instructional_design:concept_mapping
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instructional_design:concept_mapping [2011/08/24 10:58] jpetrovic [What is concept mapping?] |
instructional_design:concept_mapping [2011/08/24 11:03] jpetrovic [What is concept mapping?] |
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| * "//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.]])) | * "//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.]])) | ||
| - | {{ :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.}} | + | {{ :images:concept.jpg?450x|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.}} |
| As explained, 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.]])): | As explained, 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.]])): | ||
| - | ^ 1. | **Identify key concepts of the material** and list them or write them on pieces of paper to make them movable. | | + | ^ 1. | **Identify key concepts** of the material and list them or write them on pieces of paper to make them movable. | |
| - | ^ 2. | **Rank the concepts** by placing most general ones at the top of the map with respect to the context of the matherial. | + | ^ 2. | **Rank concepts** by placing most general ones at the top of the map with respect to the context of the matherial. | |
| - | - | + | ^ 3. | **Add other more specific concepts** under the more inclusive ones. | |
| - | - | + | ^ 4. | **Connect concepts** by labeled lines. Labels should add meaning by defining relationships between connected concepts. | |
| - | - **Add other more specific concepts** under the more inclusive ones. | + | ^ 5. | If desired, **specific examples** of concepts can also be added below concept labels. | |
| - | - **Connect concepts by labeled lines**. Labels should add meaning by defining relationships between connected concepts. | + | ^ 6. | 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, **specific examples of concepts can also be added** below concept labels | + | |
| - | - 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 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.]])): | 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.]])): | ||
instructional_design/concept_mapping.txt · Last modified: 2023/06/19 18:03 (external edit)
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