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Procedia Social and Behavioral Sciences 15 (2011) 461–465

WCES-2011

A constructivist approach of advanced physics concepts: using a

cognitive map for the study of magnetoresistive materials
Florentina Iofciu a *, Cristina Miron a, Stefan Antohe a
a
Faculty of Physics, University of Bucharest, 405, Atomistilor Street, Bucharest, 077125, Romania

Abstract

Constructivist paradigm is one of the most favorite theory nowadays when is needed to change the perception of science
teaching. It is well known that advanced physics concepts used in everyday life may not be developed during science classes
when students needs an explanation, so the teacher has to be creative and improve some useful tools destined to enlarge their
perception. Graphic organizers offer a better hand of students’ access to met cognition and reflection and a panoramic view to the
whole as to understand the details. Cognitive maps developed by the teacher according to students’ interests and level of
understanding valorize their potential to search, to find suitable interpretations, to establish connections. Magnetoresistive
materials are used widely so it is very useful to approach in a constructivist way. We present a complex cognitive map to be used
and adapted for different levels of cognition in order to be a useful tool for teachers.
© 2011 Published by Elsevier Ltd. Open access under CC BY-NC-ND license.

Keywords: Constructivism, magnetorezistence, conceptual map, advanced science concepts;

1. Introduction

In everyday life we are using advanced science concepts but only a few of us are trying to understand the real
meaning of them. It is also well known that advanced physics concepts we usually employed cannot be developed
during science classes. National science curricula usually follows a historically approach of concepts’ discovery so,
in most of the cases, there is not enough time to cover the up to date knowledge. Students demand more
explanations from their teachers in order to clarify the concepts they are using frequently. For example the study of
magneto resistive materials can be a very interesting subject for the new generation of students that particularly
means the ones interested in computers. In the same time, for the teachers is a big challenge to face these
requirements and to find suitable ways to offer to their students a high level of understanding of advanced science
concepts. A solution can be a constructivist approach that involves both students and teachers in a common effort to
attend to a high level of education.

* Florentina Iofciu. Tel.: +4-072-129-2868; fax: +4-021-457-4521.

E-mail address: florentina.iofciu@gmail.com .

1877–0428 © 2011 Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
doi:10.1016/j.sbspro.2011.03.122
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2. Constructivist approach of science teaching

Constructivism in education is based on the research of Jean Piaget that confirmed in 1970 that the epistemology
constructivism as the most important scientific paradigm.
“The construction is a result of student’s own activity, under teacher’s unobtrusive help, based on his assimilation
and accommodation effort.
In school, constructivist teaching approach is based on new teaching skills different by traditional ones. Generally
this approach means students’ bolster up in using active techniques (for example conceptual maps) in guiding them
to new concepts. These consciousnesses will stand on individual reflection and community discussions in order to
monitories students’ progress in solving tasks and meaning understanding.
The teacher record initial concepts in students’ mind according to studied topics, then he guide activities
addressed to this concepts and try to build new knowledge on them.
Constructivist teachers encourages their students to evaluate all the time how this activities help them to improve
concept understanding. The students ask themselves questions about the way he learn and about the activities
deployed in school in order to become “a learning expert”. Using a well planned learning environment students find
out “how to learn” (Iofciu & Miron, 2010).
The exogenous interpretation of constructivism emphasizes the role of direct instruction to help the learner to
form their own mental model of the ideas to be learned, supported by activities that allow the learner to test and
further tailor their knowledge representation (Iofciu, Miron & Antohe, 2010).
For science teaching the constructivist approach is one of the most desirable ways to involve students in their
own knowledge building.
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3. Graphic organisers used in a constructivit approach of teaching

Cognitive and then constructivist approach progressively developed numerous variants of graphic organizers for
mental knowledge organizing, enforcing the role of mental structure, indicating the pigeon hole ranking and then
advancing of a concept, task, problem (Iofciu, Miron & Antohe, 2010). These graphic Organizers can be converted
in rational, scientific learning procedures in didactic tools facilitating and sustaining the achievement by the student
guided by the teacher (Joita, 2008).
Graphic organizers can be used in all phases of learning from brainstorming ideas to presenting findings. They
can be used individually or in large groups. These tools are particularly useful in activities that require critical
thinking skills (http://eduscapes.com/tap/topic73.htm).

