Introduction to concept maps theory sept2012

Gavin W. Maneveldt1 & Louis Fourie2

1Department of Biodiversity & Conservation Biology2Department of Information Systems

University of the Western CapeP. Bag X17, Bellville 7535, RSA

[email protected] ; [email protected]

An Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie

Key Ideas Key Ideas Underlying Underlying

Concept MapsConcept Maps


Concept maps are based on:

•Theory of Knowledge

•Theory of Learning

All knowledge is built from Concepts and Propositions.

David Ausubel’s assimilation theory:Meaningful Learning involves changing one’s current knowledge as a result of the comprehension of new knowledge.

•Research in Education (Joseph Novak)


All knowledge is built from Concepts and Propositions.

Foundation One:

Theory of Knowledge


Concept

“A perceived regularity in events or objects, or records of events or objects, designated by a label” (Joseph Novak).

LifeCellBlueShip

DemocracyUnicorn


Proposition

An expression of the relation between concepts. A basic unit of meaning or expression.

•e.g. organisms are composed of cells

•e.g. ship is blue

•e.g. cats have kittens


“My son plays with the red truck.”

Propositions vs Sentences

PROPOSITION CONCEPT RELATION CONCEPT

1 I have a son

2 son engages in play

3 plays with a truck

4 truck is red


Concept Maps

Represent knowledge using diagrams that express

concepts and propositions


Anatomy of a Concept Map


The importance of the linking phrases

Without the relations, our knowledge would not

“cohere”.





Foundation Two:

Theory of Learning

David Ausubel’s assimilation theory:Meaningful Learning involves changing

one’s current knowledge as a result of the comprehension of new knowledge.


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 learning is what the learner already knows. Ascertain this and teach him accordingly.”

* Epigraph, Educational Psychology: A cognitive view


Key ideas

1.Distinction between rote and meaningful learning.


Key ideas

2.Meaningful Learning requires:1.“The material learned MUST be

conceptually clear and presented with language and examples relatable to the learner’s prior knowledge.”

2.“The learner MUST possess prior knowledge.”

3.“The learner MUST choose to learn meaningfully.”

David Ausubel (1968)


Key ideas

2.In the process of meaningful learning, people naturally construct meanings for concepts and propositions based on experiences, building up their knowledge structure.


… a process is called

“assimilation”

Meaningful Learning involves changing one’s current knowledge as a result of the comprehension of new knowledge.

Ausubel’s Theory of Learning



… represent knowledge using diagrams that express concepts and propositions.

Thus concept maps …



Benefits for the Designer

The process of drawing the map: Helps designer understand the domain. Is a creative process – new discoveries

are made as the map is drawn. Helps establish credibility with the team.

The map itself: Offers the first chance to interject the

user as a guiding concept for the product.


How to construct aHow to construct aConcept MapConcept Map


How to make a concept map

1. Identify the main concept2. List related concepts3. Draw a rough map4. Identify synonyms and instances5. Redraw, Redraw, Redraw6. Get feedback from others7. (Repeat 4-6)


CmapTools


Prof Joseph Novak Alberto Canas(Associate Director, IHMC

Leader of the CmapTools team)


http://cmap.ihmc.us/


Currently being used in over 130 countries


Getting started

Examples of concepts

maps using CmapTools.

Gavin W. Maneveldt1 & Louis Fourie2

1Department of Biodiversity & Conservation Biology2Department of Information Systems

University of the Western CapeP. Bag X17, Bellville 7535, RSA

[email protected] ; [email protected]