标签： Teach Less Learn More

Learning How to Learn and Think: Geologic Reasoning Concept Mapping Workshop

Beijing Normal University
September 11-22, 2017

Kip Ault, Ph.D., Professor Emeritus
Lewis & Clark Graduate School of Education and Counseling
Portland, Oregon
USA
www.darwinianwhimsy.com

1. Aims:

Meaningful learning requires making connections among concepts and from concepts to experiences. When structured around core concepts, these connections lead to disciplinary expertise and insight.

Habits of mind characteristic of different disciplines develop in response to distinct challenges. As a result the structures of knowledge differ from one field to another. Concept mapping and Vee diagramming promise to bring such structures into focus, making learning efficient. (Concept maps are drawings that depict networks of relationships and hierarchy among concepts. Vee diagrams deploy concept maps in order to represent the structure of knowledge in the context of an inquiry.)

Geologic reasoning responds to challenges of scale and the contingent nature of historical phenomena. Often analogical approaches—comparison and contrast—play an important role in geologic inquiry.

Comparing one place to another, in terms of its geologic history and climate pattern, for example, has the potential to illuminate the “big picture” while fostering a “deep love” for knowledge. Geologic inquiry often depends on finding modern analogues for historical processes.

Plate tectonics theory and the geologic time scale are two “big ideas” essential to organizing meaningful understanding of geology. The former can be illustrated with attention to the patterns and processes characteristic of plate boundaries and collisions. The interpretation of the Grand Canyon of the Colorado River reveals the power of insight into deep time. Comparison and contrast of the geologic history of the Tibetan and Colorado Plateaus. understood in terms of plate tectonics, reveals principles for interpreting earth’s dynamic landscapes.

The Earth system—the atmosphere and oceans, the icecaps and glaciers, the soil and vegetation, and the animals and insects—is a complex, interacting system with both strong and delicate feedbacks that govern the climate and the habitability of our planet.
–Ian Roulstone & John Norbury, Invisible in the Storm (Princeton: 2010), pp.44-45

2. Prerequisites:

English proficiency.
Familiarity with geologic or geographic concepts at an introductory level.
Willingness to study original research in an unfamiliar discipline.
Curiosity about how landscapes form.

3. Concept Maps of Concept Meaning and Vee Diagrams (the “big picture”):

4a. Concept Maps of Topics:

4b Topics:

Concept Maps, Vee Diagrams, and Principles of Geologic Reasoning
Novak, J.D. (1990). Concept mapping and Vee diagrams: Two metacognitive tools to facilitate meaningful learning. Instructional Science, 19, 29-52.
Ault, C. (2015). Gowin’s Knowledge Vee Answers Five Questions about Inquiry. Notes for the BNU Cmap and Vee Diagram Workshop. Unpublished manuscript.
Ault, C. (2017). Thinking Geologic Thoughts: Responding To the Challenges Of Inquiry; 1st Asian Pacific Conference on Concept Mapping, September 20-22, 2017, Beijing Normal University.
Romey, W. D. (1983). Winter Ice and Snow as Models of Igneous Rock Formation. Journal of Geological Education , 31, 9-12.

Patterns of Plate Tectonics
Molnar, Pe. (2015). Plate Tectonics: A Very Short Introduction by Peter Molnar (Oxford, UK: Oxford University Press).

Cascadia Subduction Zone Processes
Ault, C. Review of The Orphan Tsunami of 1700. (2006). Prepared for the University of Washington Press.

Formation of the Grand Canyon of the Colorado River
Pederson, J. L. (2007). The Mystery of the Pre–Grand Canyon Colorado River—Results from the Muddy Creek Formation: GSA Today, v. 183, p. 4-10. doi: 10.1130/GSAT01803A.
Karlstrom, K., et al. (2012). Introduction: CRevolution 2: Origin and evolution of the Colorado River system II. Geosphere, 8, 1170–1176. doi:10.1130/GES00716.1
Lucchita, I., Holm, R.F., & Lucchitta, B.K. (2013). Implications of the Miocene (?) Crooked Ridge River of northern Arizona for the evolution of the Colorado River and Grand Canyon. Geosphere, 9, 1417–1433. doi:10.1130/GES00861.1

