instructional_design:concept_mapping
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instructional_design:concept_mapping [2011/03/09 13:10] jpetrovic [What is concept mapping?] |
instructional_design:concept_mapping [2011/03/09 13:35] jpetrovic [What is concept mapping?] |
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| 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]]. | 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]]. | ||
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| + | A set of improvements to concept mapping has been suggested by Ahlberg(([[http://cmc.ihmc.us/papers/cmc2004-206.pdf|Ahlberg, M. Varieties of Concept Mapping]])): | ||
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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.]]))) | ||
| + | * a good concept map should have only one instance of each concept, which was not the rule in some Novak's works, sometimes due to a too large number of links connecting a certain concept | ||
| + | * sometimes it is useful to suggest a way of reading a concept map (for example top to bottom or bottom to top) | ||
| 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.]])). | ||
instructional_design/concept_mapping.txt · Last modified: 2023/06/19 18:03 (external edit)
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