John Connollyby way of

Joseph D. Novak

Cornell University andInstitute for Human and Machine

Cognitionwww.ihmc.us

Theory and Rationale UnderlyingConcept Mapping

David Ausubel (1968):

If I had to reduce all of educational psychology to just one principle I would say this: The most important single factor influencing learningis what the learner already knows. Ascertain this and teach him accordingly.*

* Epigraph, Educational Psychology: A cognitive view

Key idea:

Each person must construct her/his own meanings for concepts and propositions from experiences over time, building her/his knowledge structure

New Theory of Learning

Concept:

A perceived regularity 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

Concept Map about Concept Maps

Learning

Denny, a six year old, is asked to draw a map that shows his understanding of 8 common concepts

Concepts:

WaterSolidRiverVaporSteamIceLiquidGasEvaporate

Denny’s knowledge does not include a meaning for vapor

Learning

We can easily teach Denny the meaning of “vapor” and a new concept, “evaporate”, by showing how they relate to his current knowledge.

Concepts:

WaterSolidRiverVaporSteamIceLiquidGasEvaporate

A concept map on the US Government

Does the use of concept maps improve

high school student’s performance

on problem solving tests in physics?

High school physics students who make concept maps outperform students in traditional classes

Using computers, CmapTools, “expert” concept maps, Internet resources, and guided classroom and field experiences, we can now educate in ways never before possible.

We have had textbooks to help teachers and students learn

Since 1460

Today

A concept map that could be used to orient teachers

A Theory of Education

Meaningful learning underlies the constructive integration of thinking, feeling, and acting leading to empowerment for commitment and responsibility.

J. Novak

A few references

Ausubel, D. P., Novak, J. D., & Hanesian, H. (1978). Educational Psychology: A Cognitive View (2nd ed.). New York: Holt, Rinehart, and Winston . Reprinted, 1986, New York: Werbel and Peck.

Bransford, J.D., Brown, A.L., and Cocking, R.R (eds.). 1999. How People Learn: Brain, Mind, Experience, and schools. Washingt on, DC: National Academy Press.

Mintzes, J.J., Wandersee, J.H. and Novak, J.D. (1998). Teaching Science for Understanding. San Diego, CA: Academic Press,

Novak, Joseph D. (1998). Learning, Cr eating, and Using Knowledge: Con cept Maps as Facili tative tools in Schools and Corporations . Mawah, NJ: Lawre nce Erlbaum and Associates.

Novak, Joseph D., & D. Bob G owin. 1984. Learning How to Learn. New York and Cambridge, UK: C ambridge University Press. Also in 8 other langua ges.

Novak, J.D. & & Dismas Musonda. 1991 . A twelve-year longitudinal study of science concept learning. American Educational Research Journal 28(1):117 -153.

The Private Universe Project, M. Schneps, Director, (1989). Cambridge, MA: Harvard Smithsonian Ins titute for Astrophysics.

Institute for Human and Machine Cognition: www.ihmc.us