Sunday, June 13, 2010

Journal - Mapping Student Minds

Mapping Student Minds, by Ariel Owen

A class of 6th graders took observations at a creek two times over the course of a year. They recorded data on chemical composition and pH value of the water. Data was entered in a Palm Pilot, which is a great way to bring technology into the lab, and reduce the possibility of error transcribing handwritten notes into a spreadsheet.

The point of the study was to show that oxygen content and phosphorus among other things, changed over the course of the year and that the 'health' of the river was a dynamic process. Also, the students learned direct and inverse relationships between causal factors. They made a concept map that showed how cause and effect factors were related. This map was called a causal map. Students learned how to visualize relationships of a number of factors in a complex system. They also collaborated in how they would relate the factors and what factors were to be included in the map.

Q1 How can we use causal maps to teach more than just science? The author did a great job of implementing a mock government where some of the students acted as the city council while the others were scientists showing their study results. The city council, in typical fashion, wanted proof that the study was valid, and they want the most cost effective solution to the water pollution problem, while the scientist students pushed for the cleanest water possible as an outcome. This lesson taught government, civics, and economics! In addition to the more obvious ecosystem lesson.

Q2 How could this lesson be part of an inclusive classroom? First, the act of building a concept map is inherently visual with is a great way of including visual learners, learning disabled, and ESL students. Also, advanced students could be paired up with the kids who are having trouble with the concepts and they could collaborate why the factors are related.


Reference:
Owen, A. (2002). Mapping Student Minds, Learning and Leading with Technology Journal 29 (7), 6-9, 26.

RYAN KELLY

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