Narrowing the Gap with Concept Maps: From Documents to Doing

Title
Narrowing the Gap with Concept Maps: From Documents to Doing
Publication Date
2008
Author(s)
McPhan, Greg
Afamasaga-Fuata'i, Karoline
Editor
Editor(s): Lorraine Graham
Type of document
Conference Publication
Language
en
Entity Type
Publication
Publisher
University of New England, SiMERR National Research Centre
Place of publication
Armidale, Australia
UNE publication id
une:4147
Abstract
This paper presents an overview of some teacher professional development in mathematics and science. Primary, secondary and learning support teachers worked collaboratively using concept maps to present: sections of syllabuses; their own pedagogical content knowledge; and learning material to be used in the classroom. As part of the planning activity, teachers identified: appropriate teaching and learning sequences; essential background information for units of work; and potential problem areas that students might encounter. In addition, the use of concept maps as advance organisers provided a means for tracking student learning in the classroom. This paper therefore, picks up on the 'Narrowing the Gap' conference theme of collaboration between researchers and teachers in professional learning activities aimed at expanding the repertoire of strategies that can be used to address educational disadvantage. The 'gap' referred to relates to the separation that can exist between the intent of syllabus documents and classroom practice with its many (student) conceptions about the interpretation of learning tasks. 'Narrowing' the separation was undertaken by teachers as they managed, interpreted and planned material for classroom use. In this article, this 'narrowing' process is represented in three stages, each based on the preparation of concept maps.
Link
Citation
Proceedings of the 'Narrowing the Gap: Addressing Educational Disadvantage' Conference, p. 99-114
ISBN
9781921597015
Start page
99
End page
114

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