instructional_design:concept_mapping
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instructional_design:concept_mapping [2011/03/09 10:48] jpetrovic |
instructional_design:concept_mapping [2011/03/09 11:12] jpetrovic [Criticisms] |
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| 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. | ||
| - | 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. | + | On the visual level, a concept map is a hierarchical (general to specific) diagram containing nodes and links, both labeled with words or symbols. |
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| - | [[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: | ||
| + | [[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. | * **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. | * **Rank the concepts** by placing most general ones at the top of the map with respect to the context of the matherial. | ||
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| * 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. | * 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. | ||
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| + | 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 to: | ||
| + | |||
| + | * **identify and organize concepts** he is about **to teach**, | ||
| + | * 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. | ||
| + | |||
| + | To students they give the ability to: | ||
| + | * **organize** and **asses** their own knowledge. | ||
| + | |||
| + | 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. | ||
| 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.]])). | 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.]])). | ||
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| ===== Criticisms ===== | ===== 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. | ||
| ===== Keywords and most important names ===== | ===== Keywords and most important names ===== | ||
instructional_design/concept_mapping.txt · Last modified: 2023/06/19 18:03 (external edit)
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