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KITE
in Action |
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* University of Missouri -Columbia
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University of Missouri-Columbia 2 |
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| Project:
Concept Map / Semantic Network |
Activity 1: Useful Articles
for Concept Maps/Semantic Network
Concept maps, also known as semantic networks,
are graphical organizers. These spatial representations
of concepts and their interrelationships are intended to
represent the knowledge structures that we store in our
minds.
In addition, concept maps or graphical organizers
can be a useful and integrative tool that you might use
with your own students. Having your students create their
own semantic networks can fit into your teaching plans in
many ways. Students can use their ever-growing concept maps
as a way to synthesize and organize the material they learn
from multiple classroom activities. Students can develop
concept maps individually, or in groups. And you as a teacher
can examine students' networks to uncover misconceptions
regarding content.
Please visit following websites and read articles
to understand the underlying theories of concept maps/semantic
network and their applications.
- Concept
Mapping as a Mindtool for Critical Thinking (Dabbagh,
N., 2001)
The use and application of concept mapping tools as
a learning, instructional, and/or collaborative thinking
tool for meaningful learning are discussed in this article.
Also, it suggests ways of using concept mapping tools
in class.
- Schema
Theory: An Introduction (Widmayer, S. A, George Mason
University)
This brief summary provides key concepts of schema
theory, which is underlying theory of concept maps, and
corresponding instructional strategies.
- The
Theory Underlying Concept Maps and How To Construct Them
(Novak, J. D., Cornell University)
The Institute for the Interdisciplinary Study of Human
& Machine Cognition (IHMC) developed a cmap tool,
one type of graphic organizers. This document addresses
the underlying theories for concept maps and how to build
a good concept map. In addition, it suggests a way of
using concept maps for cooperative learning and for evaluation.
- Graphic
Organizers: A Review of Scientifically Based Research
This paper investigated the use of graphic organizers
(i.e. Inspiration and Kidspiration) in K12 schools and
these visual tools's effects on students' learning and
identified that these tools have a positive effect on
students achievement, critical thinking, and reading comprehension
and writing.
- The
Concept Mapping Homepage
This site connects you to over 15 concept mapping tools.
- What
is Concept Mapping?
This site provides basic idea of concept mapping presented
in Q & A form.
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Activity
2: Learning from Other Teachers' Experience of Using Concept
Maps
Go to the Knowledge Innovation for Technology
in Education (KITE) case library and search for cases in
which teachers have used concept maps with their students.
Go to http://kite.missouri.edu
and click on the Technology Integration Library banner.
Use the SuperSearch option to search for cases. Click on
the Lookup button for "Technologies used in Lesson"
and select "Concept mapping". Look through 3~5
cases that result from the search for how other teachers
have used concept maps with their students.
Discussion: Concept Map
Discuss your cases based on the following
questions.
- What are the purposes and value of using a concepts
map in your cases?
- How are those cases similar and/or different?
- How could you improve those cases based on findings
from other cases?
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Activity 3: Creat
Your Own Concept Maps
Your goal in this assignment is to create
a concept map (semantic network) in a discipline area of
your choice. Concept maps, also known as semantic networks,
are graphical organizers. These spatial representations
of concepts and their interrelationships are intended to
represent the knowledge structures that we store in our
minds.
Download 30-day free trial of the software
called "Inspiration" from http://www.inspiration.com
for creating your own concept maps. If you teach early childhood
aged children, you may want to use "Kidspiration",
available on the same web site. Learn to use your software
package. Answers to frequently asked questions are available
through Inspiration's tech support page at http://www.inspiration.com/techsupport/.
The SWAT team tutorial at University of Missouri is at http://tiger.coe.missouri.edu/~swat/handouts.html.
Make sure you create a network that is complex
and complete. Be sure to refer to the criteria below by
which your network will be assessed. In addition to the
map, write a reflection statement (your statement should
be one page in length, single spaced) what you have learned
and how you plan to use concept maps in the future with
your students. When finished, save your files as YOURLASTNAME_Cmap
and YOURLASTNAME_CmapReflect and upload the project in the
discussion board (Or follow your instructor's guideline
about submission.).
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Concept Map Guidelines
Your network should:
- Include between approximately 40 and 100 concepts (nodes).
- Contain appropriate descriptive links between nodes
(short phrases or specific/descriptive words showing the
relationship between concepts). Do not repeatedly reuse
the same link; construct a variety of links that describe
the unique relationship between specific nodes.
- Demonstrate a sophisticated, adult understanding of
the concepts and their interrelationships like an expert's
understanding.
- Optionally include images to promote a deeper understanding
by the reader of your map.
The "mediocre" concept maps relie
heavily on "are characteristic of" and "is
attribute of" as linking phrases. These phrases do
not precisely and/or accurately describe the relationship
between concepts in many cases. While they are valid linkages,
you should strive for specific, unique, descriptive words/phrases
to represent relationships (see Criteria section noted in
#2 above).
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Concept Map Rubric
- Your work will be assessed based on the following criteria:
- Contribution to small group discussion (active participation;
quality and depth of thought in postings; timely postings
and responses)
- Short, informative description of the two cases you
choose
- Insightful, reasonable explanation of how constructivism
is demonstrated in each of the two case studies
Concept Map Rubric
| "A"
range |
- Breadth of net: Map
includes the important concepts and describes
domain on multiple levels
- Embeddedness and interconnectedness: All concepts
interlinked with several other concepts
- Use of descriptive links: Links succinctly
and accurately describe all relationships
- Efficient links: Each link type is distinct
from all others, clearly describes relationship;
used consistently
- Reflection: Detailed reflection on the knowledge
gained through the activity. Details are given
about future plans for use of concept maps in
the classroom.
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| "B" range |
- Breadth of net: Map includes most important
concepts; describes domain on limited number of
levels
- Embeddedness and interconnectedness: Most concepts
interlinked with other concepts
- Use of descriptive links: Links are descriptive
and valid for most relationships
- Efficient links: Most links are distinct from
others; discriminate concepts; present variety
of relationships; used fairly consistently
- Reflection: Some reflection about the knowledge
gained with some description of how concept maps
would be used in the future.
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| "C" range |
- Breadth of net: Important concepts missing and/or
describes domain on only one level
- Embeddedness and interconnectedness: Several
concepts linked to other concepts
- Use of descriptive links: Some links unclear
or vague; some invalid or unclear
- Efficient links: Several links are synonymous;
don't discriminate concepts well; don't show a
variety of relationships; used inconsistently
- Reflection: Very little reflection with vague
future use of concept maps.
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| "D"
range |
- Breadth of net:
Map includes minimum concepts with many important
concepts missing
- Embeddedness and interconnectedness: Few concepts
linked to other concepts
- Use of descriptive links: Links are vague;
show inconsistent relationships
- Efficient links: Most links synonymous or vaguely
describe relationships and aren't distinct from
other links
- Reflection: Reflection does not provide any
plans for future use of concept maps in the classroom.
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