instructional_design:concept_mapping
Differences
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 10:02] jpetrovic [General] |
||
|---|---|---|---|
| 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]](([[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.]])). |
| 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.]])). | ||
instructional_design/concept_mapping.txt · Last modified: 2023/06/19 18:03 (external edit)
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 4.0 International
