Concept Mapping and Student Success in a College-level Environmental Studies Course PDF Download
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Author: Jennifer Moore Bernstein
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 154
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Book Description
Concept mapping is an educational tool that is used to facilitate and demonstrate student comprehension through the use of a visual medium. Because it provides a non-linear, multidimensional way of exploring a topic it is especially appropriate for use in environmental studies courses, where individuals, institutions, and ecosystems interrelate in complex ways. This project looked at the effect of using concept mapping as a reflective and constructive exercise in an environmental analysis course at Lewis and Clark College in Portland, Oregon. A sub-question was whether or not characteristics of certain students, such as "learning style" and background proficiency with the subject matter would affect the degree to which concept mapping proved helpful. Students created bi-weekly concept maps to review lessons, reflect on their growth throughout the course, and present the findings of their final group research projects. A sub-group of students completed a questionnaire after each concept mapping exercise, which asked them the degree to which the exercise helped facilitate the educational goals of the course. Overall, concept mapping proved helpful and moderately challenging to the students. In general, demographics, learning style, and other variables did not predict success with concept mapping or success with the course. One notable exception was that the students who felt more challenged by the concept mapping exercises ultimately did better in the course overall. This indicates that for engaged students, concept mapping has the potential to keep them at the optimal level of intellectual discomfort that ultimately fosters deep learning.
Author: Jennifer Moore Bernstein
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 154
Get Book Here
Book Description
Concept mapping is an educational tool that is used to facilitate and demonstrate student comprehension through the use of a visual medium. Because it provides a non-linear, multidimensional way of exploring a topic it is especially appropriate for use in environmental studies courses, where individuals, institutions, and ecosystems interrelate in complex ways. This project looked at the effect of using concept mapping as a reflective and constructive exercise in an environmental analysis course at Lewis and Clark College in Portland, Oregon. A sub-question was whether or not characteristics of certain students, such as "learning style" and background proficiency with the subject matter would affect the degree to which concept mapping proved helpful. Students created bi-weekly concept maps to review lessons, reflect on their growth throughout the course, and present the findings of their final group research projects. A sub-group of students completed a questionnaire after each concept mapping exercise, which asked them the degree to which the exercise helped facilitate the educational goals of the course. Overall, concept mapping proved helpful and moderately challenging to the students. In general, demographics, learning style, and other variables did not predict success with concept mapping or success with the course. One notable exception was that the students who felt more challenged by the concept mapping exercises ultimately did better in the course overall. This indicates that for engaged students, concept mapping has the potential to keep them at the optimal level of intellectual discomfort that ultimately fosters deep learning.
Author: Joseph D. Novak
Publisher: Routledge
ISBN: 1135184461
Category : Education
Languages : en
Pages : 334
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Book Description
This fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic well being in today's knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Novak’s pioneering theory of education presented in the first edition remains viable and useful. This new edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational ─ that is, concept maps, created with the use of CMapTools and the V diagram. The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimised by CMapTools software. CMapTools software is highly intuitive and easy to use. People who have until now been reluctant to use the new technologies in their professional lives are will find this book particularly helpful. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.
Author: Denise Kay Hughes
Publisher:
ISBN:
Category : Concept learning
Languages : en
Pages : 54
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Book Description
Author: Julie Elizabeth Worth
Publisher:
ISBN:
Category : Concept learning
Languages : en
Pages : 574
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Book Description
Author: Donald A. Rakow
Publisher: Cornell University Press
ISBN: 1501751778
Category : Gardening
Languages : en
Pages : 176
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Book Description
Public Gardens and Livable Cities changes the paradigm for how we conceive of the role of urban public gardens. Donald A. Rakow, Meghan Z. Gough, and Sharon A. Lee advocate for public gardens as community outreach agents that can, and should, partner with local organizations to support positive local agendas. Safe neighborhoods, quality science education, access to fresh and healthy foods, substantial training opportunities, and environmental health are the key initiative areas the authors explore as they highlight model successes and instructive failures that can guide future practices. Public Gardens and Livable Cities uses a prescriptive approach to synthesize a range of public, private, and nonprofit initiatives from municipalities throughout the country. In doing so, the authors examine the initiatives from a practical perspective to identify how they were implemented, their sustainability, the obstacles they encountered, the impact of the initiatives on their populations, and how they dealt with the communities' underlying social problems. By emphasizing the knowledge and skills that public gardens can bring to partnerships seeking to improve the quality of life in cities, this book offers a deeper understanding of the urban public garden as a key resource for sustainable community development.
