Wrapping up a

1
with
Wrapping up a PBL Problem
Concept Mapping
entitled
who uses
facilitated by
Hal White
ITUE Workshop
from the
presented on
Dept. of Chemistry and Biochemistry
Friday 19 January 2001
2
What does it mean when a student says, I
understand?.... Does it mean the same thing to
him or her that it does to another student or to
you?.. How can your students demonstrate their
understanding to you?
3
Wrapping up a PBL ProblemConcept Mapping

• What is a concept map?
• Where did concept mapping originate?
• What are the features of a concept map?
• Why is concept mapping good for PBL?
• How do you construct a concept map?
• Planning a concept map for your class.

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Concept Map Showing Key Concepts in Concept
Mapping
CONCEPT MAPS
WORDS
have
are
have
have
LINKING WORDS
CONCEPT LABELS
Can be
CONTEXT DEPENDENT
is
HIERARCHY
To form
SYMBOLS
of
To form
for
CONCEPTS
from
PROPOSITIONS
represents
As stored in
are
are
are
MOST GENERAL
MOST IMPORTANT
Are stored in
form
PERCEIVED REGULARITIES
COGNITIVE STRUCTURE
RELATIONSHIPS
to
Memorized by
are
are
in
are
in
MOST SPECIFIC
LEAST IMPORTANT
Achieved by
KNOWLEDGE CLAIMS
EVENTS
OBJECTS
LEARNING
Related to
e.g.
Can be
e.g.
ROTE
RAINING EXPLOSION PHOTOSYNTHESIS
DOG LEAF WOMAN
are
MEANFUL
Perception is
Adapted from Joseph Novak (1991) Clarify with
Concept Maps, The Science Teacher 58(7), 45-49.
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CONCEPT MAP OF CONCEPT MAPPING
Ideas
Propositions
Study Revision Aid
Linear Text
may develop
related by
relate
alternative to
Concepts
Metacognition
used as
awareness of
Classroom Teachers
consists of
Concept Maps
Learning Processes
suitable for
used as
of
Research Assessment Tool
may increase
to assess
increasing
Learning
Learning Effectiveness
reveals
may address
Misconceptions
Enjoyment
improving
Affective Objectives
such as
increasing
Feelings Values
to do with
Motivation
Interest
Adapted from K. S. Taber (1994) Physics Education
29(5) 276-281
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Where does Concept Mapping Fit Into PBL?
Problem-Based Learning
Cooperative Learning Groups
Individual Accountability
depends on
uses
working on
need
reflected in

expected by
has
tied to
Problems
Group Accountability
Learning Goals
Grades
Faculty Students Society
that are
Content Objectives
including
Process Skills
Real World Open-ended Complex
based on
achieved with
Examinations
Group Assignments
reflected in
including
Peer Evaluation
such as
to promote
Writing Assignments
seen in
should limit
Individual Learning
that address and minimize
Concept Mapping
Divide and Conquer Strategies
Academic Dishonesty
such as
that display
Scholarly Synthesis Organization Disciplinary
Rhetoric Student Voice
that incorporate
Leadership Communication Conflict
Management Sharing Information Accepting
Information Peer Evaluation
that access
Term Papers PBL Problems Case Studies
Revision
Library Internet Resources
Peer Feedback
informed by
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Reducing Agents
Oxidized Products
H2CO3
O2
H2O
O2
Irreversible
Reversible
Scarlet Cruorine
Purple Cruorine
Acid, Heat, Organic Solvents
Acid, Heat, Organic Solvents
Irreversible Decomposition
Conceptual model for the reactions of cruorine
described by Stokes. In the original drawing, the
shaded squares were colored to correspond to the
spectral properties of the porphyrin involved.
Albuminous Precipitate
Reducing Agents
O2
Brown Hematin
Red Hematin
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Contains
BLOOD TRANSPORT OF OXYGEN
BLOOD
Red Blood Cells
CHEMISTRY
Lyse in water to release
Oxygen
Contains
In lungs
Plasma
OXYGENATION AND DEOXYGENATION
Arterial Blood
Venous Blood
Which includes
Oxyhemoglobin (Scarlet Cruorine)
Deoxyhemoglobin (Purple Cruorine)
In tissues
Clotting Factors
Reversible dissociation
Mimics
Water
Oxygen
Such as
H2CO3
Fibrinogen
O2
In tissues
H2O
Reduced Carbon (Food)
Heat, Acid, Ethanol decomposition to form
Carbon Dioxide
Is a
irreversible
Protein Precipitate
Reducing Agents
Oxidized Products
CELLULAR RESPIRATION
Colored Compound
Heme
Mimics
Is a
BIOLOGY
slow
Spontaneously reacts with oxygen forming
Has a distinctive
SnII
SnIV
Is a
Brown Hematin
Acid Ether
Soluble in
Absorption Spectra
fast
FeII
FeIII
Stabilized by
2H
Observable with a
Concept map illustrating the relationships among
significant words and ideas in Stokes 1864
article.
Tartaric Acid
Anionic Hematin
Aqueous Base
Soluble in
Spectroscope
Colorless Product
Indigo
HEMATIN FORMATION AND SEPARATION
OXIDATION AND REDUCTION REACTIONS
Oxygen
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Academic Metabolism
H.S. Graduate

B.S.

