Deck 12: Concept Mapping in Elementary Science

Question 1

W How is the hierarchy of concepts in a unit of study portrayed in a concept map?

A) The most general concepts are shown at the top and examples are shown at the bottom.
B) An example is shown at the top and general concepts are shown at the bottom.
C) Examples and general concepts are shown at the top and intermediate concepts are shown at the bottom.
D) General concepts, intermediate concepts, and examples are shown randomly.

Answer 1

A

Question 2

W Why would a teacher have students construct concept maps as an assessment?

A) So the teacher can know how the students have constructed their understandings
B) So the teacher won't have to write out a test
C) So the students can exhibit their drawing and drafting skills
D) So the students will have something creative to do

Answer 2

A

Question 3

Uses of concept maps in elementary science education include which of the following?

A) Outline of unit that the children can follow as the unit progresses
B) Review
C) Introduction to unit and each lesson
D) Assessment
E) All of the above
F) None of the above

Answer 3

E

Question 4

W An elementary science teacher is planning to have students explore the concept of weather including types of weather, the nature and purpose of weather instruments, analysis of weather data, changes and causes of changes in weather, and forms of precipitation. The teacher is preparing a concept map to post on the wall, serving as a guide to the studies. What term would the teacher put at the top of the map?

A) Weather
B) Changes in weather
C) Weather instruments
D) Rain gauge
E) Any of the above
F) None of the above

Question 5

W What is a concept map?

A) A graphic representation of the way a person relates given concepts
B) An outline of a unit showing how the concepts relate to each other
C) A way of organizing the steps to be taken in a science experiment
D) A system showing how individual examples of a topic relate to the overall topic itself
E) All of the above
F) None of the above

Question 6

How can a teacher use a concept map to help the teacher stay focused on teaching students how to do science through the processes of science?

A) Write the term "Do Science" on major linking lines.
B) Write the process the teacher wants to emphasize on the lines linking the concepts being explored.
C) Ask the students what process they would like to focus on during the unit.
D) Concept maps do not show processes and thus cannot help.

Question 7

In a concept map, the connections between two or more concepts are labeled with

A) Process words
B) Linking words
C) Concept words
D) Example words

Question 8

W How can concept mapping help teachers construct lesson plans?

A) Help organize the lesson so that no major concept is left out.
B) Show relationships among the concepts of the lesson.
C) Show applications of the concepts to modern-day life.
D) Show possible connections between the science lesson and other subjects.
E) All of the above
F) None of the above

Question 9

How can concept maps be used by constructivist science teachers?

A) As an introduction to a unit showing the scope and depth of the proposed study
B) As a summary at the end of a unit showing the concepts students have investigated and how students related the concepts to each other
C) As a handout to students to be used as a guide to their explorations
D) As an assessment giving students the opportunity to show the concepts they investigated and how the concepts relate to each other in the student's mind
E) All of the above
F) None of the above

Question 10

How can students construct concept maps?

A) Draw them freehand.
B) Draw them using cut-out templates and a ruler.
C) Arrange them using "sticky notes."
D) Use computerized graphic organizer programs.
E) All of the above
F) None of the above