Differences

This shows you the differences between two versions of the page.

--- instructional_design:concept_mapping [2011/03/09 08:50]
jpetrovic [General]
+++ instructional_design:concept_mapping [2011/03/09 10:17]
jpetrovic [What is concept mapping?]
@@ Line 4: / Line 4: @@
 Concept mapping is a [[learning_paradigms:|cognitivist learning model]] developed by [[http://www.ihmc.us/groups/jnovak/|Joseph Novak]] and his colleagues in 1972 as they worked on understanding how children's knowledge of science changes(([[http://aer.sagepub.com/content/28/1/117.abstract|Novak, J. D., & Musonda, D. A Twelve-Year Longitudinal Study of Science Concept Learning. American Educational Research Journal, 28(1), 117-153. 1991.]])). First concept maps were, however, proposed by some other authors as well((Stewart, J., Van Kirk, J., & Rowell, R. Concept maps: A tool for use in biology teaching. American Biology Teacher, 41(3), 171-175. 1979.)), but concept maps in their fullest form were introduced by Novak in 1981((Novak, J. Applying learning psychology and philosophy to biology teaching.  The American Biology Teacher, 43(1), 12 – 20. 1981.)). In Novak's words, concept map is "//a **visual representation of the relationships between concepts** held by an individual, materials of a lecture, textbook, or laboratory exercise//. By concept mapping even old and familiar material, we often
-recognize new relationships and meaning."(([[http://uwf.edu/jgould/ConceptMappingIntro.pdf|Novak, J. D. Introduction to concept mapping.]])) His works were influenced by Ausubel's [[learning_theories:assimilation theory]].
+recognize new relationships and meaning."(([[http://uwf.edu/jgould/ConceptMappingIntro.pdf|Novak, J. D. Introduction to concept mapping.]])) Novak's works were influenced by [[http://www.davidausubel.org/|David Ausubel]]'s [[learning_theories:assimilation theory]].
 ===== What is concept mapping? =====
- **Concept maps should help both sides in the educational process** to learn more meaningfully.
+Concept mapping presents the process of building concept maps. In order to successfully build concept maps, their terminology needs to be clarified. Novak defines **concepts** as **patterns or regularities** in objects (//things//) or events (//happenings//).(([[http://uwf.edu/jgould/ConceptMappingIntro.pdf|Novak, J. D. Introduction to concept mapping.]]))
+For example, the //concept// "dog" is formed by a set of common characteristics of dogs. "Chihuahua", a specific kind of dog, would here be an //object//. Every person has a different "dog" concept since the set of common characteristics forming it may vary from person to person and generally depends on experience, context and perspective. Still, these concepts are usually similar enough to enable people to successfully communicate and think in terms of concepts and change them over time.
+Concepts maps were first meant to be used in science education. Today they are used in other areas as well, as they can help both teachers and students. Concepts maps help a teacher **identify and organize concepts** he is about **to teach**. Concept maps drawn by the students give teachers **insight to what the students already know**, so he knows what should be learned next. Learning is manifested by **adding new concepts to the existing framework** of the concept map. This process is, according to Novak(([[http://uwf.edu/jgould/ConceptMappingIntro.pdf|Novak, J. D. Introduction to concept mapping.]])), often accompanied by positive feelings. Concepts maps also give students ability to organize and asses their own knowledge.
+A very important property of concept maps is that learning through adding new concept to them is inherently **meaningful learning**, since it establishes clear connections with the existing knowledge. **Rote learning** on the other hand is the result of **lack of established connections** to prior knowledge and forgetting of the learned information in 4-6 weeks(([[http://uwf.edu/jgould/ConceptMappingIntro.pdf|Novak, J. D. Introduction to concept mapping.]])).
 Novak describes the concept map building process in following steps:
-  * **Identification of key concepts of the material**
+  * **Identify key concepts of the material** and list them or write them on pieces of paper to make them movable.
-  * **Ranking the concepts** by placing most important ones at the top of the map
+  * **Rank the concepts** by placing most general ones at the top of the map with respect to the context of the matherial.
-  * **Adding other concepts** under the main ones
+  * **Add other more specific concepts** under the more inclusive ones.
-  * **Connection of concepts by lines and labeling** those connections with linking words
+  * **Connect concepts by labeled lines**. Labels should add meaning by defining relationships between connected concepts.
-  * If desired **specific examples of concepts can also be added** below concept labels
+  * If desired, **specific examples of concepts can also be added** below concept labels
+  * If desired, change or reorganize the map in accordance with the newly noted relations between the concepts. Concept maps for the same topic can be organized in more possible ways.
 An example of a concept map about concept maps can be found [[http://cmap.ihmc.us/publications/researchpapers/theorycmaps/Fig1CmapAboutCmaps-large.png|here]].

Learning Theories

User Tools

Site Tools

Differences

Page Tools