Learning, Doing & Sharing Science |
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Wrestling with the vocabulary... To some science seems to have a language of its own. To help you "work smarter" at developing your science vocabulary try "dissecting" words into their prefixes, roots and suffixes. Consider the word "photosynthesis". Photo- or phot- is a prefix the comes from the Greek language meaning light, and the root word -synthesis, also from the Greek for -syntithenai, meaning to put together. Photo-synthesis therefore means "light - to put together". The natural definition is clearest if you consider the word by translating it "backwards" resulting in "to put together from light" Why go to the trouble to develop your vocabulary this way? Well after learning a couple standard prefixes, root words and suffexs, you can start "backwards" translating many unfamilar words as you read them for the first time, increasing your reading comprehension, understanding of the main idea, shortening the amout of time you have to poor into extra studying. Want to find what the prefixes, roots and suffexes mean, visit: Merriam-Webster On-line "Language Center" and use their dictionary or one of the following "Prefix Root & Suffix" on-line dictionary lists... “The 14 Words that Make All the Difference” According
to Richard E. Hodges of the University of Puget Sound
in a booklet titled: Improving Spelling and
Vocabulary in the Secondary School, published by the
ERIC Clearinghouse on Reading and Communicatiion Skills
and the National Council of Teachers of English, 1982;
page 30: “If you were to examine the 20,000 most
used English words, you would find that about 5,000
of them contain prefixes and that 82 percent (about
4,100)
of those words use one of only fourteen different prefixes
out of all the available prefixes in the language.”
Mnemonic devices should probably not be used for memorizing concepts because they are designed to sidestep the deep meaning of a given material. For this reason, these techniques are excellent for remembering lists and necessary facts. Repetition and association are two essential components to any memory technique. Repetition: Mnemonic devices demand active participation and a constant repetition of the material to be memorized. This repetition is not passively repeating words, but instead it is meaningful practice which involves familiarizing yourself with a list, trying to memorize it, duplicating it, and then checking it yourself. This process acts as a holding pattern while links are found to retain the information permanently. Association: New knowledge is more effectively stored in the long term memory when it is associated with anything that is familiar. Mnemonic focus on association and with a little creativity, your associations will be so bizarre that you can't help but remember them. SOME MNEMONIC DEVICES: There are many mnemonic devices from which to choose; some very simple, and some very complex. Here are some examples of each: 1. Rhyme: If you think about it, you can probably
remember rhymes from clear back in grade school: nursery
rhymes, spelling rhymes etc. 2. Sentence: When the list must be memorized in order, make a sentence out of the initial letters of the words you are trying to memorize. Example: if you want to learn the different types of tastes (Bitter, Sour, Salty, Sweet) you might use the sentence mnemonic Bill Savors Sour Sweets. 3. Acronym: Make a word using the first letter from each word that needs to be remembered. This one only works when the list is fairly short and when the order of the words can be shifted. Example: an acronym mnemonic for remembering this list in order is: "King Phillip called out for good soup". Another is "Kings play chess on fat green stools". 4. Grouping: When you have a lot of material to be memorized, break it down into small subgroups. These subgroups should be divided into meaningful parts. If the groups are complete ideas, you'll remember them better. Example: grouping minerals by metals or stones.
Before you begin to read, you need to check your PBID! Take a minute to identify the Purpose of the reading. Why are you reading that textbook? What do you hope to gain from this reading session? Some common reasons that you need to read a text are:
Students often complain that they don't like to read the text because it is not Interesting. In many cases this is a true statement, but it doesn't remove the fact that in many classes if you do not read the text, you will not pass the class. If you avoid the text because of lack of interest, you need to take some action to make the reading bearable.
The Difficulty of the reading material can encourage or discourage a student from studying the text. Sometimes the format of the text is more difficult that the actual course material. You have little control over the choice of the text, but you do have options if the reading is difficult.
How to do a “Mind Map” Concepts or Big Ideas Here are some hints on how to construct a mind map..
