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 16:56] jpetrovic [What is concept mapping?] |
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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. | ||
| - | On the visual level, a concept map is a hierarchical (general to specific) diagram containing nodes and links, both labeled with words or symbols. | + | On the visual level, a concept map is a hierarchical (general to specific) diagram containing nodes and links, both labeled with words or symbols. The most important concept is usually placed in the center of the map or at its top. Novak describes the concept map building process in following steps(([[http://uwf.edu/jgould/ConceptMappingIntro.pdf|Novak, J. D. Introduction to concept mapping.]])): |
| - | 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.}}]] | + | {{ :images:concept.jpg|Concept map as introduced by Novak and Gowin. Image borrowed from: Novak, Joseph Donald, & Gowin, D. B. Learning how to learn. Cambridge University Press, 1984.}} |
| - **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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| 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.mv.helsinki.fi/home/maahlber/POSTERI_Handout_Real_web.htm|{{ :images:new_concept_map.jpg|Improved concept map, as suggested by Ahlberg. Image borrowed from: http://www.mv.helsinki.fi/home/m... Click on the picture to follow the link.}}]] | ||
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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) | ||
| 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. | 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. | ||
instructional_design/concept_mapping.txt · Last modified: 2023/06/19 18:03 (external edit)
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