I see the integration of reading in math and science in your discussion of reading chemistry formulas and of course reading graphs. So I suppose that it is the math and science teacher's shared responsibility in facilitating reading ability in each of these content areas. I think you are right on point that for many students the utilization and creation of concept maps can facilitate learning from the reading of science concepts.
You make a useful connection to all the different kinds of symbols students will read in science and how the teacher has a responsibility to support that meaning making process. Obviously, just telling our students to read chapter X or to read graph Y is not enough. A concept map is an excellent idea. Hopefully the readings this week will give you more ideas to consider.
We have read that keeping the students interested in what they are doing is key for their maintaining their attention and helping them expand their knowledge. What kinds of readings would you be providing them that will allow them to relate it to the "outside world." Just learning mx + b = y could be very boring. Putting it into terms where they see it at work in real life could be very valuable in keeping their attention and keeping them interested.
Yes Scott, I agree that connecting the reading with the reality is key. In chemistry my obvious choice would be to perform chemical reactions so that kids can see what happens when "especially fun" reactions occur and bring the formulas to life, so to speak :) With biology concepts, I think in talking about cell membranes I could bring in an egg (one very large cell) so they can see the membrane of the yolk and get a better visual on what the word "membrane" really looks like.
I think you raise a great point with using concept maps to connect theories and ideas. Understanding the concepts in both chemistry and biology is important. At times I feel like students try to memorize information instead of understanding the concept.
I also think it's important for students to explore how they learn best. I know concept maps don't work well for everyone. I am much more of a chronological thinker. So a concept map, for me, seems like a big mess, however, if you outline and organize the pattern of the concept and chunk the assignment together I can usually catch on.
I think it's interesting how many connections we can make, as a class, between our Educational Psychology and our Literacy course. The two definitely go hand-in-hand.
I see the integration of reading in math and science in your discussion of reading chemistry formulas and of course reading graphs. So I suppose that it is the math and science teacher's shared responsibility in facilitating reading ability in each of these content areas. I think you are right on point that for many students the utilization and creation of concept maps can facilitate learning from the reading of science concepts.
ReplyDeleteYou make a useful connection to all the different kinds of symbols students will read in science and how the teacher has a responsibility to support that meaning making process. Obviously, just telling our students to read chapter X or to read graph Y is not enough. A concept map is an excellent idea. Hopefully the readings this week will give you more ideas to consider.
ReplyDeleteWe have read that keeping the students interested in what they are doing is key for their maintaining their attention and helping them expand their knowledge. What kinds of readings would you be providing them that will allow them to relate it to the "outside world." Just learning mx + b = y could be very boring. Putting it into terms where they see it at work in real life could be very valuable in keeping their attention and keeping them interested.
ReplyDeleteYes Scott, I agree that connecting the reading with the reality is key. In chemistry my obvious choice would be to perform chemical reactions so that kids can see what happens when "especially fun" reactions occur and bring the formulas to life, so to speak :) With biology concepts, I think in talking about cell membranes I could bring in an egg (one very large cell) so they can see the membrane of the yolk and get a better visual on what the word "membrane" really looks like.
DeleteJohn,
ReplyDeleteI think you raise a great point with using concept maps to connect theories and ideas. Understanding the concepts in both chemistry and biology is important. At times I feel like students try to memorize information instead of understanding the concept.
I also think it's important for students to explore how they learn best. I know concept maps don't work well for everyone. I am much more of a chronological thinker. So a concept map, for me, seems like a big mess, however, if you outline and organize the pattern of the concept and chunk the assignment together I can usually catch on.
I think it's interesting how many connections we can make, as a class, between our Educational Psychology and our Literacy course. The two definitely go hand-in-hand.
Melissa