instructional_design:concept_mapping
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instructional_design:concept_mapping [2011/03/09 12:06] jpetrovic [What is concept mapping?] |
instructional_design:concept_mapping [2011/03/09 13:27] jpetrovic [What is concept mapping?] |
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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.}}]] | [[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. |
| - | * **Add other more specific concepts** under the more inclusive ones. | + | - **Add other more specific concepts** under the more inclusive ones. |
| - | * **Connect concepts by labeled lines**. Labels should add meaning by defining relationships between connected concepts. | + | - **Connect concepts by labeled lines**. Labels should add meaning by defining relationships between connected concepts. |
| - | * 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. |
| 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 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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| * develop creativity and higher-level thinking skills, strategies, and habit. | * develop creativity and higher-level thinking skills, strategies, and habit. | ||
| - | To students concept maps give the ability to **organize** and **asses** 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. | + | 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. 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 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 set of improvements to concept mapping has been suggested by Ahlberg(()): |
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| + | * all concepts are interpreted as main elements and should be inside frames, which was not the case in Novak's earlier works | ||
| + | * there are no limits on the length of the labels since longer labels are sometimes required to offer accurate explanation | ||
| + | * connections should have arrowheads in order to point the direction of the connection | ||
| + | * pictures, videos or sounds may also be connected in a concept map | ||
| + | * concept mapping is a general method for knowledge representation and does not have to be associated exclusively with Ausubel's assimilation theory | ||
| + | * concept maps do not have to be hierarchical (for example cyclic concept maps(([[http://cmap.ihmc.us/Publications/ResearchPapers/Cyclic%20Concept%20Maps.pdf|Safayeni, F., Derbentseva, N., & Cañas, A. J. Concept maps: A theoretical note on concepts and the need for cyclic concept maps. Manuscript submitted for publication. 2003.]]))) | ||
| 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.]])). | 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.]])). | ||
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| [[http://www.flaguide.org/cat/conmap/conmap7.php|Zeilik, M. Classroom Assessment Techniques: Concept Mapping.]] | [[http://www.flaguide.org/cat/conmap/conmap7.php|Zeilik, M. Classroom Assessment Techniques: Concept Mapping.]] | ||
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| + | [[http://cmap.ihmc.us/docs/Origins.html|Novak, Joseph D. & Cañas, Alberto J. The Origin and Development of Concept Mapping.]] | ||
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| ===== Read more ===== | ===== 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://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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instructional_design/concept_mapping.txt · Last modified: 2023/06/19 18:03 (external edit)
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