Causes and Consequences of Plateau Uplift (Tibet and Colorado)
Fillmore, R. 2011. Geological Evolution of the Colorado Plateau of Eastern Utah and Western Colorado. Salt Lake City, UT: University of Utah Press.
Fillmore, R. (2011), The Tertiary Period: The Rise of the Colorado Plateau, Geological Evolution of the Colorado Plateau of Eastern Utah and Western Colorado. Salt Lake City, UT: University of Utah Press.
Garzione, Carmala N. (2008). Surface uplift of Tibet and Cenozoic Global Cooling. Geology, 36(12), 1003-1004.doi: 10.1130/focus122008.1
Harrison, M.T., Copeland, P., Kidd, W. S. F., & Yin, An. (1991). Raising Tibet, Science 255, 1663-170. See also “A Quake-Causing Collision Course,” New York Times, May 19, 2015, p. D5.
Raymo, M.E., & Ruddiman, W.F. (1992). Tectonic forcing of late Cenozoic Climate. Nature, 359(6391), 117-122.
Ruddiman, W.F., & Kutzbach, J.E. (1991). Plateau Uplift and Climatic Change: The formation of giant plateaus in Tibet and the American West may explain why the earth’s climate has grown markedly cooler and more regionally diverse in the past 40 million years. Scientific American, 264(3), 66-75.
Searle, M. (2013). Roof of the World in Colliding Continents. Oxford, UK: Oxford University Press.
Searle, M. (2013). The Making of the Himalaya/Tibetan Plateau in Colliding Continents. Oxford, UK: Oxford University Press.

4c. Powerpoint resources:

ppt. 001, “Introduction and Analogy.”
ppt. 003, “Colorado Plateau and Plate Tectonics.”
ppt. 002 “Ghost Forests of Cascadia.”
ppt. 005 “Colliding Continents and Plate Driven Tectonics
ppt. 006 “Climate Change and Plateau Uplift
ppt. 009 “Grand Canyon and the Trail of Time

5. Course Arrangement:

• Field Activity

　　　　　

1. Interpreting the viewing stones of the BNU campus
2. Ice and buoyancy exploration
3. The rock cycle as displayed in the lobby of the Jingshi Hotel
• Homework and Classroom Concept Mapping and Vee Diagramming Exercises

　　　　　

1. What are the organizing concepts of plate tectonics?
2. What caused the “Ghost Forests” near the coast in the Pacific Northwest (Cascadia)?
3. How did the Colorado and Tibetan Plateaus form?
4. When and how did the Colorado River carve the Grand Canyon?
5. How are the weathering and uplift of Tibet related to climate change?
6. Apply principles of geologic reasoning to examples of interpreting Cascadia, Tibet, and the Grand Canyon.

6a. Supporting References:

Blakey, Ron, & Ranney, Wayne. 2008. Ancient Landscapes of the Colorado Plateau. Grand Canyon, AZ: Grand Canyon Association.
Kearey, P. Klepeis, K. A., and Vine, F. J. 2009. Global Tectonics. West Sussex: Wiley-Blackwell.
Nie, J., Horton, B. K., and Hoke, G. D., Eds. 2014. Toward an Improved Understanding of Uplift Mechanisms and the Elevation History of the Tibetan Plateau (GSA Special Paper No. 507). Boulder, CO: Geological Society of America.
Searle, M. 2013. Colliding continents: A geological exploration of the Himalaya, Karakoram, and Tibet. Oxford University Press: Oxford, UK.

6b. Projects (3 maps, 1 vee):

1. Concept map: What are the key concepts of plate tectonics?
2. Concept map: How do rocks form?

3a. Concept map: Models of plateau uplift for Tibet and Colorado or
3b. Concept map: Tibetan plateau and climate change

4a. Vee diagram: Carving the Grand Canyon of the Colorado River or
4b. Vee diagram: Creating the Ghost Forest of Cascadia

6c. Expected hours of work:

Daily reading of Plate Tectonics text by Molnar and research articles for each topic (1-2 hours/day).
Concept map construction and revision daily both during the workshop and as homework working with partners (1-3 hours/day plus evening class).

按照Teach Less, Learn More课程体系的一般设计要求和《学会学习和思考》的设计原则，我们做了《教育和教育研究》的设计。

Effective Use of Concept Maps for Teaching, Learning, and Research
Dr. Simone C. O. Conceição, Professor, University of Wisconsin-Milwaukee

This module will introduce you to effective strategies for using concept maps for teaching, learning, and research. At the end of this module, you will will be able to use concept maps as an approach for teaching and learning in different disciplines; create a blueprint incorporating concept map as a learning strategy; identify ways for using concept maps as a research tool for data collection, analysis, and presentation; and develop a plan for using concept maps for conducting research.

This module will involve presentation of concepts and theories via lecture, group discussion, and individual and group practice using IHMC CmapTools Software.

This module will be taught in English. You will be expected to complete assignments in English.

It is expected that you will have some knowledge of the use of concept maps and skills on how to use IHMC CmapTools Software. Also, you will be expected to complete readings before attending sessions.

