scholarly journals Concept Raps versus Concept Maps: A Culturally Responsive Approach to STEM Vocabulary Development

2018 ◽  
Vol 8 (3) ◽  
pp. 108 ◽  
Author(s):  
Jamaal Young ◽  
Jemimah Young ◽  
Marti Cason ◽  
Nickolaus Ortiz ◽  
Marquita Foster ◽  
...  
Keyword(s):  
Concept Mapping ◽  
Hip Hop ◽  
Culturally Responsive ◽  
Concept Maps ◽  
Effective Means ◽  
Content Area ◽  
Science Content ◽  
Instructional Tool ◽  
Traditional Concept ◽  
Hip Hop Pedagogy

This article argues that the development of rap song lyrics or lyrical concept mapping can be a viable pedagogical alternative to the development of concept maps as a means to reinforce STEM vocabulary. Hip-hop pedagogy is a culturally responsive pedagogy that leverages the funds of knowledge acquired from hip-hop culture. Unfortunately, many students with strong hip-hop cultural identities may lack equally strong mathematics identities. Given the success of hip-hop pedagogies within the science content area, we posit that hip-hop pedagogies are appropriate in other STEM content areas such as mathematics. Concept mapping is an instructional tool that has been empirically validated as an effective means to develop strong conceptualizations of mathematics content. While hip-hop pedagogy is well established in the science content area, it remains underdeveloped within mathematics education. We argue that the lyrical structure of a rap song is fundamentally similar to the structure of a concept map. This article provides a framework to support lyrical concept mapping as a culturally responsive instructional tool that can be used as an alternative to traditional concept mapping. Special attention is placed on the use of hip-hop pedagogy to affirm and empower dually marginalized students.

scholarly journals REPERTORY GRID ANALYSIS AND CONCEPT MAPPING: PROBLEMS AND ISSUES

2012 ◽  
Vol 48 (1) ◽  
pp. 91-106
Author(s):  
Thomas J.J. McCloughlin ◽  
Philip S. C. Matthews
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Repertory Grid ◽  
Assessment Procedure ◽  
Research Needs ◽  
Traditional Concept ◽  
Grid Analysis ◽  
Common Structure ◽  
Living Things ◽  
Work Concept

'Repertory grid analysis' was used as a way of constructing representations of learners conceptions of living things; and finding a common structure or understanding; this was described in previous work. 'Concept mapping' has been stated as an appropriate assessment procedure in science curricula in a number of countries. Previous relevant published work describing the benefits of 'concept mapping' as a learning, teaching, and assessing tool is large. However, the existence of a large literature is not justification in itself, and in this work we provide a critique of the current literature. Problems with 'concept mapping' are simply ignored. However, it is thought that 'repertory grid analysis' does overcome some of the recognized problems of 'concept mapping' such as: i) comparison of concept maps between students or between students and educators: in repertory grid this becomes not only possible but a reliable method - this has proven to be one of the more problematic areas in traditional 'concept mapping'; ii) quantification of concept mapping - integer scoring of whole concept maps in 'repertory grid analysis' is eliminated since the arranged structure of the graph produced holds significance for the conceptual structure. More research needs to be done in repertory grid analysis and its implications and applications in curricular research have yet to be fully explored. Key words: concept mapping, conceptual frameworks, repertory grid analysis.

Using Concept Maps to Enhance Students' Prior Knowledge in Complex Learning

2010 ◽  
pp. 163-181 ◽  
Author(s):  
Robert Z. Zheng ◽  
Laura B. Dahl
Keyword(s):  
Empirical Study ◽  
Prior Knowledge ◽  
Concept Mapping ◽  
Concept Maps ◽  
Cognitive Styles ◽  
Future Research ◽  
Instructional Tool ◽  
Cognitive Tool ◽  
New Learning ◽  
Before And After

As an instructional tool, concept map has been widely used to teach complex subjects in schools. Research suggests that concept mapping can help bridge learners’ prior knowledge with new learning, reduce the cognitive load involved in learning and improve comprehension, content retention, and knowledge transfer. Existing literature focuses on cognitive features, cognitive styles and differences between instructor provided and student generated concepts. However, little is known about the effects of concept maps as a cognitive tool to influence learners’ learning, specifically before and after the learning takes place. This chapter offers a discussion of general research in concept mapping and theories that support such instruction. Finally, an empirical study is presented with suggestions for future research in concept mapping.

