Question

How to used concept mapping to explain science as a process and science as a product?

Answer 1

Explanation:

Standards

The content standards presented in this chapter outline what students should know, understand, and be able to do in natural science. The content standards are a complete set of outcomes for students; they do not prescribe a curriculum. These standards were designed and developed as one component of the comprehensive vision of science education presented in the National Science Education Standards and will be most effective when used in conjunction with all of the standards described in this book. Furthermore, implementation of the content standards cannot be successful if only a subset of the content standards is used (such as implementing only the subject matter standards for physical, life, and earth science).

This introduction sets the framework for the content standards by describing the categories of the content standards with a rationale for

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each category, the form of the standards, the criteria used to select the standards, and some advice for using the science content standards.

Rationale

The eight categories of content standards are

Unifying concepts and processes in science.

Science as inquiry.

Physical science.

Life science.

Earth and space science.

Science and technology.

Science in personal and social perspectives.

History and nature of science.

The standard for unifying concepts and processes is presented for grades K-12, because the understanding and abilities associated with major conceptual and procedural schemes need to be developed over an entire education, and the unifying concepts and processes transcend disciplinary boundaries. The next seven categories are clustered for grades K-4, 5-8, and 9-12. Those clusters were selected based on a combination of factors, including cognitive development theory, the classroom experience of teachers, organization of schools, and the frameworks of other disciplinary-based standards. References for additional reading for all the content standards are presented at the end of

Answer 2

Here's an answer:

     A concept map could be a two-dimensional, graphic or schematic diagram illustrating the interconnections, and sometimes the hierarchy, of a specific construct or topic. the employment of construct maps was popularized with science educators by Joseph Novak and Bob Gowin supported the meaningful learning theories of David Ausubel within the early Nineteen Eighties.

     Concept maps square measure particularly necessary in teaching science as a result of they depict the interrelationships among the members of a gaggle or a system. Construct maps square measure typically employed in science to represent ecosystems, mechanical systems, and social systems. not like a sketch, that is sometimes ordered and linear, an inspiration map is additional like reading a Richard Scarry children’s book, wherever the characters square measure shown activity tasks in relevancy each other.

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