North East of Scotland Science Consortium

Learning and Concept Maps

Part 1 - Learning about gravity
Part 2 - Learning about shadows

North East of Scotland Science Consortium

Part 1
Learning about gravity

How do children learn?

How do children learn ?

Simple ideas about learning

How do children learn?

Model based on the empty head concept Teaching is a transfer of information to fill the space Does not work! Why? No matter what the topic, children have their own ideas And they believe them

Learning
Knowledge is not absorbed by the learner It is constructed The process cannot be observed

Constructivist ideas

Constructivist ideas

Constructivist ideas

Constructivist ideas
Learning is based on what the learner already knows New ideas presented by experience or instruction may :
fit in with existing ideas not relate to ideas already held challenge existing ideas

Constructivist ideas
New knowledge may be linked to existing ideas inappropriately
creating a misconception

retained unconnected
rote learning

linked to existing ideas

meaningful learning

Constructivist ideas
Retrieval of previous learning uses networks of knowledge Recall is efficient only when information has been stored meaningfully

Summary
Constructivism accepts that ...
children already have their own ideas new knowledge must be integrated with existing knowledge existing networks of knowledge may be challenged by new ideas existing ideas are strongly held

Constructivist ideas
Many sets of ideas about constructivism Importance of
social interactions language

Process of learning cannot be directly observed

Research findings about childrens ideas

Childrens ideas - research

Two important findings
Children have very strongly held ideas
Existing ideas can co-exist with new ideas Used in different circumstances

Most children share the same set of ideas

Common misconceptions

Sources of childrens ideas

Sources of childrens ideas

Where do childrens ideas come from ? How have they been formed ?
Everyday experience produces learning importance of language and learning from listening

An Example - SEEING
Example
Often hear people say that they throw a glance Children develop the idea that seeing is an action Childrens drawings reveal this

An Example - SEEING

Sources of childrens ideas

How have these sources led to a set of common misconceptions?
Common experiences of children Widespread use of same ways of talking about science ideas that occur in everyday experience

Exploring childrens ideas on GRAVITY

Concept cartoons

Concept cartoons

GRAVITY

Activity 1
Explore the ideas represented in your cartoon Carry out any investigative work needed to explore the ideas What ideas would the children you teach have?

Childrens ideas about gravity

the hyperlink used in the presentation at this point will not allow you to return to this page.You will have to return to the day 2 programme page to run this example gravity example.

GRAVITY common ideas

Heavy objects fall faster than light objects Idea comes directly from experience There is no gravity on the moon Idea comes from seeing weightlessness in space Thats why moon suits have big heavy boots

Sorting out your own science ideas

Sorting out your own science ideas

Drawing concept maps
Encourages the linking of ideas Encourages discussion to sort out own ideas Fits a social constructivist approach

Sorting out your own science ideas

Concept maps contain propositions:

for example:

Sorting out your own science ideas Examples - simple concept maps about learning

Sorting out your own science ideas

Concept maps in the classroom

Concept maps in the classroom

Concept maps as an elicitation tool Teaching children how to create concept maps Stages
Brainstorming to produce list of concepts Making propositions Creating the map Adding more links

GRAVITY

Activity 2
Concept map
the hyperlink used in the presentation at this point will not allow you to return to this page.You will have to return to the day 2 programme page to run this example concept_maps_gravity example.

North East of Scotland Science Consortium

Part 2
Learning about shadows

Exploring childrens ideas on SHADOWS

Activity 3

Activity 3
Explore the ideas represented in your cartoon Carry out any investigative work needed to explore the ideas Create a concept map on light and shadows You should try to create it using Inspiration What ideas would the children you teach have?

Activity 3

Activity 3 no links

Activity 3 links

Concept mapping projects

Scottish Executive ELISE
Developing a framework for on-line CPD delivery Science exemplar course On-line course delivery Subject of course
Concept mapping

Seeking volunteer learners for trials