M.S.

Thesis
Frustration
Ph.D.
Industry
Career Change Law, Medicine, Computer
Science, Organic Farming
Publications
Disillusionment

Postdoc
Walk-on-H2O Letters
Poverty
Publications
Asst. Prof.
Grad. Students
No Tenure
Grants
Publications
DuPont Hercules Shunt
Degraded Grad. Students
Assoc. Prof.
Govt Lab Director
Job Offers
Publications, Awards
Higher Administration
Full Prof.
Chairperson

Nonobligatory Intermediate
Golden Handshake
Friends
Enemies
Unstable intermediate often with sequential
states
Microscopic Reversibility Questioned
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facilitated by
requires
Evolution of Influenza Virus
Recombination
such as
Non-synonymous Mutations
Mutation
and a
of the
High Mutation Rate
generating
Segmented RNA Genome
yield
Genetic Variation
Favorable Phenotypes
that causes a
leading to
that encodes
in
Amino Acid Replacements
associated primarily with
Co-infected Host Cell
Unfavorable Phenotypes
RNA Polymerase
known as
Host Responses
results in
selected to evade
produces sudden
Changes in Surface Antigens
Antigenic Shift
that operates on
including
slower
then
Antigenic Drift
provide
Selection
Antibodies
namely
leads to
that recognize
and
and
SynonymousMutations
Neuraminidase
Hemagglutinin
5 Other Proteins
Pandemics
hydrolyses
binds to
with little or no
Fever
such as
Sialic Acid Residues
of the
Phenotypic Effect
of
1918 Spanish Flu
Host Cell Surface Glycoproteins
leading to
Replication
Genetic Drift
followed by
during
1957 Hong Kong Flu
Virus Infection
Virus Release
CHEM-647 Biochemical Evolution Concept Map for
Case Study 4 University of Delaware H. B. White
10/24/97
followed by
inhibiting
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Stages in the Constructionof a Concept Map

• Brainstorming Stage
• Organizing Stage
• Layout Stage
• Linking Stage
• Revising Stage
• Finalizing Stage

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Brainstorming Stage

• List any and all terms and concepts associated
  with the topic of interest.
• Write them on Post It? Notes, one word or phrase
  per note.
• Don't worry about redundancy, relative
  importance, or relationships at this point.
• The objective is to generate the largest possible
  list.

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Organizing Stage

• Spread concepts on a table or blackboard so that
  all can be read easily.
• Create groups and sub-groups of related items.
  Try to group items to emphasize hierarchies.
• Identify terms that represent higher categories
  and add them.
• Feel free to rearrange items and introduce new
  items omitted initially.
• Some concepts will fall into multiple groupings.
  This will become important in the linking stage.

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Layout Stage

• Arrange terms so that they represent your
  collective understanding of the
  interrelationships and connections among
  groupings.
• Use a consistent hierarchy in which the most
  important concepts are in the center or at the
  top.
• Within sub-grouping, place closely related items
  near to each other.
• Think in terms of connecting the items in a
  simple sentence that shows the relationship
  between them.
• Feel free to rearrange things at any time during
  this phase.
• Do not expect your layout to be like that of
  other groups.

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Linking Phase

• Use lines with arrows to connect and show the
  relationship between connected items.
• Write a word or short phrase by each arrow to
  specify the relationship.
• Many arrows can originate or terminate on
  particularly important concepts.

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Revising Stage

• Carefully examine the draft concept map.
• Rearrange sections to emphasize organization and
  appearance.
• Remove or combine items to simplify.
• Consider adding color or different fonts.
• Discuss any aspects where opinions differ

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Finalizing the Concept Map

• After your group has agreed on an arrangement of
  items that coveys your understanding, convert the
  concept map into a permanent form that others can
  view and discuss.
• Be creative in a constructive way through the use
  of colors, fonts, shapes.

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Evaluating Concept Maps

• Accuracy and Thoroughness. Are the concepts and
  relationships correct? Are important concepts
  missing? Are misconceptions apparent?
• Organization. Is the concept map laid out in a
  way that higher order relationships are apparent
  and easy to follow? Does it have a title?
• Appearance. Is the assignment done with care
  showing attention to details such as spelling and
  penmanship? Is it neat and orderly or is it
  chaotic and messy?
• Creativity. Are there unusual elements that aid
  communication or stimulate interest without being
  distracting?

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Assignment
In your groups, construct a concept map for the
electoral process for determining the President
of the United States.