This shows you the differences between two versions of the page.
Both sides previous revision Previous revision Next revision | Previous revision Next revision Both sides next revision | ||
instructional_design:concept_mapping [2011/08/23 15:20] jpetrovic [General] |
instructional_design:concept_mapping [2011/08/24 09:37] jpetrovic [Criticisms] |
||
---|---|---|---|
Line 7: | Line 7: | ||
* "//**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]]. |
Line 28: | Line 28: | ||
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. | ||
- | 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.]])): | + | 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, | * teach terms, facts, and concepts of given topic, | ||
Line 60: | Line 60: | ||
* 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.]])). | ||