Concept mapping: A useful tool for science educafion
Mapping Force Fields: Conceptualizing Electrostatics
Graduate Research Fellow & Grant No. DUE-‐1231286
ƚ,ǂ ǂ ƚ ǂ W. Tyler McCleery , Erin C. Rericha , Cynthia J. Brame , M. Shane Hutson
Department of Physics and Astronomy
ƚCenter for Teaching, Vanderbilt University, Nashville, TN 37203
ǂDepartment of Physics and Astronomy, Vanderbilt University, Nashville, TN 37240
PHYS 113B: Introductory Physics for the Life Sciences Students struggle to build structured knowledge from Class textbook reading, as well as seVng up integrals to calculate fields and forces in Problem electrostaXcs.
Concept Map Features that Corresponded with Strong Performance: -‐ Circular ConnecXon of Three Key Concepts: Charge, Force, and Field (Fig. A) -‐ Direct ConnecXon of SuperposiXon to Electric Field EquaXons (Fig. B)
Blended Online Learning Module Students created and revised 1,2 concept maps represenXng their understanding of the relaXonships among concepts. A video tutorial was also provided to enhance instrucXon on calculaXng electric fields.
Results: Trends in Conceptual Learning
Approach Conclusions EffecXveness
Concept maps3, in-‐class clicker quesXons, homework assignments, exam quesXons, and pre-‐/post-‐module Concept Survey of E&M.
Assessment Data
Expert Concepts
*
*
* *
n = 33 students
1. Module was effecXve in posiXvely shicing distribuXon of student performance. It should be conXnued. 2. Students idenXfied 2 out of 3 expert concepts. Instructor should emphasize “Electric Force.” 3. Strong performance correlated with specific concept links. Instructor should focus on these conceptual connecXons. 1. 2. 3.
References
Novak, J.D., (1990). Concept mapping: A useful tool for science educa;on, Journal of Research in Science Teaching, 27(10), 937-‐949. hip://cmap.ihmc.us/ hips://code.google.com/p/cmapanalysis/
Graduate Research Fellow & Grant No. DUE-‐1231286
ƚ,ǂ ǂ ƚ ǂ W. Tyler McCleery , Erin C. Rericha , Cynthia J. Brame , M. Shane Hutson
Department of Physics and Astronomy
ƚCenter for Teaching, Vanderbilt University, Nashville, TN 37203
ǂDepartment of Physics and Astronomy, Vanderbilt University, Nashville, TN 37240
PHYS 113B: Introductory Physics for the Life Sciences Students struggle to build structured knowledge from Class textbook reading, as well as seVng up integrals to calculate fields and forces in Problem electrostaXcs.
Concept Map Features that Corresponded with Strong Performance: -‐ Circular ConnecXon of Three Key Concepts: Charge, Force, and Field (Fig. A) -‐ Direct ConnecXon of SuperposiXon to Electric Field EquaXons (Fig. B)
Blended Online Learning Module Students created and revised 1,2 concept maps represenXng their understanding of the relaXonships among concepts. A video tutorial was also provided to enhance instrucXon on calculaXng electric fields.
Results: Trends in Conceptual Learning
Approach Conclusions EffecXveness
Concept maps3, in-‐class clicker quesXons, homework assignments, exam quesXons, and pre-‐/post-‐module Concept Survey of E&M.
Assessment Data
Expert Concepts
*
*
* *
n = 33 students
1. Module was effecXve in posiXvely shicing distribuXon of student performance. It should be conXnued. 2. Students idenXfied 2 out of 3 expert concepts. Instructor should emphasize “Electric Force.” 3. Strong performance correlated with specific concept links. Instructor should focus on these conceptual connecXons. 1. 2. 3.
References
Novak, J.D., (1990). Concept mapping: A useful tool for science educa;on, Journal of Research in Science Teaching, 27(10), 937-‐949. hip://cmap.ihmc.us/ hips://code.google.com/p/cmapanalysis/
