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Part 1 -Learning about gravity

Part 2 -Learning aboutshadows

North East of Scotland Science

Consortium

Learning and

Concept Maps

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g

Part 1

Learning about gravity

North East of Scotland Science

Consortium

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How do childrenlearn?

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How do children learn ?

Simple ideas about learning

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How do children learn?

Model based on the empty headconcept

Teaching is a transfer ofinformation to fill the space

Does not work! Why?

No matter what the topic, childrenhave their own ideas

And they believe them

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Learning

Knowledge is not

absorbed by thelearner

It is constructed

The process cannot be

observed

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Constructivist ideas

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Constructivist ideas

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Constructivist ideas

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Constructivist ideas

Learning is based on what the

learner already knows

New ideas presented by

experience or instruction may :

fit in with existing ideasnot relate to ideas already held

challenge existing ideas

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Constructivist ideas

New knowledge may be

linked to existing ideas inappropriatelycreating a misconception

retained unconnected

rote learning

linked to existing ideas

meaningful learning

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Constructivist ideas

Retrieval of previous learning uses

networks of knowledge

Recall is efficient only wheninformation has been stored

meaningfully

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Summary

Constructivism accepts that ...

children already have their own ideas new knowledge must be integrated with

existing knowledge

existing networks of knowledge may bechallenged by new ideas

existing ideas are strongly held

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Constructivist ideas

Many sets of ideas about

constructivism

Importance of

social interactions

language Process of learning cannot be

directly observed

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Research findings

about childrens

ideas

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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

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Sources ofchildrens ideas

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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

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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

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An Example - SEEING

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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

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Exploring childrens

ideas on

GRAVITY

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Concept cartoons

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Concept cartoons

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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?

GRAVITY

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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 examplegravity example.

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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

GRAVITYcommon ideas

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Sorting out yourown science ideas

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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

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Sorting out your own

science ideas

Concept maps contain propositions:

for example:

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Sorting out your own

science ideas

Examples - simple conceptmaps about learning

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Sorting out your own

science ideas

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Concept maps in theclassroom

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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

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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 exampleconcept_maps_gravity example.

GRAVITY

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Part 2

Learning aboutshadows

North East of Scotland Science

Consortium

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Exploring childrens

ideas on

SHADOWS

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Activity 3

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Explore the ideas represented in yourcartoon

Carry out any investigative work

needed to explore the ideas Create a concept map on light and

shadows

You should try to create it usingInspiration

What ideas would the children youteach have?

Activity 3

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Activity 3

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Activity 3no links

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Activity 3links

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Concept mapping projects

Scottish Executive

ELISE

Developing a framework for on-line CPDdelivery

Science exemplar course

On-line course deliverySubject of course

Concept mapping