teaching with concept_maps

Teaching with Concept MapsMin-Ken Liao, Professor of Biology

Mike Winiski, Associate Director, Center for Teaching and Learning

Intro Questions

1. Think of an experience in class or studying when something suddenly “clicked”. What led up to that “aha!” moment?

2. What has to happen for you to understand something deeply?

3. Did the deep learning happen immediately? Was it easy?

Focus Question

How do we organize or compare and contrast the different types of super heroes?

Concept Mapping … um, Concepts

1. Focus questions - set the context and purpose of the concept map

2. Concepts / Propositions - building blocks of knowledge (concepts like atoms and propositions like molecules)

3. Parking Lot

4. Hierarchical

5. Links

6. Cross links

• Enhance student appreciation of the breadth and depth of microbiology as a discipline;

• Increase student awareness of current research projects and researchers in the field;

• Introduce students to the organization of scientific meetings.

Learning Objectives for our Activity

Pre-activity questionnaire (selected questions)• List as many sub-disciplines of microbiology as possible. List as many research topics or problems that a microbiologist might investigate as possible.• Construct an individual concept map using the terms you just listed that illustrates the nature of study in microbiology.

Activity• Go to the library and get a copy of the reserved ASM conference program book.• Record how much time you spent on this exercise.• Generate an itinerary for four conference days, listing when you would attend each seminar (with titles and presenters) on the activity worksheet.

Post-activity questionnaire (selected questions)• List as many sub-disciplines of microbiology as possible. List as many research topics or problems that a microbiologist might investigate as possible.• Construct a concept map using the terms you just listed that illustrates the nature of study in microbiology.

Design

What Professors Do – Student 1

Relational Scoring2

Structural Scoring2

Holistic Scoring1

Results and Example 1

The number of sub-disciplines listed before and after the activity was analyzed using paired T-test. The difference was shown to be significant in microbiology (t=5.88, n=21, p<0.001) and in genetics (t=8.53, n=39, p<0.001).

Example 2

#20 pre

Student Opinion

A Simple Application

• Repetitive DNA• Highly repetitive

DNA• Middle repetitive

DNA• Satellite DNA• Mini-satellites• Micro-satellites• Multiple copy

genes

• Tandem repeats• Interspersed retrotransposons• rRNA• VNTRs• STRs• SINEs• LINEs• Alu• L1

Repetitive

DNA

References:

1. Besterfield-Sacre, M., Gerchak J., Lyons M., Shuman L. J., and Wolfe H. (2004). Scoring Concept Maps: An Integrated Rubric for Assessing Engineering Education. Journal of Engineering Education 93(2):105-115

2. McClure, J. R., Sonak B., and Suen H. K. (1999). Concept Map Assessment of Classroom Learning: Reliability, Validity, and Logistical Practicality. Journal of Research in Science Teaching 36(4):475-492

Other Resources:

• Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York, NY: Cambridge University Press.

• Novak, J.D., and Cañas, A.J. (2008). The Theory Underlying Concept Maps and How to Construct and Use Them. Retrieved May 1, 2010, from http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm

• Open-source concept map software CmapTools - http://cmap.ihmc.us/

• ‘How-to’ demo of Cmap Tools - http://mikewiniski.com/blog/?p=97

• Prezi concepts demo by Furman StudioLab student consultant, Michael Jiang - http://ctl.furman.edu/main/demos/prezi_demo/prezi_possibilities.html

• Prezi ‘how-to’ demo by Michael Jiang - http://ctl.furman.edu/main/demos/prezi_intro/prezi_introtut.html

The presenters would like to thank Dr. Bill Blaker in the Biology Department for his assistance in experimental design and data analysis.

Some Tools for Concept Mapping

C-Maps: Concepts & connecting phrases free Client download

Prezi Zooming Presentation Tool; non-linear

Free & pay options

Online; offline editor (pay)

Bubbl.us Quick & Easy free Online

Personal Brain

Personal organization & productivity

Free & pay options

Client download

VUE: Visual Understanding Environment

For visually structuring, presenting, & sharing digital information

free Client download

Mindomo Free Online Mind-Mapping; Personal Project Management

free Online

Inspiration Popular software for K-12 supporting visual thinking, brainstorming, etc.

pay Software to install

http://delicious.com/rebeccadavis/concept_mapping

C-Maps

• http://cmap.ihmc.us/conceptmap.html• Traditional concept maps• Free client download• Share online

– C-Maps servers– Create web-pages

Prezi

• http://prezi.com• Free version available • offline editor (pay); educational pricing• Brainstorming• Presentations

– Digital Teaching: http://prezi.com/gpslcizfusme/ – Mobile Devices: http://prezi.com/0vow-3c-v1do/a-quick-tour-

of-mobile-devices/ – Engaging Students in Large Lecture Classes:

http://prezi.com/6uzfpmq1j1of/engaging-students-in-large-lecture-classes/

Bubbl.us

• http://www.bubbl.us

• Simple mind maps

• Share & collaborate

• Easy to use

• Free!

Personal Brain

• http://www.thebrain.com/

• Free version; pay for more features

• Personal productivity & organization

Visual Understanding Environment (VUE)

• http://vue.tufts.edu/

• Screencast

• Organize digital

information

• Client download

• Open Source

• Tufts

Mindomo

• http://www.mindomo.com/

• Sample Mindmap

• Free & premium

options

• Share online

• Online version

• Desktop version

Inspiration

• http://www.inspiration.com/

• Popular in K-12– K-5: Kidspiration

• Software to buy & install

• Brainstorming

• Visual learning

• Graphic organizers