Concept Maps as a Teaching and Learning Tool By Rob Skinner SCE
Concept Maps Shows organization Aids in retention Alternative assessment Teacher generated Student generated Special education Advanced learners
Concept Maps Shows organization Aids in retention Alternative assessment Teacher generated Student generated 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 Aids in retention Alternative assessment Teacher generated Student generated 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 Aids in retention Alternative assessment Teacher generated Student generated 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), 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) 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) Wilcox, S.K., & Sahloff, M. (1998). Another perspective on concept Maps: Empowering students. Mathematics Teaching in the Middle School, 3 (7) Zeilik, M., National Institute for Science Education, University of Wisconsin-Madison. Classroom Assessment Techniques Concept Mapping. Retrieved November 23, 2002 from