Author: Linda Jean Foster
Publisher:
ISBN:
Category : Concept learning
Languages : en
Pages : 90
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Book Description
Concept mapping is a metacognitive learning strategy which often improves a learner's ability to construct new knowledge. This action research project was intended to determine the level of effectiveness of concept mapping as a student learning intervention. Students in two high school science classes constructed concept maps before and after instruction during a unit of study about volcanoes. The maps were analyzed for increases in complexity and indications of learning. The concept maps were then compared for differences by groups based on volcano unit test scores. Based on the analysis of the matched pairs of concept maps, those maps which contained a higher amount of prior knowledge of the subject matter were associated with maps which showed greatest amount of increase in knowledge after instruction. These results are supported by the many researchers who contend that the most important factor in learning new information and gaining new knowledge is the amount of prior knowledge a learner brings into the learning situation. The results of this action research project will be applied to the development of future science courses by this researcher.
Author: Joel J. Mintzes
Publisher: Academic Press
ISBN: 0080879241
Category : Psychology
Languages : en
Pages : 381
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Book Description
Teaching Science for Understanding
Author: Ann-Marie Wise
Publisher:
ISBN: 9781109362091
Category :
Languages : en
Pages : 81
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Book Description
Research question: What impact does a pre-concept map have on the organization of ideas in writing about evolutionary processes? Subquestions: (1) What effect does the pre-concept map have on student's attitudes towards their ability to write about scientific topics? (2) What are the differences and or similarities between low-achieving and high-achieving students' progress in short essay writing? Research activities: This research explores the effect of making a concept map prior to writing a short response about an evolutionary process. Context: The study took place in a 9th and 10th grade college preparatory Biology class at a high school in its first year of existence. The school has a four-by-four block schedule where each class runs 90 minutes every day. The research focused on an entire class with three focus students who exemplified above average, average, and below average academic achievement. Methods and data: The intervention lasted a month and utilized concept mapping as the instructional strategy. Three evolutionary processes were discussed during this intervention and for each process a pre-write, concept map, and post-write were conducted. Observational notes were collected during the concept map. The pre- and post-writes were done individually, while the concept map was completed in mixed-ability pairs. Attitudinal surveys were conducted before and after the intervention. Results: There is a correlation between the proficiency and quality of concept maps and of student writing. Findings from the attitudinal data indicated that concept mapping only slightly improved the students' confidence in the ability to write about scientific topics. Student writing improved following the intervention as shown in the post-write proficiency data. Conclusion: The effectiveness of concept mapping depends on the rigor of the content. Concept mapping increases student confidence in the ability to write in general. There was a greater impact on low-achieving students, but concept mapping did not adversely affect high-achieving students' writing. Grade Level: 9th and 10th grade. Data collection methods: Student work, Writing samples, Writing assessment, Survey-Attitude, Observation-Field Notes. Curriculum areas: Science-Biology, Writing-in the content areas. Instructional approaches: Collaboration/Teaming, Conceptual understanding, Cooperative learning, Graphic organizers/concept maps, Multi-kinesthetic learning, Vocabulary development, Writing-Organization, Writing-Prompts, Writing-Summary.
Author: Jane Ann Heinze-Fry
Publisher:
ISBN:
Category : Biology
Languages : en
Pages : 596
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Book Description
Author: Geok Bee Teh
Publisher: Springer
ISBN: 9811042411
Category : Education
Languages : en
Pages : 266
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Book Description
This book consists of a collection of selected papers presented at the TARC International Conference 2016 held from 17 to 18 October, 2016. It offers a tool for empowering schools and teachers as a way forward for transforming education.
