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Copyright DR JJ, ASERG, UiTM, Shah Alam 1
.
Student’s Learning Preferences & the
Need for Concept Mapping
PHY407 Jan08
Voice:+6019-355-1621;
http://drjj.uitm.edu.my
Assoc. Prof. Dr. Jaafar Jantan aka DR. JJ
Applied Science Education Research
Applied Science, UiTM, Shah Alam
Copyright DR JJ, ASERG, UiTM, Shah Alam2
“I hear & I forget,
I see & I remember
I do & I understand
But..
Confucius
How much
physics &
chemistry do
you
understand?
I need the
grades, so..I memorize
Copyright DR JJ, ASERG, UiTM, Shah Alam 3
The Math jargon (or conciseness?)
.
mK10898.2ttanconsT 3max
Wien’s
Displacement Law
Lava
Copyright DR JJ, ASERG, UiTM, Shah Alam 4
Math Conciseness (or driving force?)
.
Wien’s
Displacement Law
W 95Pnet Human body shielded by clothing:
Tbody = 301K, Tsurr = 305K,emissivity
=1, Area = 2 m2
absorbemitnet PPP Total Power emitted by a black body
4
surr
4
bodynet TTAP Total Power emitted by a
black body
Planck;s Law of blackbody radiation
1e
1
c
h2)(I
kT
h2
3
Copyright DR JJ, ASERG, UiTM, Shah Alam 5
1. Explain the difference between a concept, a linkword,
a proposition, a hierarchical concept map and concept
mapping.
2. Construct a simple 20-proposition concept map
3. Produce 3 type of concept map to be used in a
meaningful learning environment.
Intended Learning Outcome:
Learning
At the end of this session, you will be able to:
Copyright DR JJ, ASERG, UiTM, Shah Alam 6
Understanding Information &
Knowledge Formation
DescriptiveA car moving to the right with a velocity 20
m/s before crashing into a stationary lorry.
Pictorially/Graphically
Symbolically:
Mathematical
representation
pi = pf: (m1v1+m2v2)i = (m1v1+m2v2)f
The total momentum must be conserved in
the collision.
Copyright DR JJ, ASERG, UiTM, Shah Alam 8
“is the way in which each learner begins to
concentrate on, process, and retain new
and difficult information."(Dunn)
Know Yourself!!
Learning Styles/preferences
simplified MI
Copyright DR JJ, ASERG, UiTM, Shah Alam 9
What makes meaningful learning
difficult??- Learning Preferences
"...a biologically and developmentally
imposed set of personal characteristics
that make the same teaching method
effective for some students and
ineffective for others,..." (Dunn,
Beaudry, and Klavas, 1989)
Learning Styles
Copyright DR JJ, ASERG, UiTM, Shah Alam 10
What makes meaningful learning
difficult??- Learning Preferences
Felder’s Model - 4 domains of
information handling: to understand
new knowledge
Input
Perc
eiv
ed
Processed
Un
ders
too
d
New
knowledge
ILS
Copyright DR JJ, ASERG, UiTM, Shah Alam 11
*USA findings, ** DR. J.J’s (N = 1122)
Perception
Sensing *57, ** 58
prefer data and facts. like
facts & solve well establish
methods, resent being tested
on materials that has not
been explicitly covered in
class
Intuitive *42, ** 42
prefer theories &
interpretations of factual
information.
Student’ Learning Preferences:
Information Handling Domains
(Felder’s)
Input
Visual *69, ** 87
prefer charts, diagrams and
pictures.
Verbal *30, ** 13
prefer the spoken or written
word.
ILS
Copyright DR JJ, ASERG, UiTM, Shah Alam 12
Processing
Active *67, **60
learn best by doing
something physical with
the information
Reflective *32, ** 40
do the processing in
their heads
*USA findings, ** DR J.J.’s (N = 1122)
Students’ Learning Preferences:
Information Handling Domains
(Felder’s)
Understanding
Sequential *71, ** 60
easily make linear connections
between individual steps
Global *28, ** 40
must get “big picture” before
individual pieces fall into place
ILS
Copyright DR JJ, ASERG, UiTM, Shah Alam 13
Implications:
Research on Learning Preferences
0
20
40
60
80
% o
f stu
den
ts
Reflective Intuitive Verbal Sequential
Learning Preferences
Percentage of Students' Preferences Addressed By the
Traditional Passive Lecture Method
USA
This work
ILS
Copyright DR JJ, ASERG, UiTM, Shah Alam 14
Implications:
Research on Learning Preferences
0
10
20
30
40
50
60
70
% o
f stu
de
nts
Reflective Intuitive Verbal Sequential
Learning Preferences
Percentage of Students' Preferences Addressed by the
Traditional Passive Lecture Method According to CGPA
Less than 2: N=12
Less than 3: N=90
Less than 4: N=49
ILS
Copyright DR JJ, ASERG, UiTM, Shah Alam 16
Reflection
Copyright DR JJ, ASERG, UiTM, Shah Alam 18
Key
Memory
Systems
& How
they
Interact
Copyright DR JJ, ASERG, UiTM, Shah Alam 19
Key
Memory
Systems
& How
they
Interact
Copyright DR JJ, ASERG, UiTM, Shah Alam 20
Meaningful Vs Rote Learning
What is a Concept Map??
