instructional_design:concept_mapping
Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision | Next revision Both sides next revision | ||
|
instructional_design:concept_mapping [2011/03/09 10:42] jpetrovic [What is concept mapping?] |
instructional_design:concept_mapping [2011/03/09 10:44] jpetrovic [What is concept mapping?] |
||
|---|---|---|---|
| Line 12: | Line 12: | ||
| 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. | ||
| - | |||
| - | [[|{{ :images:conceptmap.jpg?630x450|}}]] | ||
| 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. | 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. | ||
| + | |||
| + | [[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.}}]] | ||
| 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 ยท Last modified: 2023/06/19 18:03 (external edit)
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 4.0 International
