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--- instructional_design:concept_mapping [2011/03/09 11:12]
jpetrovic [Criticisms]
+++ instructional_design:concept_mapping [2011/03/09 13:04]
jpetrovic [What is concept mapping?]
@@ Line 14: / Line 14: @@
 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:
+Novak describes the concept map building process in following steps(([[http://uwf.edu/jgould/ConceptMappingIntro.pdf|Novak, J. D. Introduction to concept mapping.]])):
 [[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.}}]]
@@ Line 26: / Line 26: @@
 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:
+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.]])):
-  * **identify and organize concepts** he is about **to teach**,
+  * teach terms, facts, and concepts of given topic,
-  * 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.
+  * 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 they give the ability to:
+To students concept maps give the ability to **organize** and **assess** 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.
-  * **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 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]].
-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.]])).
+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.]])).
+Concept maps were earlier drawn by hand, but today a number of computer applications like the free [[http://cmap.ihmc.us/|IHMC CmapTools]] can be used to enhance this process.
 ===== 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.
+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.]]
+[[http://cmap.ihmc.us/docs/Origins.html|Novak, Joseph D. & Cañas, Alberto J. The Origin and Development of 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.]]
+[[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.137.2955&rep=rep1&type=pdf|Novak, J. D, & Canas, A. J. The theory underlying concept maps and how to construct and use them. Florida Institute for Human and Machine Cognition Pensacola Fl, 2008.]]

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