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Concept mapping is a cognitivist learning model developed by Joseph Novak and his colleagues in 1972 as they worked on understanding how children's knowledge of science changes1). First concept maps were, however, proposed by some other authors as well2), but concept maps in their fullest form were introduced by Novak in 19813). In Novak's words, concept map is “a 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.”4) Novak's works were influenced by David Ausubel's assimilation theory.
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 events or objects”5), and objects as “things” and events as “happenings”.
For example, the concept “dog” is formed by a set of common characteristics of dogs. “Chihuahua” is a specific kind of dog or an object. Every person has a different “dog” concept since the set of common characteristics forming it may vary from person to person and generally depends on experience, context and perspective. Still, usually these concepts are similar enough to enable people to successfully communicate. People also think in concepts and change them over time.
Concept maps should help both sides in the educational process to learn more meaningfully.
Novak describes the concept map building process in following steps:
An example of a concept map about concept maps can be found here.
Novak, J. D. Introduction to concept mapping.
Novak, Joseph D. & Cañas, Alberto J. The Origin and Development of Concept Maps