concept map examples- northwest aquaticand marine educators（概念图的例子,西北aquaticand海洋教育工作者）（5页）.docVIP

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concept map examples- northwest aquaticand marine educators（概念图的例子,西北aquaticand海洋教育工作者）（5页）.doc

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Concept Maps REYS begins with students creating a concept map of what they know about salmon and their habitat. This technique can be used at the beginning, end or throughout any learning units, not just science, in order to gauge pre-conceptions, track student learning, and as a final assessment. About concept mapping (from http://users.edte.utwente.nl/lanzing/cm_home.htm): What is Concept Mapping? Concept mapping is a technique for representing knowledge in graphs. Knowledge graphs are networks of concepts. Networks consist of nodes (points/vertices) and links (arcs/edges). Nodes represent concepts and links represent the relations between concepts. Concepts and sometimes links are labeled. Links can be non-, uni- or bi-directional. Concepts and links may be categorized, they can be simply associative, specified or divided in categories such as causal or temporal relations. Concept mapping can be done for several purposes: * to generate ideas (brain storming, etc.); * to design a complex structure (long texts, hypermedia, large web sites, etc.); * to communicate complex ideas; * to aid learning by explicitly integrating new and old knowledge; * to assess understanding or diagnose misunderstanding. The concept mapping technique was developed by Prof. Joseph D. Novak at Cornell University in the 1960s. This work was based on the theories of David Ausubel, who stressed the importance of prior knowledge in being able to learn about new concepts. Novak concluded that Meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures. Time required: 2 hours for grades 4-6, 50-60 minutes (one period) for secondary levels Materials: Examples of concept maps Pencils (one per student) 11” x 17” paper (one per student) Small (1.5” x 2”) sticky notes, about 30 per student (Will also need larger sticky notes if you are modeling the process as a class with younger grades) The concept mapping p