concept Map • After your group has agreed on an arrangement of items that coveys your understanding, convert the concept map into a permanent form that others can view and discuss. • Be creative in a constructive way through the use of colors, fonts, shapes.

Evaluating Concept Maps · Accuracy and Thoroughness. Are the concepts and relationships correct? Are important concepts missing? Are misconceptions apparent? · Organization. Is the concept map laid out in a way that higher order relationships are apparent and easy to follow? Does it have a title? · Appearance. Is the assignment done with care showing attention to details such as spelling and penmanship? Is it neat and orderly or is it chaotic and messy? · Creativity. Are there unusual elements that aid communication or stimulate interest without being distracting?