Copyright DR JJ, ASERG, UiTM, Shah Alam23
What is a Concept Map??
A concept map is a special form of a web diagram
for exploring knowledge and gathering and sharing
information. Concept mapping is the strategy
employed to develop a concept map. A concept
map consists of nodes or cells that contain a
concept, item or question and links. The links are
labeled and denote direction with an arrow head.
The labeled links explain the relationship between
the nodes. The arrow describes the direction of
the relationship and reads like a normal sentence.
CMAPExample: What is a a CMAP
CMAP
Organized
knowledge
concepts propositionsContext
dependent
Are/is
represents
Perceived
regularities
Effective
learning
are Are
necessary for
forms
Concepts
linkword
Proposition
Copyright DR JJ, ASERG, UiTM, Shah Alam 25
CMAP
to assess understanding or diagnose
misunderstanding
to communicate complex ideas
to generate ideas (brain storming, etc.);
Why do Concept Maps
to design a complex structure (long texts,
hypermedia, large web sites, etc.);
to organize material
Copyright DR JJ, ASERG, UiTM, Shah Alam 26
CMAP
to integrate large body of materials
to insert new concepts within existing knowledge
structure
to fix learned materials into long-term memory
Why do Concept Maps
to revise effectively for examinations
Copyright DR JJ, ASERG, UiTM, Shah Alam 27
CMAP
A Wave is
Wave
Concepts
Wave
CMAP
Ripples,Water Boats
Interference
Frequency
Sound
amplitude,
Party
Copyright DR JJ, ASERG, UiTM, Shah Alam 28
CMAP
What is a force??
Concept Maps Examples
Touch, at-a-distance Push, pull, frictional
Gravitational, magnetic, electrical field
Charge, mass, radius, length, time interval
Acceleration, linear, angular
Velocity, position, position change, clock reading
Newton’s Laws, motion
Newton, meter, seconds, radians
Inertia, moment of inertia, torque
FORCE
Copyright DR JJ, ASERG, UiTM, Shah Alam 29
CMAP
Identify segment of text or lab activity
or a particular problem or question
that you are trying to understand.
How To Do Concept Maps
Begin with domain of knowledge that
is familiar
Identify key concepts in this domain by
listing them.
Copyright DR JJ, ASERG, UiTM, Shah Alam 30
CMAP
Approximately, rank order the concepts
from most general most inclusive to
most specific least general concept
How To Do Concept Maps
Construct a preliminary concept map.
Best done by writing concepts on
sticker notes for ease of moving it
around during building the hierarchy.
Revise the map - more than 3X
A Wave is
Wave
Concepts
Wave
CMAP
Copyright DR JJ, ASERG, UiTM, Shah Alam 31
CMAP
Find the cross-links (concepts linked
across domains)
How To Do Concept Maps
Add domains and more cross-links every
time new knowledge is learned.
What is a Concept Map??
CMAPExample: Hierarchical Concept Maps
Your Assignment: Group-work
Write each concept on a piece of post-it and place them on
a mahjung paper according to the hierarchy. Now link up
the concepts by writing down the linkwords and drawing
the arrowheads. You are now mapping the concepts.
REVISE, REVISE, REVISE
Brainstorm at least 20 concepts associated with the
question.
Rank-order them hierarchically with the question being at
the top and the more specific concepts at the bottom.
Focus Question: What is electromagnetic induction??
Conclusion
"One who learns by finding out has
sevenfold the skill of the one who
learned by being told.“ - Arthur
Gutterman
"The roots of education are bitter, but the fruit
is sweet." -Aristotle
IHMC
Copyright DR JJ, ASERG, UiTM, Shah Alam 35
CMAP
Chemical Bonding
Concept Maps Activities
Electro-chemistry
Photon
Light
Electromagnetic Induction
Photon
Light
