Cmap
Transforming Science Pedagogy: Using Concept Mapping to Design an Interdisciplinary Approach to Teaching Middle School Science

Himangshu-Pennybacker, Sumitra (2016) Transforming Science Pedagogy: Using Concept Mapping to Design an Interdisciplinary Approach to Teaching Middle School Science. In: Innovating with Concept Mapping. 7th International Conference on Concept Mapping, CMC 2016 Tallinn, Estonia, September 5–9, 2016 Proceedings. Communications in computer and information science, 1 . Springer International Publishing, Cham: Switzerland. ISBN 978-3-319-45501-3

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Abstract

The purpose of this study was to apply concept mapping to the design of an interdisciplinary approach for teaching middle school science. The study was centered around the question: What does it mean for pre-service teacher candidates to plan an integrated instructional unit using content from different science disciplines taught in middle school grades? The study required pre-service teachers to (through their own understanding of science, math, and literacy content) be able to identify with an authentic real-world scenario and apply core elements to the design of an interdisciplinary approach to lesson planning, classroom instruction, and student assessment. Designing the unit involved the use of concept maps to visualize and communicate essential pedagogical elements and their relationships to each other. Analysis of pre-service teacher candidate concept maps provided a fluid basis for peer-learning, facilitated co-planning, and created a context for next level content understanding.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2016
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Q Science > QA Mathematics > QA76 Computer software
Divisions: UNSPECIFIED
Depositing User: Mr. Ernest Prats
Date Deposited: 17 Nov 2018 14:16
Last Modified: 17 Nov 2018 14:16
URI: http://eprint.ihmc.us/id/eprint/568

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