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--- instructional_design:concept_mapping [2011/03/09 09:40]
jpetrovic [What is concept mapping?]
+++ instructional_design:concept_mapping [2011/03/09 12:01]
jpetrovic [Read more]
@@ Line 9: / Line 9: @@
 ===== What is concept mapping? =====
-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//).
+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" is a specific kind of dog or 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, usually these concepts are similar enough to enable people to successfully communicate. People also think in concepts and change them over time.
+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.
-**Concept maps should help both sides in the educational process** to learn more meaningfully.
+On the visual level, a concept map is a hierarchical (general to specific) diagram containing nodes and links, both labeled with words or symbols.
+Novak describes the concept map building process in following steps(([[http://uwf.edu/jgould/ConceptMappingIntro.pdf|Novak, J. D. Introduction to concept mapping.]])):
-Novak describes the concept map building process in following steps:
+[[http://en.wikipedia.org/wiki/Concept_map|{{  :images:conceptmap.jpg?630x450|Concept map on concept maps. Image borrowed from: Wikipedia: Concept map. Click on the picture to follow the link.}}]]
   * **Identify key concepts of the material** and list them or write them on pieces of paper to make them movable.
   * **Rank the concepts** by placing most general ones at the top of the map with respect to the context of the matherial.
@@ Line 24: / Line 24: @@
   * 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]].
+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 can help a teacher to **identify and organize concepts** he is about **to teach** and * gain **insight to what the students already know** or how they view the topic from concept maps drawn by the students, so he knows what should be taught next. A teacher can also use them to(([[http://www.flaguide.org/cat/conmap/conmap7.php|Zeilik, M. Classroom Assessment Techniques: Concept Mapping.]])):
+  * teach terms, facts, and concepts of given topic,
+  * organize information into meaningful categories and relate those categories on a more general level,
+  * synthesize and integrate learned information thereby strengthening long-term retention,
+  * develop creativity and higher-level thinking skills, strategies, and habit.
+To students concept maps give the ability to **organize** and **asses** their own knowledge. Learning here 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.
+A step-by-step example on how to introduce and work on concept maps with students in classes can be found in [[http://www.flaguide.org/cat/conmap/conmap7.php|Michael Zeilik's article on concept mapping]].
+Another 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.]])).
+===== Criticisms =====
+Concept mapping is a very well accepted and widely used method, but it:
+  * was designed mostly to represent declarative and not procedural knowledge or algorithms,
+  * is a rather difficult and sometimes time-consuming cognitive task which requires training.
+===== Keywords and most important names =====
+  * **Concept mapping**, **concept maps**, **concept**, **object**, **meaningful learning**
+  * [[http://www.ihmc.us/groups/jnovak/|Joseph Novak]]
 ===== Bibliography =====
 [[http://uwf.edu/jgould/ConceptMappingIntro.pdf|Novak, J. D. Introduction to concept mapping.]]
-[[http://cmap.ihmc.us/docs/Origins.html|Novak, Joseph D. & Cañas, Alberto J. The Origin and Development of Concept Maps]]
+[[http://cmap.ihmc.us/docs/Origins.html|Novak, Joseph D. & Cañas, Alberto J. The Origin and Development of Concept Maps.]]
+[[http://www.flaguide.org/cat/conmap/conmap7.php|Zeilik, M. Classroom Assessment Techniques: Concept Mapping.]]
+===== Read more =====
+[[http://books.google.hr/books?id=8jkBcSDQPXcC&printsec=frontcover&dq=Novak+and+Gowin%27s+Learning+How+to+Learn&hl=hr&ei=ul13Te2eJsbCtAaNtZ2GBQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCkQ6AEwAA#v=onepage&q=Novak%20and%20Gowin%27s%20Learning%20How%20to%20Learn&f=false|Novak, Joseph Donald, & Gowin, D. B. Learning how to learn. Cambridge University Press, 1984.]]

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