Concept mapping
History
Concept maps were developed in the course of Joseph Novak’s research program in which he sought to understand and follow changes in students’ knowledge of science (Novak 1977, 1998; Novak and Gowin 1984). Novak’s work relied on the learning theory of David Ausubel (Ausubel 1963, 1968). The fundamental Piagetian idea is that meaningful (versus rote) learning takes place by the assimilation of new concepts and propositions into existing concepts and propositional frameworks held by the learner. This occurs by processes of subsumption (realizing how something new relates to something known), differentiation (realizing how something new draws a distinction on something known), and reconciliation (of what at first seems a contradiction of something new with something known). These terms designating learning processes will be familiar to those who have been exposed to Jean Piaget’s works. —loc. 932, Chapter 4, Working minds
Tips
Node-link-node triads form propositions:
Concepts are related to one another by meaningfully labeled linking lines. Using the link labels to express relations between two concepts, the node-link-node triads in Concept Maps form propositions, that is, they can be read as “standalone” simple and meaningful expressions…. Those who are new to Concept Mapping benefit from a bit of practice at understanding the difference between propositions and sentences. For example, the single sentence, “My son plays with a red truck” has four propositions: I have at least one son, that son engages in play, that play is with a truck, that truck is red. —loc. 1007, Chapter 4, Working minds
Use spatiality as a tool:
In one study conducted in he DARPA “Rapid Knowledge Formation” project, Concept Maps were made by domain experts but were subsequently “tidied up” overnight by computer scientists. Upon next seeing their Concept Maps so tidied up, the experts were upset because things “weren’t where they were supposed to be” (Hayes, personal communication, 2003). The mappers had been using spatiality as a tool. —loc. 1082, Working minds (see also Information self-structuring)
Dynamics:
Concept Maps are generally referred to as representations of domain knowledge, but knowledge is itself never static, and Concept Maps are not regarded as things that are made to be cast in stone. Indeed, it is wise to always consider Concept Maps as “living” representations rather than finished “things.” —loc. 1082, Working minds
Concept mapping is a skill:
It certainly does take some practice to create a Concept Map, but it takes even more practice to begin to understand what makes for a “good” Concept Map. Concept Mapping encourages - perhaps even forces - the mapper to reach for crystal clarity about what he or she wishes to express. —loc. 1082, Working minds
Applications
지식을 더 잘 기억하고 새로운 상황에서 더 잘 응용할 수 있게 됨:
Building good concept maps leads to longer retention of knowledge and greater ability to apply knowledge in novel settings (Cañas et al. 2003; Mintzes, Wandersee, and Novak 2000; Novak 1990, 1991, 1998). —loc. 939, Chapter 4, Working minds
지식의 간극을 더 잘 식별:
A student’s concept maps can help the instructor to identify knowledge gaps and the valid and invalid ideas held by the student (e.g., Markham, Mintzes, and Jones 1994). —loc. 946, Chapter 4, Working minds
전문성 연구에서의 활용. 전문가들 사이에서의 컨센서스를 표현하기에 좋음:
Concept maps have been used in many studies of the psychology of expertise. That work has shown, among other things, that concept mapping can support the formation of consensus among experts (Gordon, Schmierer, and Gill 1993)…. Concept maps made by domain experts tend to show high levels of agreement (See Gorden 1992; Graaesser and Gordon 1991). —loc. 957, Chapter 4, Working minds