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instructional_design:concept_mapping [2011/03/09 11:01] jpetrovic [What is concept mapping?] |
instructional_design:concept_mapping [2011/03/09 11:08] jpetrovic [What is concept mapping?] |
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* 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. | ||
- | 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. |
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+ | Concepts maps help a teacher to: | ||
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+ | * **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. | ||
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+ | To students they give the ability to: | ||
+ | * **organize** and **asses** their own knowledge. | ||
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+ | 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.]])). |