Conceptual Metaphors and Concept Mapping

Conceptual Metaphors
In general, metaphors, such as those used in literature, have the ability to enhance ordinary language and are oftentimes more helpful and efficient in elucidating abstract concepts (such as those found in areas of math and science education). Moreover, conceptual metaphors are used to help one relate or understand one conceptual domain in terms of another conceptual domain. Conceptual metaphors usually use a more abstract concept as the target (“target” meaning what we are trying to understand) and a more concrete or physical concept as their source (“source” meaning the domain from which we draw on metaphorical expressions). As an organizer for abstract math and science concepts, a prototype curriculum model will be produced (for future testing) in order to investigate how engineering students employ conceptual metaphors to develop a systematic set of associations or correlations between fundamental elements of a source and target domain.

Concept Mapping
One aspect of the proposed project-based learning unit will employ the use of concept mapping in order to assess student understanding of learning topic(s) or subject matter. In groups you will develop concept maps that illustrate the connection between each circular motion concept. This will be done through the use of concept mapping software as shown above.

Objectives of Research

Research Objectives

The overall goal of this research is to investigate the use of metacognitve desciptions as both an exploration and reporting tool in delivering engineering design concepts and principles. The prototype engineering curriculum model will be used to investigate the following research questions:

1) Does the process of developing metacognitive desciptions lead to deeper investigation, reflection, analysis of engineering concepts more so than traditional lecture or demonstration based instruction among students?

2) Do students more effectively embody their mental models of engineering concepts and principles (physical phenomenon) by representing abstract ideals via metacognitive desciptions ?

3) Can students use metacognitive desciptions as a means to more effectively demonstrate their knowledge of (abstract) engineering concepts as it pertains to the embodiment of nonfigurative math and science concepts and principles?

4) Does the use of metacognitive desciptions in engineering education engage the interest of students while helping students to retain math and science concepts and principles?

Outline of Curriculum Model Using Project-based Learning: Introduction to Circular Motion

(Sample)
In the following segments we will be exploring scientific concepts concerning circular motion. To demonstrate these physics concepts and principles, we will perform hands-on activities concerning concepts such as force, power, torque, conservation of angular momentum, rotational kinetic energy, rotational inertia, precession. These activities will culminate in a design challenge that will make use of the ideas that you have learned throughout each activity. Thus, you will need to demonstrate your knowledge and understanding by designing a device (i.e. a spinning top or a gyroscope), that exhibits various concepts and principles of circular motion.

As you explore the concepts in these modules, you will be investigating circular motion and the science of physics yourself. To understand how real engineers work, always use scientific methods. You are expected to keep an engineering notebook or journal that will contain accounts of your experiences. The engineering notebook or journal will be used to document your understanding or lack of understanding of any particular concept. Use this notebook to tell your story about your personal experiences. You can look at it as a sort of diary to discuss details of your learning and to track your learning progress. Your journal will be a record of your experiments, thoughts, ideas and observations. It is something you will be able to look back on in order to revisit your learning experiences. All entries should be time-logged and dated. Furthermore, as you engage yourself in the learning activities and/or projects, draw detailed pictures, take photographs, or videos of your work, and explain what you have done, observed and learned from these activities.

Project-based Learning Unit # 1 for Circular Motion

Below is the first unit in a series of learning activities that deal with concepts related to circular motion. Note: Each unit involves a hands-on activity in order to give students the opportunity to embody aspects of their learning. Also, the finished version contains visual media that provides a reference for students to follow as they engage in each hands-on learning activity. The visual media or figures (e.g. Figure 1, Figure 2, etc.) was excluded due to certain limitations of this blog site.

Unit 1: Forces and Vectors

In this unit you will become familiar with the concept of forces and vectors. This activity is a review of basic concepts that will help you to better understand the basics of circular motion. The following is a step by step instruction for the first activity. Read through the entire module before beginning the activities in order to get a grasp of the types of questions and tasks that you will be required to investigate.

Use the check off boxes as a guide to complete the module.

Watch Video file named “Forces and Vectors”

Per Figure 1, layout materials for hands-on activity.

Per Figures 2-4, perform hand-on activity. Record entries/observations in engineering notebook.

Complete engineering journal entries in accordance with discussion questions and tasks.

Have facilitator sign-off on this sheet when you finish.

Instructors Signature______________

Materials:
Figure 1

Any toy car (E.g. “Matchbox® or Hotwheels®)

Pencil

Weight tied to a string

Unit 1: Hands-on Activity

Use the materials in Figure 1 to perform hands-on activity.

