the origin of concept maps and theoretical foundations
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The Origin of Concept Maps and Theoretical Foundations. Joseph D. Novak Cornell University, Professor Emeritus Senior Research Scientist Institute for Human and Machine Cognition [email protected] Beijing Normal University Professor’s Program August 12-17 Cleveland, Ohio. - PowerPoint PPT PresentationTRANSCRIPT
The Origin of Concept Maps
and Theoretical Foundations
Joseph D. NovakCornell University, Professor Emeritus
Senior Research ScientistInstitute for Human and Machine
Cognition
Beijing Normal University Professor’s Program
August 12-17
Cleveland, Ohio
Joseph D. NovakCornell University, Professor Emeritus
Senior Research ScientistInstitute for Human and Machine
Cognition
Beijing Normal University Professor’s Program
August 12-17
Cleveland, Ohio
A concept map showing the key features of our concept maps
Our concept maps are based upon
A Theory of Knowledge A Theory of Learning A Theory of Education
Epistemology: The study of knowledge and knowledge creation
Most of the 19th and 20th Centuries:Dominated by Positivism and Logical Positivism:
Truth, once established, is eternal.
Developed in later half of 20th Century:Constructivism: Knowledge evolves over time.
Stephen Toulmin:Human Understanding:Knowledge is a human
creation
1972, Human Understanding: The Collective Use and Evolution of Concepts
1922-2009
Novak: Human Constructivism, 1987; 1993Human beings construct new knowledge
through the process of meaningful learning
1963-David Ausubelpublishes the first
comprehensive cognitive theory
of learning.
1918-2008
Key idea:
Each person must construct her/his own meanings for concepts and propositions from experiences over time, building her/his knowledge structure
Ausubel’s Theory of Learning
Ausubel, 1968Epigraph:
The most important thing influencing learning is whatthe learner already knowsAscertain this and teach him accordingly.
Three Requirements for Meaningful Learning:
1. Material to be learned must be inherently meaningful.
2. The learner must possess some relevant concepts.
3. The learner must choose to learning meaningfully.
Learning may vary from very rote to highly meaningful
Our brain is notAn empty vessel
to be filled
Most information learned by rote is lost in 6 months
Short-Term
Memory
WorkingMemory
Long-Term
Memory
AffectiveSystem
MotorSystem
InformationInput
Our brain has several memory systems
that interact
6 year old studying seed
growthIn the early 1970’s,Novak’s research group at Cornell University faced the problem: How can we assess changes in Children’s understanding of basic science concepts?
Knowledge is built up from organized concepts and propositions
A Theory of Knowledge
Concept:
A perceived regularity or pattern in events or objects, or records of events or objects, designated by a label
A Theory of Knowledge
Proposition:
Two or more concepts combined to form a statement about something: a unit of meaning
A Theory of Knowledge
6 year old studying the particulate nature of matter
The design of each lesson had to be based on:
What the learner already knows that is pertinent.
What ideas will be needed in later lessons.
What will interest and motivate the student.
Each lessons required some 200 hours of staff time to design.
Almost all equipment had to be designed by our staff.
A second grade child studying energy transformation in an Audio- Tutorial lesson
Novak’s research group used modified Piagetian clinical interviews
We needed a better way to represent children’s evolving conceptual understanding
Concept mapping was invented and refined, 1972-74
In our 12-year longitudinal study, we found some striking examples of highly meaningful learning
The same children were followed with periodic interviews through grade twelve.
A concept map showing the key features of our concept maps
Using concept maps,it is possible to see exact changes in cognitive structure over time.
A-T instructed students
A-T instructed students have progressively more valid concepts and fewer invalid conceptions from grades 2 through 12.
A-T instructed childrenwere building organized knowledge structures
Better thinkingleads to better feelings and better acting
Human Constructivism:Humans create new knowledge by using
high levels of meaningful learning (1987).
The use of concept mapping can help students learn meaningfully and to construct powerful knowledge structures.
Both high and low ability high school physics students in Maracay Venezuela who do Concept mapping perform much better.
Mean Problem solving scores for Concept mappers (Blue) and Traditional instruction (Red)
Alberto Cañashas led the group
that created CmapTools
at the InstituteFor Human and
Machine cognition
CampTools allows for adding any digital resource to concepts
CmapTools software is being downloaded all over the world
In Panama, President Torrijos visits a 5th grade classroom creating concept maps using CmapTools software and the Internet
A concept map made by a team of 5th grade students in Panama
CmapTools and the Internet now make possible a
New Model for Education
New Modelfor Education
For financial andeducational reasons. Virtual Education is on the increase.
This is a statement of my theory of education as it stands today
The 2nd edition of this book
expands on the ideas presented
and also presentsmy Theory of
Educationand a New Model
for Education.Routledge, 2010
Thank You