4. Cognitive Map for the study of magnetoresistive materials

During the process of projecting of the activities mediated by the new technologies and interactions men-
computer is recognized the importance of using of new techniques and methods of cognitive analyzing of the task
(CTA). Cognitive Analyzing of the task (CTA) can be considered an extension of traditional techniques following to
obtain information referred to knowledge structures, types of aims and thinking processes the observed deportment
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of task solving is based on (Chipman, Schraagen & Shalin, 2000). Cognitive maps offer an eloquent example of
cognitive analysis method, knowledge extracting processes and graphic representation construction being realized in
a laid up interaction (Novak & Cañas, 2008).
For the study of magneto resistive materials we designed a cognitive map to point the three main directions of the
study: Morphological and Structural Characterization, Magnetic Characterization and Techniques for measuring of
Electroconductivity and Magnetoconduction as is shown in Figure 1.

Figure 1. Cognitive Map for the study of magnetoresistive materials

Morphological and structural characterization can be made using either Microscopy, or Electron Beam
Instruments or X-Ray transmission techniques. Imaging techniques have the microscopy in their names.
Using microscopy techniques we can provide a magnified image and features that are beyond the resolution of
the human eye (about 100ȝm).There is also important that a microscope have the ability of to represent depth.”In
Scanning Electron Microscopy (SEM) the topological contrast is there because the efficiency of generating
secondary electrons signal witch originate from the several top tens of nanometers of material strongly depends on
the angle at which the probe beam strikes the surface.” (Brundle, Evan Jr & Wilson, 1992). TEM (Transmission
Electron Microscopy) has the capability to provide both image and diffraction information from the same sample.
Electron Beam Instruments are using fine electron probes which provide fine spatial resolutions. STEM
(Scanning Transmission Electron Microscope) produces images of the internal microstructure of thin specimens
using high energy scanning electron beam. It is used for the analysis of metals, ceramics, electronic devices,
composite materials, biological tissues. Cathodoluminescence (CL) i.e. the emission of light as a result of electron
beam bombardment. CL is a powerful tool for the characterization of optical proprieties of wide band gap materials,
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is the only contactless method (in an electron probe instrument) that provides microcharacterization of electronic
proprieties of luminescent materials.
Energy Dispersive X Ray Spectroscopy (EDS) systems can detect X-rays from all the elements in the periodic
table above beryllium Z=4 if present in sufficient quantity. EDS systems are portable and have the advantage of high
speed data collection.
X-Ray Transmission Techniques uses X rays to obtain quantitative elemental analysis of materials. X-Ray
fluorescence (XRF) is a nondestructive method used for elemental analysis of materials: solids, powders and liquids.
Particle Induced X-ray Emission (PIXE) is a quantitative, nondestructive analysis technique that relies on the
spectrometry of characteristic X rays emitted when high energy particles ionize atoms of a specimen (Brundle, Evan
Jr & Wilson, 1992).
Magnetic characterization can be made using Atomic magnetometer, Fluxgate Magnetometer, Overhauser
Magnetometer, SQUID (Superconducting Quantum Interference Device) or VSM (Vibrating Sample
Magnetometer).
For measuring electroconductivity we use The Four Points Probe Method (Antohe, 1999), as is shown in Figure2.

Figure 2. Cognitive Map for illustrating The Four Probe Method used for measuring electroconductivity
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5. Conclusions

In approaching advanced physics concepts is a good choice to use constructivist methods, especially graphic
organizers. Cognitive maps can be a solution to display all the knowledge hierarchical ordered, using a friendly
interface as to be easily understood by the students. The main concept has to be highlighted in the center of the
display and the second level concepts have to follow underlined by arrows. The color must be the same for all
concepts in the same level in graphic representation. Then, the third and fourth level concepts must derive from the
previous ones, underlined by the same color arrows. In this way the teacher uses the visual learning style adapted for
the most of the students. Cognitive maps can also be collaborative environments for the team of students and also
can be used as informatics tools.

Acknowledgements

Romanian Ministry of Education, Research and Youth supported this work under Project FSE-POSDRU ID:
88/1.5/S/56668.

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