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Concept map



Concept mapping can be contrasted with the similar idea of mind mapping.

The latter is often restricted to radial hierarchies and tree structures. Among the various schema and techniques for visualizing ideas, processes, organisations, concept mapping, as developed by Novak is unique in philosophical basis, which "makes concepts, and propositions composed of concepts, the central elements in the structure of knowledge and construction of meaning."[3]

There is research evidence that knowledge is stored in the brain in the form of productions that act on declarative memory content which is also referred to as chunks or propositions [4][5]. Because concept maps are constructed to reflect the organization of the declarative memory system, they facilitate sense-making and meaningful learning on the part of individuals who make concept maps and those who use them.

Concept maps were developed to enhance meaningful learning in the sciences. A well made concept map grows within a context frame defined by an explicit "focus question," while a mind map often has only branches radiating out from a central picture.

Another contrast between Concept mapping and Mind mapping is the speed and spontaneity when a Mind map is created. A Mind map reflects what you think about a single topic, which can focus group brainstorming. A Concept map can be a map, a system view, of a real (abstract) system or set of concepts. Concept maps are more free form, as multiple hubs and clusters can be created, unlike mindmaps which fix on a single conceptual center.

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Notes

  1. ^ Joseph D. Novak. Institute for Human and Machine Cognition (IHMC). Retrieved on 2008-04-06.
  2. ^ (Ausubel, D. (1968) Educational Psychology: A Cognitive View. Holt, Rinehart & Winston, New York).
  3. ^ Novak, J.D. & Gowin, D.B. (1996). Learning How To Learn, Cambridge University Press: New York, p. 7.
  4. ^ Anderson, J. R., & Lebiere, C. (1998). The atomic components of thought. Mahwah, NJ: Erlbaum.
  5. ^ Anderson, J. R., Byrne, M. D., Douglass, S., Lebiere, C., & Qin, Y. (2004). An Integrated Theory of the Mind. Psychological Review, 111(4), 1036–1050.

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References

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  • Daley, B.J., Shaw, C.R., Balistrieri, T. Glasenap, K. & Piacentine, L., "Concept Maps: A Strategy to Teach and Evaluate Critical Thinking", Journal of Nursing Education, Vol.38, No.1, (January 1999), pp.42-47.
  • Edens, K.M. & Potter, E., "Using Descriptive Drawings as a Conceptual Change Strategy in Elementary Science", School Science and Mathematics, Vol.103, No.3, (March 2003), pp.135-144.
  • Eppler, M.J., "Making Knowledge Visible Through Intranet Knowledge Maps: Concepts, Elements, Cases", Proceedings of the 34th Annual Hawaii International Conference on System Sciences, 2001, (2001), pp.1530 –1539.
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  • Goodyear, R,K., Tracey, T.J.G., Claiborn, C.D., Lichtenberg, J.W. & Wampold, B.E., "Ideographic Concept Mapping in Counseling Psychology Research: Conceptual Overview, Methodology, and an Illustration", Journal of Counseling Psychology, Vol.52, No.2, (April 2005), pp.236-242.
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  • McDougall, S. & Gruneberg, M., "What Memory Strategy is Best for Examinations in Psychology?", Applied Cognitive Psychology, Vol.16, No.4, (May 2002), pp.451-458.
  • Mintzes, J.J. & Novak, J.D., "Assessing Science Understanding: The Epistemological Vee Diagram", pp.41-69 in Mintzes, J.J., Wandersee, J.H. & Novak, J.D. (eds.), Assessing Science Understanding: A Human Constructionist View, Academic Press, (San Diego), 1999.
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  • Novak, J.D., "Concept Mapping: A Strategy for Organizing Knowledge", pp.229-245 in Glynn, S.M. & Duit, R. (eds.), Learning Science in the Schools: Research Reforming Practice, Lawrence Erlbaum Associates, (Mahwah), 1995.
  • Novak, J.D., "Concept Mapping: A Useful Tool for Science Education", Journal of Research in Science Teaching, Vol.27, No.10, (20 December 1990), pp.937-949.
  • Novak, J.D., "Concept Maps and Vee Diagrams: Two Metacognitive Tools to Facilitate Meaningful Learning", Instructional Science, Vol.19, No.1, (1990), pp.29-52.
  • Novak, J.D., "The Nature of Knowledge and How Humans Create Knowledge", pp.79-111 [Chapter 6] in Novak, J.D., Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations, Lawrence Erlbaum Associates, (Mahwah), 1998.
  • Novak, J.D., Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations, Lawrence Erlbaum Associates, (Mahwah), 1998.
[As Preece’s review shows, the Concept Maps part of the title is very significant (i.e., it is now a trademark). There is really nothing in this book that is not in the earlier, far better, book (Novak, & Gowin).]
  • Novak, J.D. & Gowin, D.B., Learning How to Learn, Cambridge University Press, (Cambridge), 1984.
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  • Trochim, W.M.K., "An Introduction to Concept Mapping for Planning and Evaluation". [Taken from [1] on 9 June 2002.]
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  • Turns, J., Altman, C.J. & Adams, R., "Concept Maps for Engineering Education: A Cognitively Motivated Tool Supporting Varied Assessment Functions", IEEE Transactions on Education, Vol.43, No.2, (May 2000), pp.164-173.
  • van Boxtel, C., van der Linden, J., Roelofs, E. & Erkens, G., "Collaborative Concept Mapping: Provoking and Supporting Meaningful Discourse", Theory Into Practice, Vol.41, No.1, (Winter 2002), pp.40-46.
  • Verosub, K.L., "A Mind-Map of Geology", Journal of Geoscience Education, Vol.48, No.5, (November 2000), p.599.
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  • Ward, T.B., Dodds, R.A., Saunders, K.N. & Sifonis, C.M., "Attribute centrality and imaginative thought", Memory and Cognition, Vol.28, No.8, (December 2000), pp.1387–1397.
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  • Williams, C.G., "Using Concept Maps to Assess Conceptual Knowledge of Function", Journal for Research in Mathematics Education, Vol.29, No.4, (July 1998), pp.414-421.

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