Improved Concept Map-Based Teaching to Promote a Holistic Earth System View

Clara Vasconcelos,Mariana Melo,Ana Rolo,Fabio Ferreira,Beatriz Moreira

doi:10.3390/geosciences10010008

Abstract

Like some other countries, seldom being sometimes addressed in classes, the Earth system approach is not emphasized enough in Portugal, nor is the interconnection between the geosphere, hydrosphere, atmosphere, and biosphere. To evaluate the Earth system holistic view of a group of 8th grade (13–15 years old) Portuguese students from a public school of the north of Portugal, an improved conceptual map-based to approach Earth system was investigated. After learning about concept mapping, students were asked to collaborate in the production of four conceptual maps regarding each one of the geochemical and biogeochemical cycles, further combining these maps in a common one. Through teamwork-based task, each group was asked to establish relations between the cycles, integrated into each one of the four Earth subsystems. The final combined maps demonstrated that, in the first phase, students had some difficulties in completing the pre-designed improved maps, being more evident in the rock cycle. Contrarily, the food chain cycle revealed fewer mistakes and more appropriate terms were added. In the second phase, the students exhibited difficulties in relating the cycles to the four subsystems and the remaining cycles, drawing many arrows without any kind of connecting words. Nevertheless, in general, students have realized how to build an improved concept map but do not possess a holistic view of the Earth system.

Highlights

Like in other countries and centralized and top-down in nature, the curricular policies implemented in Portugal in recent years broadcast potentially innovative speeches, in line with inter-national recommendations that have arisen from research in the areas of education in science and science education [1,2,3,4]
Since concept maps supply a graphic representation of individual knowledge structures, quantification of the maps is still a controversial issue
Concept maps can be a very valuable tool for students of all ages and teachers to assess, how students are conceptualizing different topics, how they are relating, organizing, and coherently structuring them, and to analyse the students’ thinking patterns related to a specific topic and the common misconceptions associated with relationships between concepts

Summary

Introduction

Like in other countries and centralized and top-down in nature, the curricular policies implemented in Portugal in recent years broadcast potentially innovative speeches, in line with inter-national recommendations that have arisen from research in the areas of education in science and science education [1,2,3,4]. Despite the growing importance, research for promoting attitudinal changes in teaching practice is scattered and inconsistent [5]. Teachers’ difficulty in developing profound attitudinal change is well documented, as is the reference to the factors that promote these changes [9,10]

Methods

Results

Conclusion