instructional_design:concept_mapping
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instructional_design:concept_mapping [2011/03/09 09:42] jpetrovic [What is concept mapping?] |
instructional_design:concept_mapping [2011/03/09 10:17] jpetrovic [What is concept mapping?] |
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| ===== What is concept mapping? ===== | ===== 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.]])) |
| - | [[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. | 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. | + | 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. |
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| + | 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: | Novak describes the concept map building process in following steps: | ||
instructional_design/concept_mapping.txt · Last modified: 2023/06/19 18:03 (external edit)
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