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--- instructional_design:concept_mapping [2011/08/24 09:16]
jpetrovic [General]
+++ instructional_design:concept_mapping [2011/08/24 10:53]
jpetrovic [What is concept mapping?]
@@ 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.]]))
-Novak's ideas 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? =====
+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.]]))
@@ Line 26: / Line 48: @@
   - 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 60: / Line 70: @@
   * 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.]])).

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