Approaches to Cell Biology Teaching: Mapping the Journey--Concept Maps as Signposts of Developing Knowledge Structures

Autor/inn/en	Allen, Deborah; Tanner, Kimberly
Titel	Approaches to Cell Biology Teaching: Mapping the Journey--Concept Maps as Signposts of Developing Knowledge Structures
Quelle	In: Cell Biology Education, 2 (2003) 3, S.133-136 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-7509
DOI	10.1187/cbe.03-07-0033
Schlagwörter	Stellungnahme; Concept Mapping; Problem Based Learning; Active Learning; Cytology; Biology; Teaching Methods; Science Instruction; Conferences (Gatherings); Inquiry; Introductory Courses; Course Descriptions; Science Teachers + Suchen Sie Ihr Suchwort? Concept Map; Problem-based learning; Problemorientiertes Lernen; Aktives Lernen; Zytologie; Biologie; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Kursstrukturplan; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	An instructor contemplating a course transformation to incorporate a student-centered learning environment may feel faced with what seems like a high-wire balancing act--a constantly renegotiated compromise between students' legitimate needs for structure, well-understood expectations, and good grades and instructors' foreknowledge that the path to intellectual maturity is "in the doing," particularly if the "doing" presents a reasonable challenge. One of the authors was beginning to lose her balance on the high wire of active learning when she was fortunate to have the opportunity to represent her institution's fledgling problem-based learning (PBL) program at a National Science Foundation-sponsored conference on inquiry approaches to science teaching held at Hampshire College. Her dilemma stemmed in part from the necessity to use the PBL method in one section of a multisectioned, introductory biology course with a common syllabus. Was there room for students to value forging their own path through the content-laden atmosphere of a good PBL problem, or would the specter of the "prescribed sequence of topics" outlined in the common syllabus undercut the value of all but the most direct path? In this article, she shares how she discovered the wonders of concept mapping as an answer to the instructional dilemmas she faced. She discusses the fundamentals of concept mapping and the lessons she learned from using it. (Contains 1 figure.) (ERIC).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10