Concept Mapping and Formative Assessment: Elements Supporting Literacy and Learning

From the authors observations and those of Kinchin (2001) teachers may know about concept mapping but they do not seem to use it as a consistent, effective strategy. The authors argue that the concept mapping may be better understood by using an expanded definition of traditional literacy, listening, speaking, reading and writing; to include visualizing, visual representation, and technological literacy Sinatra (1986). This ethnographic case study examines the use of concept mapping and collaborative learning strategies in the content area of marine ecology in high school science classrooms. To support students’ understanding of science concept and the improvement of writing students began with a field trip to study inter-coastal zones and follow-up laboratory activities, use of digital image analysis, and collaborative group work. Key vocabulary were identified to begin concept maps, and more vocabulary was added to support multiple revisions of concept maps with concept map software, and culminated with students’ writing. Concept mapping integrated with collaborative learning was used to engage students DOI: 10.4018/978-1-59904-992-2.ch022

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