![]() Various attempts have been made to conceptualize the process of creating concept maps. Ascertain this and teach accordingly." Novak taught students as young as six years old to make concept maps to represent their response to focus questions such as "What is water?" "What causes the seasons?" In his book Learning How to Learn, Novak stated that a "meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures." ![]() Novak's work is based on the cognitive theories of David Ausubel, who stressed the importance of prior knowledge in being able to learn (or assimilate) new concepts: "The most important single factor influencing learning is what the learner already knows. In particular, constructivists hold that learners actively construct knowledge. Concept maps have their origin in the learning movement called constructivism. It has subsequently been used as a way to increase meaningful learning in the sciences and other subjects as well as to represent the expert knowledge of individuals and teams in education, government and business. Novak and his research team at Cornell University in the 1970s as a means of representing the emerging science knowledge of students. Ĭoncept mapping was developed by the professor of education Joseph D. Concept maps can be more free-form, as multiple hubs and clusters can be created, unlike mind maps, which emerge from a single center. Mind maps: Both concept maps and topic maps can be contrasted with mind mapping, which is restricted to a tree structure.Novak and Bob Gowin, their approach to concept mapping is based on a "learning theory that focuses on concept and propositional learning as the basis on which individuals construct their own idiosyncratic meanings". ![]() In the words of concept-map researchers Joseph D.
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