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Concept mapping

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Kim McVicker

on 25 January 2011

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Transcript of Concept mapping

Concept mapping Theory behind concept mapping Generally believed to have its inception in the 1960's, with Ausubel distinguishing between rote and meaningful learning. Ausubel believed that in order for meaningful learning to occur, three conditions must be present-
The concept must be accessible (ie, the student must have sufficient background knowledge).
The material must be conceptually clear and presented in a way that is relatable to the learner's prior knowledge.
The learner must choose to learn meaningfully.

What does concept mapping have to do with rote vs. meaningful learning? Uses of concept maps Research has proven that concept maps are useful in a
variety of contexts and for many purposes, such as:
Providing a summary of knowledge.
Identifying misconceptions.
Revealing gaps in understanding.
A metacognitive tool that helps students understand what they are studying.
Promotes reflective and critical thinking.
Designing curricula and instructional materials
Assessing student learning
Evaluation program effectiveness
Facilitating communication
Studying problems
Recognizing epistomelogical foundations and assumptions
Understanding the process for constructing new knowledge
Brain research- why do concept maps work? iconic memory (our brain likes images).
archic memory (recalling sounds).
interconnectedness of memory.
creativity is a more meaningful type of learning.

Constructing good concept maps Model many types of concept maps so that students
have a myriad to choose from for content, preference, class, etc.
Avoid "sentences in boxes," that is full sentences used as concepts (indicates a whole subsection could be constructed from sentence).
As students become more proficient, have them identify cross-links and be increasingly specific.
Encourage students to revise maps as their understanding increases. Sources Ausubel, D.P., Novak, J., and Hanesian, H. (1978). Psychology: A cognitive view. New York, NY: Holt, Rinehart, and Winston.
 
Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), How people learn: brain, mind, experience, and school. Washington, DC: National Academy Press.
 
Hobson, Eric (2003), Motivating Students to Perform in Large Classes, presented at the Professional and Organizational Development (POD) Network Conference, 2001.
 
Novak, J.D. (2002). Using concept maps to facilitate classroom and distance learning. Scuola & Citta, 2:112- 114.
 
Novak, J. D. & A. J. Cañas, The Theory Underlying Concept Maps and How to Construct and Use Them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition, 2008, available at: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
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