concept mapping

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PRESENTATION ON CONCEPT MAPS

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Introduction to Concept mapping

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  • PRESENTATION ON

    CONCEPT MAPS

  • What do you know about concept maps ?

  • INTRODUCTION A concept map also known as cognitive mapping or conceptual diagram is a diagram that depicts suggested relationships between concepts. It is a graphical tool that is used to organise and structure knowledge.

  • DEFINITION Hsu and Hsieh defined CM as an instructional strategy that requires learners to identify, graphically display and link key concepts by organizing and analyzing the information

    (Quinn, Mintzes & Laws, 2004;Horton et al 1993) Concept maps have been defined as two-dimensional, hierarchical, node-linked diagrams that depict verbal, conceptual, or declarative knowledge in succinct visual or graphic forms

  • HEY GUYS.I AM JOSEPH NOVAK

  • HISTORY The technique of concept map was developed by Joseph.D.Novak and his research team at Cornell University in the 1970s as a means of representing the emerging science knowledge of students. Novaks work is based on the cognitive theories of David Ausubel (assimilation theory), who stressed the importance of prior knowledge in being able to learn new concepts that leads to meaningful learning.

  • CLASSIFICATION

    According to structural propertiesSpider-like maps with labeled arcs (the typical concept map)Hierarchical maps (likemind maps)Various diagrams, e.g.flow chartsFormal maps likeUMLdiagrams,Formalsemantic networks,Topic maps, etc. I.e. drawings are associated with a formal symbolic representation.Other specialized contents like arguments, part-of maps, organization graphs (organization charts)

  • According to purpose(Jan Lanzing, retrieved 11:44, 9 August 2007 (MEST))To generate ideas (brain storming, etc.);To design a complex structure (long texts, hypermedia, large web sites, etc.);To communicate complex ideas;To aid learning by explicitly integrating new and old knowledge;To assess understanding or diagnose misunderstanding.To define processes and flows

  • CHARACTERISTICS1.CONCEPTS- Novak defines concepts as a perceived regularity in events or objects, records of events or objects designated by label. Concepts are typically enclosed in circles or boxes i.e. nodes or cells and relationships between concepts are represented by connecting lines that link them together. Words on the linking line explain the relationship between the concepts.

  • 2.HIERARCHIAL STRUCTURE- In a concept maps concepts are represented in a 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.

    3. PROPOSITIONAL STRUCTURE- Propositions are also known as semantic units. Propositions are statements about some objects or event in the universe, either naturally occurring or constructed.

  • 4. CROSS LINKS- These are relationships between concepts in different domains of the concept map. Cross-links show how a concept in one domain of knowledge shown on the map is related to a concept in another domain shown on the map.5.EXAMPLES OR ACTUAL IMAGES- Inclusion of specific examples of events or objects can help to clarify the meaning of a given concept. Typically these are not included in ovals or boxes because they are specific events or objects and do not represent actual concepts

  • 6. FOCUS QUESTION- A good way to delineate the context for a concept map is to define a focus question, that is a question that clearly specifies the problem or issue the concept map should help to resolve. Every concept map responds to a focus question, and a good focus question can lead to a much richer concept

  • THEORETICAL BASIS OF CONCEPT MAPS1.Ausubels assimilation theory of learning, he has used the term meaningful learning where an individual has to learn to integrate the newly acquired knowledge with the knowledge they already possess. The meaningful learning helps the individual to develop links between the old and new concepts which will promote lateral thinking among the individuals. 2.The constructivist learning theory clearly states that every learner actively builds or constructs her or his own private understanding of the world. More simply, knowledge is constructed in the mind of the learner. For real understanding to occur, the teacher must actively involve the learner in a preliminary activity to elicit these preconceptions. Connections from this pre existing knowledge can then be made as learners continually build and test their knowledge.

  • USESConcept maps are used to stimulate the generation of ideas, and are believed to aid creativity.2. Concept mapping is also sometimes used forbrain-storming.3.Note takingand summarizing gleaning key concepts, their relationships and hierarchy from documents and source materials4.New knowledge creation: e.g., transformingtacit knowledgeinto an organizational resource, mapping team knowledge5.Institutional knowledge preservation (retention), e.g., eliciting and mapping expert knowledge of employees prior to retirement

  • 6.Collaborative knowledge modeling and the transfer of expert knowledge7.Facilitating the creation of shared vision and shared understanding within a team or organization8.Instructional design: concept maps used asAusubelian"advance organizers" that provide an initial conceptual frame for subsequent information .

  • Concept mapping was introduced by Joseph.D.NovakConcept map is also known as Cognitive MapConcept map is based on Ausubels assimilation theoryMemorization technique is based on repetition is known as rote learningConcept map acts on Short term memoryConcept map promotes critical thinkingSemantic unit is better termed as propositionsConcept map is a way of encoding information

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