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Student’s Learning Preferences & the Student’s Learning Preferences & the Need for Concept MappingNeed for Concept Mapping
PHY407 Jan08Voice:+6019-355-1621;
[email protected];http://www3.uitm.edu.my/staff/drjj/index.html
Assoc. Prof. Dr. Jaafar Jantan aka DR. JJApplied Science Education Research
Applied Science, UiTM, Shah Alam
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Reflection
““The goal of intellectual education The goal of intellectual education is not how to is not how to repeat or retain readyrepeat or retain ready--made truths… . It is in made truths… . It is in learning to master the truth by oneself at the risk learning to master the truth by oneself at the risk of losing a lot of time and going thru all the of losing a lot of time and going thru all the roundabout waysroundabout ways that are inherent in real that are inherent in real activity.”activity.”
(Jean Piaget, Swiss cognitive psychologist, 1896-1980)
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The Math jargon (or conciseness?)The Math jargon (or conciseness?)
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mK10898.2ttanconsT 3max −×==λ
Wien’sWien’sDisplacement LawDisplacement Law
Lava Lava
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Math Conciseness (or driving force?)Math Conciseness (or driving force?)
.
Wien’sWien’sDisplacement LawDisplacement Law
W 95Pnet =Human body shielded by clothing: Human body shielded by clothing: TTbodybody = 301K, = 301K, TTsurrsurr = 305K,emissivity = 305K,emissivity =1, Area = 2 m=1, Area = 2 m22
absorbemitnet PPP −=Total Power emitted by a black bodyTotal Power emitted by a black body
( )4surr
4bodynet TTAP −= σε
Total Power emitted by a Total Power emitted by a black bodyblack body
Planck;sPlanck;s Law of blackbody radiationLaw of blackbody radiation1e
1ch2)(I
kTh2
3
−
= ννν
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Reflection
To those who do not know Mathematics it is To those who do not know Mathematics it is difficult to get across a real feeling as to the difficult to get across a real feeling as to the beauty, the deepest beauty of nature. ... If you beauty, the deepest beauty of nature. ... If you want to learn about nature, to appreciate nature, want to learn about nature, to appreciate nature, it is necessary to understand the language that she it is necessary to understand the language that she speaks in speaks in
(Richard Feynman. 1918-1988.American physicist.
The Character of Physical Law)
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“Universities are full of Universities are full of knowledge, the freshmen bring a knowledge, the freshmen bring a little in and the seniors take none little in and the seniors take none away, and knowledge away, and knowledge accumulates.” Abbot Lowellaccumulates.” Abbot Lowell
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Understanding Information & Knowledge Formation
Descriptive A car moving to the right with a velocityvelocity 20 m/s crashed into a stationarystationary lorry. The total momentummomentum must be conservedconserved in the collision.
Pictorially/Graphically
Symbolically: Mathematical representation
pi = pf: (m1v1+m2v2)i = (m1v1+m2v2)f
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“is the way in which each learner begins to concentrate on, process, and retain newand difficult information."(Dunn)
Know Yourself!!Know Yourself!!Learning Styles/preferencesLearning Styles/preferences
simplified MIsimplified MI
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What makes meaningful learning What makes meaningful learning difficult??difficult??-- Learning PreferencesLearning 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 StylesLearning Styles
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What makes meaningful learning What makes meaningful learning difficult??difficult??-- Learning PreferencesLearning Preferences
Felder’s Model Felder’s Model -- 4 domains of 4 domains of information handling: to understand information handling: to understand new knowledgenew knowledge
InputPerceived
Processed
Understood
Newknowledge
ILS
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**USA findings,USA findings, ** ** DR. J.J’s (N = 1122)DR. J.J’s (N = 1122)
*42, ** 42Intuitive
prefer theories & interpretations of factual
information.
prefer data and facts. like facts & solve well establish
methods, resent being tested on materials that has not been explicitly covered in
class
*57, ** 58Sensing
Perception
Student’ Learning Preferences:Student’ Learning Preferences:Information Handling DomainsInformation Handling Domains
(Felder’s)(Felder’s)
prefer the spoken or written word.
*30, ** 13Verbal
prefer charts, diagrams and pictures.
