This dissertation research describes the iterative development of a novel biology Concept maps are a form of node-link diagram for organizing and representing connections between ideas as a semantic network (Novak & Gowin, 1984). Knowledge Integration (KI) (Linn et al., 2000 Linn et al., 2004) is used as the operational framework to explore concept maps as knowledge integration tools to elicit, add, critically distinguish, group, connect, and sort out alternative evolution ideas. This dissertation research investigates how different concept mapping forms embedded in a collaborative technology-enhanced learning environment can support students' integration of evolution ideas using case studies of human evolution. Research suggests that understanding human evolution is a key to evolution education (for example, Blackwell et al., 2003 Besterman & Baggott la Velle, 2007). Evolution ideas are difficult to understand because they often contradict existing alternative ideas (Mayr, 1982 Wolpert, 1994 Evans, 2008). Research suggests that learners can hold a rich repertoire of co-existing alternative ideas of evolution (for example, Bishop & Anderson, 1990 Demastes, Good, & Peebles, 1996 Evans, 2008), especially of human evolution (for example, Nelson, 1986 Sinatra et al., 2003 Poling & Evans, 2004). However, the theory of evolution has been found difficult to understand as it incorporates a wide range of ideas from different areas (Bahar et al., 1999 Tsui & Treagust, 2003) and multiple interacting levels (Wilensky & Resnick, 1999 Duncan & Reiser, 2007 Hmelo-Silver et al., 2007). Understanding evolution ideas is seen as central to building an integrated knowledge of biology (Blackwell, Powell, & Dukes, 2003 Thagard & Findlay, 2010). Many students leave school with a fragmented understanding of biology that does not allow them to connect their ideas to their everyday lives (Wandersee, 1989 Mintzes, Wandersee, & Novak, 1998 Mintzes, Wandersee, & Novak, 2000a). Mapping biological ideas: Concept maps as knowledge integration tools for evolution education The article introduces a Web-based concept-mapping tool-Popplet-and demonstrates its application for teaching critical-thinking skills in… This article proposes the use of concept-mapping tools to improve students' critical-thinking skills. We present the nationwide “Proyecto Conéctate al Conocimiento†in Panama as an example of how concept mapping, together with technology, can be adopted by hundreds of schools as a means to enhance meaningful learning.Ĭoncept-Mapping Tools and the Development of Students' Critical-Thinking SkillsĮRIC Educational Resources Information Centerĭeveloping students' critical-thinking skills has recently received attention at all levels of education. In this chapter, we briefly present concept mapping and its theoretical foundation, and illustrate how it can lead to an improved learning environment when it is combined with Cmap Tools and the Internet. Computer-based concept mapping software such as Cmap Tools have further extended the use of concept mapping and greatly enhanced the potential of the tool, facilitating the implementation of a concept map-centered learning environment. When learners build concept maps, meaningful learning is facilitated. Concept Mapping Using Cmap Tools to Enhance Meaningful LearningĬoncept maps are graphical tools that have been used in all facets of education and training for organizing and representing knowledge.
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