1. To identify misconceptions: Concept Maps – open-ended ones allow students to express previous knowledge; incorrect links demonstrate misconceptions
Jones, M. G., Carter, G., & Rua, M. J. (2000). Exploring the development of conceptual ecologies: Communities of concepts related to convention and heat. Journal of Research in Science Teaching, 37, 139–159.
2. To help students make personal connections, connections between ideas, clarify ideas, acquire new ideas: Writing
Balgopal, M. M. (2007). Examining undergraduate understanding of natural selection and evolution. (Doctoral dissertation, North Dakota State University, 2007) Dissertation Abstracts International, 68(05), 273.
Keys, C. W. (1999). Revitalizing instruction in scientific genres: Connecting knowledge production with writing to learn in science. Science Education, 83, 115–130.
Balgopal, M.M. & Wallace, A.M. (2009). Decisions and dilemmas: using writing to learn activities to increase ecological literacy, The Journal of Environmental Education, 40(3), 13-26.
This comment has been removed by the author.
ReplyDelete