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--- instructional_design:concept_mapping [2011/03/09 16:56]
jpetrovic [What is concept mapping?]
+++ instructional_design:concept_mapping [2011/08/24 10:43]
jpetrovic [What is concept mapping?]
@@ Line 3: / Line 3: @@
 ===== General =====
-Concept mapping is a [[learning_paradigms:|cognitivist learning model]] developed by [[http://www.ihmc.us/groups/jnovak/|Joseph Novak]] and his colleagues in 1972 as they worked on understanding how children's knowledge of science changes(([[http://aer.sagepub.com/content/28/1/117.abstract|Novak, J. D., & Musonda, D. A Twelve-Year Longitudinal Study of Science Concept Learning. American Educational Research Journal, 28(1), 117-153. 1991.]])). First concept maps were, however, proposed by some other authors as well((Stewart, J., Van Kirk, J., & Rowell, R. Concept maps: A tool for use in biology teaching. American Biology Teacher, 41(3), 171-175. 1979.)), but concept maps in their fullest form were introduced by Novak in 1981((Novak, J. Applying learning psychology and philosophy to biology teaching.  The American Biology Teacher, 43(1), 12 – 20. 1981.)). In Novak's words, concept map is "//a **visual representation of the relationships between concepts** held by an individual, materials of a lecture, textbook, or laboratory exercise//. By concept mapping even old and familiar material, we often
+Concept mapping is a [[learning_paradigms:|cognitivist instructional design model]] developed by [[http://www.ihmc.us/groups/jnovak/|Joseph Novak]] and his colleagues in 1972 as they worked on understanding how children's knowledge of science changes(([[http://aer.sagepub.com/content/28/1/117.abstract|Novak, J. D., & Musonda, D. A Twelve-Year Longitudinal Study of Science Concept Learning. American Educational Research Journal, 28(1), 117-153. 1991.]])). Some of the first concept maps were, however, proposed by some other authors as well(([[http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ201881|Stewart, J., Van Kirk, J., & Rowell, R. Concept maps: A tool for use in biology teaching. American Biology Teacher, 41(3), 171-175. 1979.]])), but concept maps in their fullest form were introduced by Novak in 1981(([[http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ239394|Novak, J. Applying learning psychology and philosophy to biology teaching. The American Biology Teacher, 43(1), 12 – 20. 1981.]])). In Novak's words, concept map is a
-recognize new relationships and meaning."(([[http://uwf.edu/jgould/ConceptMappingIntro.pdf|Novak, J. D. Introduction to concept mapping.]])) Novak's works were influenced by [[http://www.davidausubel.org/|David Ausubel]]'s [[learning_theories:assimilation theory]].
+  * "//**visual representation of the relationships between concepts** held by an individual, materials of a lecture, textbook, or laboratory exercise.  By concept mapping even old and familiar material, we often recognize new relationships and meaning.//"(([[http://uwf.edu/jgould/ConceptMappingIntro.pdf|Novak, J. D. Introduction to concept mapping.]]))
+Novak's ideas were influenced by [[http://www.davidausubel.org/|David Ausubel]]'s [[learning_theories:assimilation theory]] and his hierarchical knowledge structure suggestions(([[http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm|Novak, J. D, and A. J Canas. The theory underlying concept maps and how to construct and use them. Technical Report IHMC CmapTools, 2008.]])).
 ===== What is concept mapping? =====
+Concept mapping is the process of creating concept maps,
+  * graphical tools for organizing and representing knowledge. They include concepts, usually  enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting  line linking two concepts. Words on the line, referred to as linking  words or linking  phrases, specify  the relationship between the two concepts. We define  concept  as a perceived regularity in events or objects, or records of events or objects, designated by a label.(([[http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm|Novak, J. D, and A. J Canas. The theory underlying concept maps and how to construct and use them. Technical Report IHMC CmapTools, 2008.]]))
+Concepts maps, first intended to be used in science education, are today used in other areas as well, as they can help both teachers and students.
+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.]])):
+  * teach terms, facts, and concepts of given topic,
+  * 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 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]].
+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 mapping presents the process of building concept maps. In order to successfully build concept maps, their terminology needs to be clarified. Novak defines **concepts** as **patterns or regularities** in objects (//things//) or events (//happenings//).(([[http://uwf.edu/jgould/ConceptMappingIntro.pdf|Novak, J. D. Introduction to concept mapping.]]))
@@ Line 23: / Line 44: @@
   - 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 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.]])):
-  * teach terms, facts, and concepts of given topic,
-  * 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 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]].
-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.]])).
 [[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.}}]]
@@ Line 50: / Line 59: @@
 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,
+  * 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.
+  * is a rather **difficult** and sometimes **time-consuming cognitive task** which requires training, and
+  * there is no standardized way of scoring/comparing concept maps(([[file:///C:/Documents%20and%20Settings/jpetrovic.WIN/Application%20Data/Mozilla/Firefox/Profiles/e7cnrf3r.default/zotero/storage/7Z7B9JXU/refined_concept_maps.pdf|Kharatmal, Meena, and G. Nagarjuna. A proposal to refine concept mapping for effective science learning. Proceedings of the Second International Conference on Concept Mapping, 2006.]])).
 ===== Keywords and most important names =====
   * **Concept mapping**, **concept maps**, **concept**, **object**, **meaningful learning**
   * [[http://www.ihmc.us/groups/jnovak/|Joseph Novak]]
 ===== Bibliography =====

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