Co-constructed concept map of main ideas in our conceptual change class

ENE59500_Class_Concept_MapHere is the amazing concept map constructed today during the final class of ENE 50500-004: Conceptual Change in Engineering. We divided our thoughts into three main areas: pedagogical implications (the lime green bubble), is conceptual best seen as individual knowledge acquisition or is to more of a collaborative process of participatory learning? (pink bubble), and is conceptual change a coherent theory in students’ minds? or is it better described as knowledge in pieces (purple bubble). The nine graduate students in this class are responsible for the links that were made here. You can see their individual maps in earlier posts. So fortunate to work with this great group of people this semester!

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One thought on “Co-constructed concept map of main ideas in our conceptual change class

  1. Interesting – as an outside observer, I actually found this map difficult/impossible to understand without the context of class readings or discussions. In contrast, Emily’s map seems very clear and understandable to me even without a background in conceptual change theory — I can follow complete or almost-complete sentences through the arrows, whereas this final diagram forces me to guess (unsuccessfully) at the relationships between linked items.

    Disclaimer: Emily’s map is the only one I looked at closely — but Emily’s map was also the only one I felt like I could start understanding at first glance (which will likely be the case for most blog reader), so it’s the one I stuck with and began digging deeper and asking more questions about.

    Question: How do you make blog posts understandable by outside observers with little context at first glance — and then from there, lead them deeper into more interesting questions? (This is different from writing for scholarly journals, where more shared context and a greater tolerance for deep reading can be assumed; instead of “there’s got to be something here, the editors published it,” that filtering is done by individuals, so showing them there’s “something here” for them to think with is important from the get-go.)

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