Concept Maps: Difference between revisions
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==Definitions and background== | ==Definitions and background== | ||
Joseph Novak and his colleagues at Cornell University first proposed the learner-constructed graphic mapping technique of concept maps to facilitate learning. Through this constructivist approach, learners are given the tools to actively build their own knowledge (Kwon & Cifuentes 2009). Concept mapping is a strategy used in instruction and learning to graphically and meaningfully arrange information around a focal concept (Bernard & Naidu, 1992; Erdogan, 2009). A concept map is generally set up in a hierarchical fashion and is made up of concepts placed into nodes. These nodes are connected by prepositions placed on connecting lines which define a relationship or link between concepts (Bernard & Naidu, 1992; Erdogan, 2009). Concept maps allow learners to reflect on and demonstrate their knowledge of a subject and is thus conducive to a constructivist approach to learning (Erdogan, 2009). For educators, concept mapping is a technique that can also be used within a group to facilitate collaborative work (Gilbert & Greene, 2001). Concept maps can be created with paper and pencil or they can be created electronically. | Joseph Novak and his colleagues at Cornell University first proposed the learner-constructed graphic mapping technique of concept maps to facilitate learning. Through this constructivist approach, learners are given the tools to actively build their own knowledge (Kwon & Cifuentes 2009). Concept mapping is a strategy used in instruction and learning to graphically and meaningfully arrange information around a focal concept (Bernard & Naidu, 1992; Erdogan, 2009). A concept map is generally set up in a hierarchical fashion and is made up of concepts placed into nodes. These nodes are connected by prepositions placed on connecting lines which define a relationship or link between concepts (Bernard & Naidu, 1992; Erdogan, 2009). Concept maps allow learners to reflect on and demonstrate their knowledge of a subject and is thus conducive to a constructivist approach to learning (Erdogan, 2009). For educators, concept mapping is a technique that can also be used within a group to facilitate collaborative work (Gilbert & Greene, 2001). Concept maps can be created with paper and pencil or they can be created electronically. Examples of current software available for concept map creation includes: MindMaple, Cmap tools and Inspiration. | ||
==Affordances== | ==Affordances== | ||
Revision as of 21:18, 2 June 2014
Concept Maps
Krista Hamilton, Memorial University of Newfoundland
Definitions and background
Joseph Novak and his colleagues at Cornell University first proposed the learner-constructed graphic mapping technique of concept maps to facilitate learning. Through this constructivist approach, learners are given the tools to actively build their own knowledge (Kwon & Cifuentes 2009). Concept mapping is a strategy used in instruction and learning to graphically and meaningfully arrange information around a focal concept (Bernard & Naidu, 1992; Erdogan, 2009). A concept map is generally set up in a hierarchical fashion and is made up of concepts placed into nodes. These nodes are connected by prepositions placed on connecting lines which define a relationship or link between concepts (Bernard & Naidu, 1992; Erdogan, 2009). Concept maps allow learners to reflect on and demonstrate their knowledge of a subject and is thus conducive to a constructivist approach to learning (Erdogan, 2009). For educators, concept mapping is a technique that can also be used within a group to facilitate collaborative work (Gilbert & Greene, 2001). Concept maps can be created with paper and pencil or they can be created electronically. Examples of current software available for concept map creation includes: MindMaple, Cmap tools and Inspiration.
Affordances
Constraints
Links
Works Cited
Bernard, R.M. & Naidu, S. (1992). Post-questioning, concept mapping and feedback: A distance education field experiment. British Journal of Educational Technology, 23(1), 48-60. doi:10.1111/j.1467-8535.1992.tb00309.x
Erdogan, Y. (2009). Paper-based and computer-based concept mappings: The effects on computer achievement, computer anxiety and computer attitude. British Journal of Educational Technology, 40(5), 821-836. doi:10.1111/j.1467- 8535.2008.00856.x
Gilbert, N.J. & Greene, B.A. (2001/2002). College students’ collaborative use of Inspiration to generate concept maps in an educational technology class. Journal of Educational Technology Systems, 30(4), 389-402. doi:10.2190/44HH-M7WW-YYGW-FVU5
Kwon, S.Y. & Cifuentes, L. (2009). The comparative effect of individually-constructed computer-based concept maps.Computers & Education, 52(2), 365-375. doi:10.1016/l.compedu.2008.09.01d