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 [2011/08/24 10:53] jpetrovic [What is concept mapping?] |
instructional_design:concept_mapping [2011/08/24 10:55] jpetrovic [What is concept mapping?] |
||
|---|---|---|---|
| Line 11: | Line 11: | ||
| ===== What is concept mapping? ===== | ===== What is concept mapping? ===== | ||
| + | |||
| + | {{ :images:concept.jpg|Concept map as introduced by Novak and Gowin. Image borrowed from: Novak, Joseph Donald, & Gowin, D. B. Learning how to learn. Cambridge University Press, 1984.}} | ||
| Concept mapping is the process of creating concept maps, | Concept mapping is the process of creating concept maps, | ||
| Line 27: | Line 29: | ||
| To students concept maps give the ability to(([[http://www.flaguide.org/cat/conmap/conmap7.php|Zeilik, M. Classroom Assessment Techniques: Concept Mapping.]])): | 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. | + | * **organize** and **assess** their own knowledge, and |
| + | * learn through **adding new concepts to the existing framework** of the concept map. | ||
| - | 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]]. | + | 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.]])). | 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.]])). | ||
| Line 40: | Line 43: | ||
| On the visual level, a concept map is a hierarchical (general to specific) diagram containing nodes and links, both labeled with words or symbols. The most important concept is usually placed in the center of the map or at its top. Novak describes the concept map building process in following steps(([[http://uwf.edu/jgould/ConceptMappingIntro.pdf|Novak, J. D. Introduction to concept mapping.]])): | On the visual level, a concept map is a hierarchical (general to specific) diagram containing nodes and links, both labeled with words or symbols. The most important concept is usually placed in the center of the map or at its top. Novak describes the concept map building process in following steps(([[http://uwf.edu/jgould/ConceptMappingIntro.pdf|Novak, J. D. Introduction to concept mapping.]])): | ||
| - | {{ :images:concept.jpg|Concept map as introduced by Novak and Gowin. Image borrowed from: Novak, Joseph Donald, & Gowin, D. B. Learning how to learn. Cambridge University Press, 1984.}} | ||
| - **Identify key concepts of the material** and list them or write them on pieces of paper to make them movable. | - **Identify key concepts of the material** and list them or write them on pieces of paper to make them movable. | ||
| - **Rank the concepts** by placing most general ones at the top of the map with respect to the context of the matherial. | - **Rank the concepts** by placing most general ones at the top of the map with respect to the context of the matherial. | ||
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