Exploring Hip-Hop Pedagogy for the Advancement of Girls of Color in Science

2021 ◽  
pp. 004208592110000
Author(s):  
Edmund Adjapong
Keyword(s):  
Hip Hop ◽  
Science Classroom ◽  
Science Identity ◽  
Male Students ◽  
Science Content ◽  
Science Courses ◽  
Girls Of Color ◽  
Community Capital ◽  
Hip Hop Pedagogy ◽  
Understanding Of Science

Female and male students perform equally well on science standardized tests, yet there are disparities in gender in most science-related fields. There are far fewer women from underrepresented backgrounds represented in science-related fields, as they are less likely to enroll in advanced science courses because of a perceived lack of positive science identity. Using a framework of cultural community capital, this study suggests that girls of color are able to develop a science identity and a deeper understanding of science content as a result of the implementation of a hip-hop pedagogy in an urban science classroom.

The “Lit” Classroom

2019 ◽  
pp. 127-159
Keyword(s):  
Hip Hop ◽  
Lived Experiences ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Culturally Relevant ◽  
Historical Aspect ◽  
Hip Hop Pedagogy ◽  
Approach To Teaching

In this chapter, the author explores the culturally responsive approach of Hip Hop Pedagogy and Hip Hop Play. The author demonstrates how educators' beliefs about Hip Hop may influence if, how, and why they engage in Hip Hop Pedagogy and Play in the contexts of their classrooms and communities. The author makes the case that culturally responsive educators value, appreciate, critique, and understand Hip Hop from a historical aspect and as an effective approach to teaching and learning. The author provides an overview of Hip Hop and demonstrates how culturally relevant educators foster opportunities through Hip Hop and play for students to “read” (interpret) and respond to their lived experiences and worldviews.

STEM Hip-hop Pedagogy

2019 ◽  
Author(s):  
Robert Cummings ◽  
Brittany Chambers ◽  
Amber Reid ◽  
Kinnis Gosha
Keyword(s):  
Hip Hop ◽  
Hip Hop Pedagogy

Explicit teaching of problem categorization using concept mapping, and an exploratory study of its effect on student achievement and on conceptual understanding – the case of chemical equilibrium problems

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Antonios Bakolis ◽  
Dimitrios Stamovlasis ◽  
Georgios Tsaparlis
Keyword(s):  
Student Achievement ◽  
Problem Solving ◽  
Concept Mapping ◽  
Conceptual Understanding ◽  
Chemical Equilibrium ◽  
Concept Maps ◽  
Equilibrium Problems ◽  
Solution Process ◽  
Control Group ◽  
Long Term Memory

Abstract A crucial step in problem solving is the retrieval of already learned schemata from long-term memory, a process which may be facilitated by categorization of the problem. The way knowledge is organized affects its availability, and, at the same time, it constitutes the important difference between experts and novices. The present study employed concept maps in a novel way, as a categorization tool for chemical equilibrium problems. The objective was to determine whether providing specific practice in problem categorization improves student achievement in problem solving and in conceptual understanding. Two groups of eleventh-grade students from two special private seminars in Corfu island, Greece, were used: the treatment group (N = 19) and the control group (N = 21). Results showed that the categorization helped students to improve their achievement, but the improvement was not always statistically significant. Students at lower (Piagetian) developmental level (in our sample, students at the transitional stage) had a larger improvement, which was statistically significant with a high effect size. Finally, Nakhleh’s categorization scheme, distinguishing algorithmic versus conceptual subproblems in the solution process, was studied. Dependency of problem solving on an organized knowledge base and the significance of concept mapping on student achievement were the conclusion.

Concept Mapping Effects on Science Content Comprehension of Low-Achieving Inner-City Seventh Graders

2000 ◽  
Vol 21 (6) ◽  
pp. 356-364 ◽  
Author(s):  
E. Francine Guastello ◽  
T. Mark Beasley ◽  
Richard C. Sinatra
Keyword(s):  
Inner City ◽  
Concept Mapping ◽  
Seventh Graders ◽  
Science Content

scholarly journals A theoretical view on concept mapping

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Ray McAleese
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Learning Activities ◽  
Theoretical View ◽  
Concept Representations

Auto-monitoring is the pivotal concept in understanding the operation of concept maps, which have been used to help learners make sense of their study and plan learning activities. Central to auto-monitoring is the idea of a 'learning arena' where individuals can manipulate concept representations and engage in the processes of checking, resolving and confirming understandings. The learner is assisted by familiar metaphors (for example, networks) and the possibility of thinking 'on action' while 'in action'. This paper discusses these concepts, and concludes by arguing that maps are part of the process of learning rather than a manifestation of learning itself. Auto-monitoring is suggested as an appropriate term to describe the process of engaging in the learning arena.DOI:10.1080/0968776940020105

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