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Science & metacognition[2]
- 1. Presented By: Sara & LisaScience & Metacognition:Using Concept Maps
- 2. Where U.S. Stands in Science: The Nation’s Report CardNational Assessment of Educational Progress (NAEP) 2009 Science Proficiency Percentages:34 % of fourth-graders30 % of eighth-graders21 % of twelfth-gradersSource: National Center for Education Statistics (NCES), 2009
- 3. Where U.S. Stands in Science InternationallyThe Trends in International Mathematics and Science Study (TIMSS), indicated that in 2007, U.S. students performed above average among participating countries. However, students from several countries surpass U.S. students in science achievement.Countries that outperformed the U.S. in 4th grade were: Chinese Taipei, Hong Kong SAR, Japan, and Singapore.Countries that outperformed the U.S. in 8th grade were: Chinese Taipei, the Czech Republic, England, Hungary, Japan, the Republic of Korea, the Russian Federation, Slovenia, and Singapore.From 1995 to 2007, 4th grade average scores decreased 3 points. 8th grade average scores increased seven points.Source: NCES, 2010
- 4. Where U.S. Stands in Science InternationallyAnother international assessment, the Program for International Student Assessment (PISA), found that in 2006, among 57 countries, U.S. 15 year olds ranked: Higher than 22 countriesLower than 22 countriesNot significantly different from 12 countriesSource: NCES, 2007
- 5. Where U.S. Stands in Science Internationally2003 report by the National Science Board reported that:Global competition for Science and Engineering (S&E) talent has increased; and It is likely that the number of U.S. born graduates entering the S&E workforce will decrease without intervention to improve S&E education, particularly among those groups not traditionally represented in the field. The report suggests:Implementing high-quality science curricular standards and ensuring classroom teachers have extensive science content knowledge; andConducting and implementing research on learning to support curriculum and pedagogy development.Source: National Science Board, 2003
- 6. Approaches of Teaching ScienceInquiry Science (National Research Council, 2000)Students ask questionsStudents gather evidence to address questionsStudents develop explanations based on evidenceStudents evaluate explanationsStudents communicate findings and justify explanationsHas roots in Dewey’s experiential theory of learning, which centers around solving real-world problems.Ornstein (2006) found that in classes where inquiry methods are frequently used, more students had positive attitudes about science.
- 7. Approaches to Teaching Science: 5E5E ModelDeveloped by curriculum designer Rodger Bybee and his team, the Biological Science Curriculum Study (BSCS), as an instructional model for constructivism in the 1980s.Hands-On, Inquiry-Based Lesson Plan Cycle.
- 8. History of Concept MapsJoseph D. Novak and his research team developed the idea in 1972.Came about as the results of a 12 year study indicating children as young as six can learn abstract concepts contrary to Piaget’s belief’sDr. Novak was a professor frustrated with what he saw in education- how people weren’t learning in a meaningful mannerThus came about his research in coming up with ways to help people learn how to learn.
- 9. What is a Concept MapConcept maps are graphical tools for organizing and representing knowledge. concepts, usually enclosed in circles or boxes of some type, relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts. Propositions are statements about some object or event in the universe, either naturally occurring or constructed. Propositions contain two or more concepts connected using linking words or phrases to form a meaningful statement.
