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.

Accepted Answer

In a concept map, the hierarchy of concepts is typically shown with the most general concepts at the top and more specific concepts and examples branching out from there. This format creates a visual representation of how the concepts are related to each other and helps learners understand the overall structure of the unit of study. Therefore, option A is the correct choice.

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

Accepted Answer

Concept maps require students to visually organize their understanding of a topic, allowing the teacher to see how they have constructed their knowledge. This can help the teacher assess whether the students have a comprehensive understanding of the topic or if there are gaps in their understanding that need to be addressed. The other choices (B, C, D) are not reasons why a teacher would use concept maps as an assessment.

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

Accepted Answer

Concept maps can be used as an outline of the unit that the children can follow as the unit progresses, as a review tool, as an introduction to the unit and each lesson, and as an assessment tool. Therefore, all of the above options are valid uses of concept maps in elementary science education.

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

Accepted Answer

"Weather" is the broadest term that encompasses all aspects of the topic that the teacher is planning to cover with their students. It provides a clear focus for the concept map and allows for the inclusion of subtopics such as changes in weather and weather instruments. While rain gauges are a weather instrument, it is too specific to serve as the main concept for the entire topic.

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

Accepted Answer

The answer of W What is a concept map?
A) A...

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.

Accepted Answer

Writing the process that the teacher wants to emphasize on the lines linking the concepts being explored will help the teacher stay focused on teaching students how to do science through the processes of science. This will ensure that the teacher is consistently highlighting the importance of scientific processes and keeping them in mind while teaching related concepts.

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

Accepted Answer

Linking words are used to label the connections between two or more concepts in a concept map, showing the relationship between them. Examples of linking words are "leads to," "causes," "affects," "influences," etc.

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

Accepted Answer

Concept mapping can help teachers in all of the ways mentioned above - organizing the lesson, showing relationships between concepts, demonstrating real-world applications, and making connections between different subject areas.

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

Accepted Answer

Concept maps can be used in many ways by constructivist science teachers, including as an introduction to a unit, as a summary at the end of a unit, as a handout to guide student explorations, and as an assessment of students' understanding and ability to connect concepts. Therefore, option E, "All of the above," is the best choice.

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

Accepted Answer

Students can construct concept maps in various ways, including drawing them freehand, using cut-out templates and a ruler, arranging them with "sticky notes," or utilizing computerized graphic organizer programs. These methods cater to different preferences and resources available, making concept mapping a flexible and accessible tool for learning and organizing information.

Quiz 12: Concept Mapping in Elementary Science

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

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

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

W What is a concept map?

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?

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

W How can concept mapping help teachers construct lesson plans?

How can concept maps be used by constructivist science teachers?

How can students construct concept maps?