(adapted from http://www.maps.jcu.edu.au/netshare/learn/mindmap.html) How to do a Mind Map Mind mapping (or concept mapping) involves writing down a central idea and thinking up new and related ideas which radiate out from the centre. By focusing on key ideas written down in your own words, and then looking for branches out and connections between the ideas, you are mapping knowledge in a manner which will help you understand and remember new information. Look for relationships Use lines, colors, arrows, branches or some other way of showing connections between the ideas generated on your mind map. These relationships may be important in you understanding new information or in constructing a structured essay plan. By personalizing the map with your own symbols and designs you will be constructing visual and meaningful relationships between ideas which will assist in your recall and understanding. Draw quickly on unlined paper without pausing, judging or editing All of these things promote linear thinking and the idea of mind mapping is to think creatively and in a non-linear manner. There will be plenty of time for modifying the information later on but at this stage it is important to get every possibility into the mind map. Sometimes it is one of those obscure possibilities that may become the key to your knowledge of a topic. Use capitals The idea of using capitals is to encourage you to get down only the key points. Capitals are also easier to read in a diagram. You may, however, wish to write down some explanatory notes in lower case. Some students do this when they revisit the mind map at a later date while others write in such things as assessment criteria in this way. Put main idea in the centre Most students find it useful to turn their page on the side and do a mind map in "landscape" style. With the main idea or topic in the middle of the page this gives the maximum space for other ideas to radiate out from the centre. Leave lots of space Some of the most useful mind maps are those which are added to over a period of time. After the initial drawing of the mind map you may wish to highlight things, add information or add questions for the duration of a subject right up until exam time. For this reason it is a good idea to leave lots of space. To view a good example of a science related mind or concept map for see “Cell Stuff” The use of Concept or Mind Maps in the Teaching & Learning Process
The use of concept maps as a teaching strategy was first developed by J. D. Novak of Cornell University in the early 1980's. It was derived from Ausubel's learning theory which places central emphasis on the influence of students' prior knowledge on subsequent meaningful learning. According to Ausubel, “the most important single factor influencing learning is what the learner already knows. Thus meaningful learning results when a person consciously and explicitly ties new knowledge to relevant concepts they already possess. Ausubel suggests that when meaningful learning occurs, it produces a series of changes within our entire cognitive structure, modifying existing concepts and forming new linkages between concepts. This is why meaningful learning is lasting and powerful whereas rote learning is easily forgotten and not easily applied in new learning or problem solving situations which the present science curricula so advocate.The Concept map is a device for representing the conceptual structure of a subject discipline in a two dimensional form which is analogous to a road map. A concept, as defined by Novak, is regularity in objects or events designated by a specific label. Concept maps are diagrammatic representations which show meaningful relationships between concepts in the form of propositions. Propositions are two or more concept labels linked by words which provide information on relationships or describing connections between concepts.A concept map can be considered as somewhat similar to a spider chart, an organization chart or a flow diagram. The most useful form of a concept map for teaching and learning is one arranged in a hierarchical organization which the more general and more inclusive concepts at the top of the map and the more concrete and specific ones at the bottom. In the teaching and learning of Biology (or any science subject), concepts do not exist in isolation. Each concept depends on its relationships to many others for meaning. A concept map depicts hierarchy and relationships among concepts. It demands clarity of meaning and integration of crucial details. The concept map construction process requires one to think in multiple directions and to switch back and forth between different levels of abstraction. In attempting to identify the key and associated concepts of a particular topic or sub-topic, one will usually acquire a deeper understanding of the topic and clarification of any prior misconceptions.One big advantage of using concept maps is that it provides a visual image of the concepts under study in a tangible form which can be focused very easily. They can be readily revised any time when necessary. During the formulation process it consolidates a concrete and precise understanding of the meanings and inter-relation s of concepts. Thus it makes learning an active process, not a passive one. In presenting concepts to students, teachers should never ask students to memorize prepared concept maps. This could merely promote rote learning and so defeat the purpose of encouraging active meaningful learning on that part of the learner. B. Use of concept maps in teaching
C. Steps in constructing concept maps
Source: Curriculum guide, CDC All rights reserved. (Adapted from http://www.fed.cuhk.edu.hk/~johnson/misconceptions/concept_map/cmapguid.html ) Keeping a good record of your work in science is as important as anything else you do. Developing the habit of keeping a good notebook is the same as developing any other habit. As you practice doing the job the right way you will improve in your skill and it will be easier and less burdensome for you. Before long you will be doing your work automatically.The most important thing to remember is that the notebook you keep should be YOU. That is, it should be a complete record of everything you have done in connection with your science work. It should include the results of your work in class, your reading, experiments and projects performed, observations made and all drawings and diagrams which illustrate your work.General Rules of Keeping a Notebook
(Adapted from http://www.isd196.k12.mn.us/schools/evhs/Academics/Science/science_notebook.htm ) |
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