- 11. Research Supporting Concept Maps
- 13. ResearchSeaman (1990) formed three groups; a concept mapping, 3 students each; a standard concept mapping group of 11 students; and a control groupStudents in all three groups read the same science unit, but students in the two mapping groups used concept map outlines. Control group students received general classroom instruction, but no mapping and cooperative learning techniques. Seaman found that students in both the cooperative and standard mapping groups achieved higher scores than control group students on weekly vocabulary tests and on a final unit test.Low-achieving seventh-grade students from an urban parochial school were randomly assigned to two equally sized groups (n = 62, each group). 1st group read and- discuss, teacher-directed method2nd group followed a model of concept mapping that connected major and minor concept ideas.The results of this study indicate that using an instructional technique that includes graphic representations is a more effective teaching approach than more traditional methodologies for comprehension of science content with low achieving inner-city seventh-grade students. (Gustello, Beasely and Sinatra, 2000)
- 14. ResearchIn this sense, concept maps act as metacognitive tools used to illuminate one’s thinking. (Richart, Turner, and Hadar 2009)Our examination of hundreds of concept maps has shown that they are indeed rich vehicles for uncovering students’ conceptions of thinking in a way that is accessible both to teachers and students. (Richart, Turner, and Hadar 2009)
- 15. To better familiarize children with concept maps, pictures (or photos or drawing images) can replace text labels (words) because children of this age communicate their ideas better through symbols (Pearson & Somekh, 2003).
- 17. Debriefing
- 18. ResourcesBiribilli, M. (2007). Mapping knowledge: concept maps in early childhood education. Early Childhood Research and Practice, 8(2), Retrieved from http://ecrp.uiuc.edu/v8n2/birbili.htmlBybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins, effectiveness, and applications. Retrieved from http://www.bscs.org/pdf/bscs5eexecsummary.pdfCardellini, L. (2004). Conceiving of concept maps to foster meaningful learning: an interview with joseph d. novak. Journal of Chemical Education, 81(9), Retrieved from http://web.ebscohost.com.libweb.lib.utsa.edu/ehost/detail?sid=84b28ba3-d7c7-4182-8abe-2b3f50256272%40sessionmgr14&vid=5&hid=19 doi: 10.1021/ed081p1303 Canas, A.J., & Novak, J.D,. (2009). What is a concept map. Retrieved from http://cmap.ihmc.us/docs/conceptmap.html Guastello, E.F., Beasley, T.M, & Sinatra, R.C. (2000). Concept mapping effects on science content comprehension of low achieving seventh graders. Remedial and Special Education, 21(6), Retrieved from http://web.ebscohost.com.libweb.lib.utsa.edu/ehost/pdfviewer/pdfviewer?vid=13&hid=19&sid=84b28ba3-d7c7-4182-8abe-2b3f50256272%40sessionmgr14 Novak, J.D. (2004). Reflections on a half century of thinking in science education and research: implications from a 12 year longitudinal study of children’s learning. Canadian Journal of Science, 4(1), Retrieved from http://web.ebscohost.com.libweb.lib.utsa.edu/ehost/pdfviewer/pdfviewer?sid=84b28ba3-d7c7-4182-8abe-2b3f50256272%40sessionmgr14&vid=10&hid=19
- 19. Resources (Con’td)National Center for Education Statistics (NCES) (2007). Highlights from PISA 2006: Performance of U.S. 15-year-old students in science and mathematics literacy in an international context. Retrieved from http://nces.ed.gov/pubs2008/2008016.pdfNCES (2009). The Nation’s Report Card: Science 2009. Retrieved from http://nces.ed.gov/nationsreportcard/pdf/main2009/2011451.pdfNCES (2010). The condition of education 2010: Indicator 16, international science content. Retrieved from http://nces.ed.gov/programs/coe/2010/pdf/16_2010.pdfNational Research Council (2000). Inquiry and the National Science Education Standards: A guide for teaching and learning. Washington, D.C.: National Academy Press.National Science Board (2003). The science and engineering workforce: Realizing America’s potential. Retrieved from http://www.nsf.gov/nsb/documents/2003/nsb0369/nsb0369.pdfOrnstein, A. (2006). The frequency of hands-on experimentation and student attitudes toward science: A statistically significant relation. Journal of Science Education and Technology, 15 (3), 285-297.Ritchart, Ron, Turner, T, & Hadar, L. (2009). Uncovering students thinking about thinking using concept maps. Metacognition Learning, 4(2), Retrieved from http://vnweb.hwwilsonweb.com.libweb.lib.utsa.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.44 doi: 10.1007/s11409-009-9040-x