Figure 2

1. Push toy carforward using force of fingers.

Figure 3

2. Push pencil forward using force of fingers.

Figure 4

3. Pull weight with string using force of fingers.

Unit 1: Discussion

Remember that force influences the motion, as well as, the shape of an object. As demonstrated in the toy car activity, the greater the force the stronger the influence that the force has on the object that it is applied to. The force that you provided is a vector quantity. Vectors are forces, such as your hand pushing the toy car or you pulling an object, such as the weight and string. Vectors tend to produce an acceleration of a body in the direction of its application.

Unit 1: Engineering Journal Entries Discussion Questions and Tasks

In your engineering notebook/journal record your responses to the items listed below. Provide detailed descriptions of your work. Don’t forget to enter the date and time of your entries. Use your imagination and creativity. Have fun!

1. What is force? Provide real world example(s). Draw a concept map to illustrate your understanding or write story of the path your mind followed while learning about force.

2. What is a vector? Provide real world example(s). Draw a concept map to illustrate your understanding or write story of the path your mind followed while learning about vectors.

3. How are vectors and forces related? Draw a concept map to illustrate your understanding or write story of the path your mind followed while learning about forces and vectors.

4. Describe and draw pictures of what you did in the hands-on activity?

Character development for pilot series

These are standard "body turn" drawings for a concept character, named "Space", I am working on. These drawings will serve as a reference for additional drawings and will really prove useful during the animation production phase. The character below will be featured in our pilot episode concerning circular motion.

Synopsis/log line

A boy selected to attend a special school for students gifted in engineering and technology struggles with the sudden disappearance of his father.

Space’s Backstory

Space is a highly intelligent 15 year old boy who has been fascinated by machines, science and technology from an early age and is extremely talented in the mechanical arts. Over the years he became quite adept at understanding the way things worked and could troubleshoot problems with the greatest of ease. His father taught him basic concepts and principles involving how technological devices worked. He excelled in his math and science courses due to his mother and father’s mentoring. He goes to a non-traditional school, called an Academy, wherein the curriculum is centered on engineering and technology education.

Due to his proclivity for designing and building mechanical devices (e.g. control moment gyroscope), he was selected to participate in a long-term educational research program at his former school to attend the Academy in Satellite City. The mission of the Academy is to develop and produce super, i.e. accelerated, learners. The goal of super or accelerated learning is to produce high achieving students with the cognitive abilities and skills to enhance the competitiveness of American industry against a backdrop of an ever increasing global economy. By the time they graduate from high school, they are expected to attain a cognitive level that is equivalent to a 40-year old professional engineer. In other words, they will have the equivalency of knowledge and experience that an engineer with ten or more years of experience has.

Accelerated or Super Curriculum: Project-based learning

In order to achieve these goals the Academy employs the teaching strategies of project-based learning versus traditional lecture based formats of teaching. Project based learning is a delivery method that involves connecting what students learn in the classroom to real-world applications. Students are expected to take a more active role in the design of their curriculum and have to demonstrate their knowledge (versus memorizing information in order to pass an exam).

Pilot Episode Synopsis

Stay tuned.....

Work in Progress: Future Outlook

Work in Progress
Currently, BlackSpace Digital Unlimited, in conjunction with Spinal DEGA Communications, is working on a pilot for an animated series that explores engineering and technology concepts. The objective is to captivate the interests of 9-12 students via multimedia, animation (i.e. edutainment), storytelling (e.g. comic books) that integrate math and science concepts used in engineering design and problem solving. We are employing a constructivist view of learning that takes into acount the prior knowledge of students while connecting the academic content to real world applications. The pilot episode for the proposed animated series will concern the principles of circular motion. Gyroscope technology will be the conceptual metaphor used to demonstrate particular aspects of rotational dynamics and how these concepts can be used in real world applications. The use of figurative devices, such as gyroscopes, will be used to assist students in their understanding of seemingly abstract science and math concepts. Moreover, the subject curriculum model will use engineering and technology as an organizing mechanism for the delivery of seemingly abstract science and math concepts and principles. This pedagogical approach employs the ideals behind project-based learning. Project based learning offers students the opportunity to play a more active role in their learning process. Hence, it is a form of learning that is student-centered (versus teacher or curriculum centered).

Project-based Learning
Students engaging in project-based learning activities connect what they learn in the classroom to real-world events or applications and are expected to demonstrate their knowledge of the academic content rather that just memorizing information in order to pass an exam. The intent is to help students embody knowledge through the use of hands-on activities, research, multimedia, journal writing (i.e. storytelling), and oral presentations. The ultimate goals is to integrate as many education standards as possible so that students (and teachers) can capitalize on areas wherein seemingly separate subjects overlap. This form of learning involves systems thinking and interdisciplinary curriculum design. I like to refer to this pedagogical approach as "The Unified Field Theory of Education (UFTE)".