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31 Jan 09

The Theory Underlying Concept Maps and How to Construct and Use Them

Reading for a grad class in hypermedia. Not a bad description of concept maps.

cmap.ihmc.us/...heoryUnderlyingConceptMaps.htm - Preview

education learning concept conceptmapping mindmap EDT530

define concept as a perceived regularity in events or objects, or records of events or objects, designated by a label
Propositions are statements about some object or event in the universe, either naturally occurring or constructed. Propositions contain two or more concepts connected using linking words or phrases to form a meaningful statement.
31 more annotations...
- hierarchical fashion with the most inclusive, most general concepts at the top of the map and the more specific, less general concepts arranged hierarchically below.
  - Or radiant associations and hierarchy such as that suggested by a center weighted concept map - Tony Buzan style. - on 2009-01-31
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- two features of concept maps that are important in the facilitation of creative thinking: the hierarchical structure that is represented in a good map and the ability to search for and characterize new cross-links.
- specific examples of events or objects that help to clarify the meaning
- Instructional strategies that emphasize relating new knowledge to the learner’s existing knowledge foster meaningful learning.
- Evaluation strategies that encourage learners to relate ideas they possess with new ideas also encourage meaningful learning.
- Creativity can be seen as a very high level of meaningful learning
- autonomous discovery approaches where the learner perceives the regularities and constructs her/his own concepts.
- The reality is that unless students possess at least a rudimentary conceptual understanding of the phenomenon they are investigating, the activity may lead to little or no gain in their relevant knowledge and may be little more than busy work. In fact, the research basis for support of widely recommended inquiry learning is largely absent (Mayer, 2004; Kirschner et al., 2006; Sweller et al., 2007).
  - Not so sure I agree with this. Yes, you have to scaffold student learning as they approach an inquiry experience - but if they have a starting point to work with they can, with peer support perhaps, have a meaninful learning experience through inquiry. (Admittedly, you have to get to the point where they have relevant prior knowledge to attach the new learning TO - that's where the scaffolding or remediation comes in first) - on 2009-01-31
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- he knowledge structure or cognitive structure of the learner is not enhanced or modified to clear up faulty ideas. Thus misconceptions will persist, and knowledge learned has little or no potential for use in further learning and/or problem solving
- rderly sequence of iterations between working memory and long-term memory
- humans have a remarkable ability to recall images,
- recall sounds is also remarkable. The learning and recall of sounds is also referred to as archic memory
- While concept maps can help, students also need to be taught something about brain mechanisms and knowledge organization, and this instruction should accompany the use of concept maps.
- Epistemology is that branch of philosophy that deals with the nature of knowledge and new knowledge creation.
- Creating new methods of observing or recording events usually opens up new opportunities for new knowledge creation. For example, the creation of the concept mapping method for recording subject’s understandings has led new opportunities to study the process of learning and new knowledge creation.
- When learning to construct concept maps, learners tend to deviate from the focus question and build a concept map that may be related to the domain, but which does not answer the question. It is often stated that the first step to learning about something is to ask the right questions.
- a rank ordered list should be established from the most general, most inclusive concept, for this particular problem or situation at the top of the list, to the most specific, least general concept at the bottom of the list.
  - Yeah, maybe, but I still like the associative version from Buzan. This seems to already be somewhat limiting the associations that can be made among the ideas, and giving importance where it might not be relevant. - on 2009-01-31
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- a concept map is never finished.
- esult from three to many revisions
- cross-links
- “String maps” illustrate either poor understanding of the material or an inadequate restructuring of the map
- focus-in on good linking words, and on the identification of good cross-links, they can see that every concept could be related to every other concept. This also produces some frustration, and they must choose to identify the most prominent and most useful cross-links.
- namely evaluation and synthesis of knowledge
- We foresee a program of using “expert skeleton” maps to scaffold learning beginning with the development of a series of concept maps in a discipline, starting with the most general, most inclusive ideas and then gradually moving to more specific concept maps that will guide the learners.
- We might expect some oppositioin to implementation of the New Model of Education from individuals who believe that "inquiry" learningis the only way to improve education.
  - Yes, you might. I look forward to hearing Gary Stager expound on that . . if you want un-padded feedback, he's your man! - on 2009-01-31
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- oncept mapping as one way to summarize understandings acquired by students after they study a unit or chapter.
- The hierarchical organization of concept maps suggests more optimal sequencing of instructional material. Since the fundamental characteristic of meaningful learning is integration of new knowledge with the learners’ previous concept and propositional frameworks, proceeding from the more general, more inclusive concepts to the more specific information usually serves to encourage and enhance meaningful learning. T
- Such students fail to construct powerful concept and propositional frameworks, leading them to see learning as a blur of myriad facts, dates, names, equations, or procedural rules to be memorized. For these students, the subject matter of most disciplines, and especially science, mathematics, and history, is a cacophony of information to memorize, and they usually find this boring. Many feel they cannot master knowledge in the field. If concept maps are used in planning instruction and students are required to construct concept maps as they are learning, previously unsuccessful students can become successful in making sense out of science and any other discipline, acquiring a feeling of control over the subject matter
- use of concept maps to capture the “tacit” knowledge of experts. Experts know many things that they often cannot articulate well to others.
- the concept map not only allowed us to represent the expert’s knowledge, but also to find gaps in the knowledge structure we were procuring through interviews.
- one begins to see that a good concept map is at once simple, but also elegantly complex with profound meanings.

26 Mar 08

30+ Mind Mapping Tools

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