*69, ** 87Visual
Input
ILS
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*32, ** 40Reflective
do the processing in their heads
learn best by doing something physical with
the information
*67, **60Active
Processing*USA findings,*USA findings, ** ** DR J.J.’s (N = 1122)DR J.J.’s (N = 1122)
Students’ Learning Preferences:Students’ Learning Preferences:Information Handling DomainsInformation Handling Domains
(Felder’s)(Felder’s)
must get “big picture” before individual pieces fall into place
*28, ** 40Global
easily make linear connections between individual steps
*71, ** 60Sequential
Understanding
ILS
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Implications:Implications:
Research on Learning PreferencesResearch on Learning Preferences
0
20
40
60
80
% o
f stu
dent
s
Reflective Intuitive Verbal Sequential
Learning Preferences
Percentage of Students' Preferences Addressed By the Traditional Passive Lecture Method
USAThis work
ILS
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Implications:Implications:
Research on Learning PreferencesResearch on Learning Preferences
010203040506070
% o
f stu
dent
s
Reflective Intuitive Verbal Sequential
Learning Preferences
Percentage of Students' Preferences Addressed by the Traditional Passive Lecture Method According to CGPA
Less than 2: N=12Less than 3: N=90Less than 4: N=49
ILS
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What is a Concept What is a Concept Map??Map??
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What is a Concept What is a Concept Map??Map??
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Meaningful Vs Rote LearningMeaningful Vs Rote Learning
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Key Key Memory Memory
Systems & Systems & How they How they InteractInteract
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Key Key Memory Memory
Systems & Systems & How they How they InteractInteract
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What is a Concept Map??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 mappingConcept 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.
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CMAPCMAP
Example: What is a a CMAP Example: What is a a CMAP CMAP
Organizedknowledge
concepts propositionsContext
dependent
Are/is
represents
Perceivedregularities
Effectivelearning
are Are necessary for
forms
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CMAPCMAP
to assess understanding or diagnose misunderstanding
to communicate complex ideas
to generate ideas (brain storming, etc.);
Why do Concept MapsWhy do Concept Maps
to design a complex structure (long texts, hypermedia, large web sites, etc.);
to organize material
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CMAPCMAP
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 MapsWhy do Concept Maps
to revise effectively for examinations
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CMAPCMAP
Identify segment of text or lab activity or a particular problem or question that you are trying to understand.
How To Do Concept MapsHow To Do Concept Maps
Begin with domain of knowledge that is familiar
Identify key concepts in this domain by listing them.
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CMAPCMAP
What is a force??
Concept Maps ExamplesConcept Maps Examples
Push, pull, frictional Touch, at-a-distance
Gravitational, magnetic, electrical field
Velocity, position, position change, clock reading
Newton’s Laws, motion
Newton, meter, seconds, radians
Charge, mass, radius, length, time interval
Acceleration, linear, angular
Inertia, moment of inertia, torque
FORCE
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CMAPCMAP
A Wave is
WaveConcepts
WaveCMAP
Ripples,Water Boats
Interference
Frequency
Sound
amplitude,
Party
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Brainstorm/list out concepts
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CMAPCMAP
Approximately, rank order the concepts from most general most inclusive to most specific least general concept
How To Do Concept MapsHow 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
WaveCMAP
WaveConcepts
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Rank the concepts
General to specific
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CMAPCMAP
Find the cross-links (concepts linked across domains)
How To Do Concept MapsHow To Do Concept Maps
Add domains and more cross-links every time new knowledge is learned.
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CMAPCMAP--Your taskYour task
Construct a CMAP
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What is a Concept Map??What is a Concept Map??
CMAPCMAP
Example: Hierarchical Concept Maps Example: 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 a force??
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CMAPCMAP
Example: Hierarchical Concept Maps Example: Hierarchical Concept Maps
Your Take-home Assignment: Group-work
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 electrostatics??
Submit at the beginning of next class.
ConclusionConclusion
""One who learns by finding out has sevenfold One who learns by finding out has sevenfold the skill of the one who learned by being told.the skill of the one who learned by being told.““-- Arthur Arthur GuttermanGutterman
""The roots of education are bitter, but the fruit is The roots of education are bitter, but the fruit is sweet." sweet." --Aristotle Aristotle
IHMC