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instructional_design:concept_mapping [2011/08/23 15:19] jpetrovic [General] |
instructional_design:concept_mapping [2011/08/24 10:53] jpetrovic [What is concept mapping?] |
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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 | 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 | ||
- | * "//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.]])) | + | * "//**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 works were influenced by [[http://www.davidausubel.org/|David Ausubel]]'s [[learning_theories:assimilation theory]]. | + | 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? ===== | ===== 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 can be useful to both teachers and students. A teacher can 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**, | ||
+ | * 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, | ||
+ | * 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, and | ||
+ | * develop creativity and higher-level thinking skills, strategies, and habit. | ||
+ | |||
+ | To students concept maps give the ability to(([[http://www.flaguide.org/cat/conmap/conmap7.php|Zeilik, M. Classroom Assessment Techniques: Concept Mapping.]])): | ||
+ | |||
+ | * **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.]])) | 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.]])) | ||
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- 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 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.}}]] | [[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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* 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.]])). | ||