Concept Mapping: Connecting Educators Proc. of the Third Int. Conference on Concept Mapping A. J. Cañas, P. Reiska, M. Åhlberg & J. D. Novak, Eds. Tallinn, Estonia & Helsinki, Finland 2008 YOUNG FLORIDA NATURALISTS: CONCEPT MAPPING AND SCIENCE LEARNING OF PRESCHOOL CHILDREN Janice Hunter, Heather Monroe-Ossi, & Cheryl Fountain Florida Institute of Education at the University of North Florida, Jacksonville, Florida, USA Email: jhunter@unf.edu Abstract. The Young Florida Naturalists project focused on increasing the background knowledge and concept development of 3- and 4-year-old children (n = 53) enrolled in three classes at an early learning center. This study built on the work of Hirsch (2006), Neuman & Celano (2006), Novak & Gowin (1984), and Zimmerman (2005) regarding concept mapping, elementary science learning, and the knowledge gap of at-risk, young children. Learning experiences involved plants and their role in the environment. Instructional activities included advance organizers or statements of scientific beliefs to guide the children’s investigations. Investigations included activities such as determining the effects of sunlight on plant growth. Building background knowledge was emphasized as the children engaged in concrete experiences with plants in a butterfly garden developed on the center’s grounds. Vocabulary development was emphasized through read-aloud activities based on environmental books purchased with grant funds. Concept mapping was used to document the hierarchical relationships described by the children before, during, and after learning experiences were initiated. 1 Introduction Several areas have been highlighted in research on literacy development, development of scientific thinking, and cognitive development. In the area of literacy development, it has been found that vocabulary growth and language expansion occur through reading aloud to children (Lyon, 2001). In the area of development of scientific thinking, Zimmerman (2005) conducted an extensive review of research. She reported that young children tend to ignore evidence that conflicts with prior beliefs and that advance organizers are essential to effective science teaching with young children. Concept mapping has been documented (Novak & Gowin, 1984) as a strategy for examining children’s understanding of relationships among concepts. Through concept mapping children are able to make visible their thinking about the relationships among the concepts being studied. With these findings in mind, the Young Florida Naturalists project focused on the following: a) using read aloud strategies to reinforce vocabulary and concept development, b) providing advance organizers to frame experiments involving plants, and c) initiating concept mapping to capture children’s thinking about the relationships among the concepts. Hirsch (2006) and Neuman & Celano (2006) indicated that for children to become proficient readers, they must possess broad knowledge that enhances comprehension. Many at-risk, young children enroll in kindergarten with what has been described as a knowledge gap. They have not been exposed to experiences that have enabled them to develop broad background knowledge across content areas when compared to middle-class peers. This project was designed to enable young children to build core knowledge essential to becoming proficient readers. 2 Method The Young Florida Naturalists project focused on three goals. The first goal was to increase young children’s knowledge of plants and their role in the environment. The second goal was to introduce scientific learning through hands-on instructional experiences. The third goal was to examine the utility of concept mapping as a tool to track concept development in at-risk young children (3- and 4-year-olds) and is, therefore, focused on how young children learn. Through these goals the proposed project addressed a city-wide goal to have all children enroll in kindergarten, “ready to read, ready to learn, and ready to succeed.” 2.1 Objectives The objectives of the Young Florida Naturalists curriculum were the following:  Enable young children to correctly identify concepts and their hierarchical relationships by providing environmental experiences with plants.  Enhance vocabulary development and language expansion of young children by reading selected books to them.  Help children develop concept maps based on their statements about plants and the environment.  Help scaffold children’s thinking about plants and their relationship to the environment by using advance organizers as an instructional tool.  Help young children develop conceptual thinking by providing opportunities to construct concept maps using word/picture cards.