Module Outline

Day One

Introductions, Getting to Know Participants, Needs assessment, Scavenger Hunt, Pedagogical and Theoretical Approaches for Using Concept Maps, Types of Concept Maps, Learning strategies using concept maps

DAY Two

Learning strategies using concept maps in different disciplines

DAY Three

Teaching strategies using concept maps in different disciplines: activities

DAY Four

Teaching strategies using concept maps in different disciplines: assessments

DAY Five

Research strategies using concept maps: data collection and analysis

DAY Six
Research strategies using concept maps: data presentation

Learning Assessment
Students will be graded based on participation in course activities, course blueprint, module reflections, and final presentation.

References

Burke, J. G., O’Campo, P., Peak, G. L., Gielen, A. C., McDonnell, K. A., & Trochim, W. M. (2005). An introduction to concept mapping as a participatory public health research method. Qualitative Health Research, 15(10), 1392-1410.
Butler-Kisber, L., & Poldma, T. (2010). The Power of Visual Approaches in Qualitative Inquiry: The Use of Collage Making and Concept Mapping in Experiential Research. Journal of Research Practice, 6(2). Retrieved from http://jrp.icaap.org/index.php/jrp/article/view/197/196
Campbell, R., & Salem, D. A. (1999). Concept Mapping as a Feminist Research Method Examining the Community Response to Rape. Psychology of Women Quarterly, 23(1), 65-89.
Cañas, A. J., & Novak, J. D. (2006). Using concept maps to organize information for large-scale literature reviews and technical reports: two case studies.
Conceição, S. C. O., & Taylor, L. D. (2007). Using a constructivist approach with online concept maps: Relationship between theory and nursing education. Nursing Education Perspectives, 28(5), 268-75. National League for Nursing.
Conceição, S. C. O, Baldor, M. J. & Desnoyers, C. A. (2009). Factors influencing individual construction of knowledge in an online community of learning and inquiry using concept maps. In R. Marriott & P. Torres (Eds.) Handbook of Research on Collaborative Learning using Concept Mapping, 100-119. IGI Global.
Daley, B. J., Canas, A. J., & Stark, T. (2007). CmapTools: Integrating teaching, learning, and evaluation in online modules. New Directions for Adult and Continuing Education, 2007, 113, 37-47.
Daley, B. J., Conceição, S. C. O., Mina, L., Altman, B., Baldor, M.J., & Brown, J. (2010). Concept mapping: A strategy to support the development of practice, research, and theory within human resource development. Human Resource Development Review, XX(X), 1-28.
Hay, D. B. & Kinchin, E. M. (2006). Using concept maps to reveal conceptual typologies. Education & Training, 48 (2/3), 127-142.
Jackson, K. M., & Trochim, W. M. (2002). Concept mapping as an alternative approach for the analysis of open-ended survey responses. Organizational Research Methods, 5(4), 307-336.
Kinchin, I. M., Streatfield, D., & Hay, D. B. (2010). Using Concept Mapping to Enhance the Research Interview. International Journal of Qualitative Methods, 9(1).
Meagher-Stewart, D., Solberg, S. M., Warner, G., MacDonald, J., McPherson, C., & Seaman, P. (2012). Understanding the Role of Communities of Practice in Evidence-Informed Decision Making in Public Health. Qualitative Health Research, 20(10),1-17.
Morrison, D. (2006). Critical Thinking in a Collaborative Online Learning Environment. Advanced Technology for Learning, 3(4), 255-262.
Richardson, R. (2007). Using concept maps as a tool for cross-language relevance determination. (Order No. 3288675, Virginia Polytechnic Institute and State University). ProQuest Dissertations and Theses, 196. Retrieved from https://ezproxy.lib.uwm.edu/login?url=http://search.proquest.com/docview/304792723?accountid=15078. (304792723).
Trochim, W. K. Concept Mapping, available at http://www.socialresearchmethods.net/kb/conmap.htm
Trochim, W., & Kane, M. (2005). Concept mapping: an introduction to structured conceptualization in health care. International Journal for Quality in Health Care, 17(3), 187-191.
Wheeldon, J., & Faubert, J. (2009). Framing Experience: Concept Maps, Mind Maps, and Data Collection in Qualitative Research. International Journal of Qualitative Methods, 8(3).
Wheeldon, J. (2010). Mapping mixed methods research: Methods, measures, and meaning. Journal of Mixed Methods Research, 4(2), 87-102.
Wheeldon, J. (2011). Is a Picture Worth a Thousand Words? Using Mind Maps to Facilitate Participant Recall in Qualitative Research. Qualitative Report, 16(2), 509-522.