Karen Parks, Haibei Zhang, Huong Hoang -Fall EPSY 335 Learning Theories

Introduction The lesson:  is part of a unit in 10 th grade Advanced Biology, entitled: “The Cycling of Energy and Matter through the Earth’s Ecosystem”  is half way through this multiple-lesson unit

Introduction Objectives of the lesson:  help students understand the structural and functional relationships between and among organic chemicals  provide a foundation for understanding the cycling of matter and energy between the soil, atmosphere and living organisms in the ecosystem

Introduction Difficulties encountered by the students  Misconception  Confusion  Difficult to remember

SOLUTION Learning Theories:  David Ausubel’s Cognitive Psychology (basis of Concept Map)  Vygotsky’s Sociocultural Theory

Ausubel's cognitive psychology  Meaningfulness Students need to employ meaningful learning rather than rote learning (memorization) to promote higher order thinking and retention of knowledge.  Assimilation Learning takes place by the assimilation of new concepts and propositions into existing concept propositional frameworks held by the learner.  Advance Organizers can be used

Cognitive Structure  Cognitive structure is hierarchically organized  Concepts in cognitive structure undergo progressive differentiation,  Integrative reconciliation occurs when two or more concepts are recognized as relatable

Concept Mapping  A powerful tool for organizing and representing knowledge

Research Findings  Consistent correlations between quality of concept map and student achievement  Concept maps could be used to distinguish experts from novices within a domain Ruiz-Primo and Shavelson (1996)  Concept map enhances student achievements in : –Multiple-choice measure of misconceptions –Fill-in-blank concept map instrument –General measure of concept relatedness Zeilik et al. (1997)  Combining concept map with lecture resulted in significantly better learning and retention Cliburn(1990)

Vygotsky’s Sociocultural Theory  Social environment is critical for learning  Social environment influences cognition through cultural tools  Zone of Proximal Development  Learners also bring their own understandings to social interactions  The use of instructional scaffolding

Lesson Plan Lesson Plan Applying Ausubel’s Cognitive Psychology/Concept Mapping Concept maps will:  mirror the way ideas and knowledge are organized in the learner’s cognitive structures  Be useful for reviewing knowledge and allow students to assess prior knowledge  uncover misconceptions  help students to organize knowledge and focus on important concepts  The visual map helps students remember the lesson better

Lesson Plan: Lesson Plan: Applying Vygotsky’s Sociocultural Theory /Cooperative Grouping  Requiring students to work together in cooperative groups so that: –Social interaction brings about higher motivation –Some group members will be in the ZPD, and others will provide support to advance their learning –Cognitive incongruity requires the group members to develop a common understanding by correcting misconceptions –Through rich dialog, learners process information using more elaboration and establish more propositions in their cognitive structures, increasing the depth of understanding and retention of knowledge –Dialog between students and construction of maps provides the teacher with a clear visual model of students’ cognitive structures.

Integration of Technology  A number of software has been develop to build concept maps  Inspiration is one of them Inspiration  It is possible to use Inspiration for Karen’s lesson  An example of concept map produced by Inspiration

Advantages of Technology  Easy to use  Possible to draw the map quickly  Easy to modify the map  Possible to produce beautiful and clear maps

Disadvantages of Technology  Expensive method (requires computers and may be printers for large size papers)  Less individual involvement than the manual method as not much work is required -> sometimes less exciting

Critique Critique Ausubel/Concept Mapping  Not all knowledge can be arranged in a hierarchical order  Extensive training is required  It does not work well for direct teaching or recall of rote learning  Time consuming  Some students are uncomfortable with it  It can only be combined with Constructivist methods

Critique Critique Vygotsky/Cooperative Grouping  Must be designed to give each individual in the group a responsibility for accountability.  Requires training of students in cooperative behaviors and responsibilities.  Requires continuous monitoring and feedback from the teacher.  It can promote misconception without monitoring  Time consuming

Reference  Ivie, Stanley D. “Ausubel’s Learning Theory: An Approach to Teaching Higher Order Thinking Skills,” High School Journal. Oct. 1998: Vol. 82,, i1, p.35.  Novak, Joseph P. and Gowan, D. Bob. Learning How to Learn, Cambridge University Press, Cambridge,  Romance, Nancy R. and Vitale, Michael R. “Concept Mapping as a Tool for Learning,” College Teaching. Spring, 1999: Vol.47, i2, p74.  Sandoval, Jonathan. “Teaching in Subject Matter Areas: Science,” Annual Review of Psychology. 1995: Vol.46, p355.  Schunk, Dale H. Learning Theories, and educational Perspective, 3rd Ed., Prentice Hall,           

Thank you for your attention