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--- instructional_design:concept_mapping [2011/08/24 11:09]
jpetrovic [What is concept mapping?]
+++ instructional_design:concept_mapping [2011/08/24 11:17]
jpetrovic [What is concept mapping?]
@@ Line 27: / Line 27: @@
 ^ 6. | If desired, change or reorganize the map in accordance with the newly noted relations between the concepts. Concept maps for the same topic can be organized in more possible ways. |
-Concepts maps can be useful to both teachers and students. A teacher can use them to(([[http://www.flaguide.org/cat/conmap/conmap7.php|Zeilik, M. Classroom Assessment Techniques: Concept Mapping.]])):
+Concepts maps can be useful to both teachers and students. To students concept maps give the ability to **organize** and **assess** their own knowledge, and learn through **adding new concepts to the existing framework** of the concept map(([[http://www.flaguide.org/cat/conmap/conmap7.php|Zeilik, M. Classroom Assessment Techniques: Concept Mapping.]])). Such process of creating and learning using a concept map is, according to Novak(([[http://uwf.edu/jgould/ConceptMappingIntro.pdf|Novak, J. D. Introduction to concept mapping.]])), often accompanied by positive feelings. A teacher can use concept maps to(([[http://www.flaguide.org/cat/conmap/conmap7.php|Zeilik, M. Classroom Assessment Techniques: Concept Mapping.]])):
   * **identify and organize concepts** he is about **to teach**,
-  * gain **insight to what the students already know** or how they view the topic from concept maps drawn by the students, so he knows what should be taught next,
+  * gain **insight to what the students already know** or how they view the topic from concept maps drawn by the students,
-  * teach terms, facts, and concepts of given topic,
   * organize information into meaningful categories and relate those categories on a more general level,
   * synthesize and integrate learned information thereby strengthening long-term retention, and
-  * develop creativity and higher-level thinking skills, strategies, and habit.
+  * teach terms, facts, and concepts of given topic, develop creativity and higher-level thinking skills, strategies, and habit.
-To students concept maps give the ability to **organize** and **assess** their own knowledge, and learn through **adding new concepts to the existing framework** of the concept map(([[http://www.flaguide.org/cat/conmap/conmap7.php|Zeilik, M. Classroom Assessment Techniques: Concept Mapping.]])).
+An important property of concept maps is that learning through adding new concept to them is inherently **meaningful learning**, since it establishes clear connections with the existing knowledge. **Rote learning** on the other hand would be the result of **lack of established connections** to prior knowledge and causes forgetting of the learned information in 4-6 weeks(([[http://uwf.edu/jgould/ConceptMappingIntro.pdf|Novak, J. D. Introduction to concept mapping.]]))((See also: [[learning_theories:Assimilation theory|Ausubel's assimilation theory.]])).
-Such process of creating and learning using a concept map is, according to Novak(([[http://uwf.edu/jgould/ConceptMappingIntro.pdf|Novak, J. D. Introduction to concept mapping.]])), often accompanied by positive feelings. Another important property of concept maps is that learning through adding new concept to them is inherently **meaningful learning**, since it establishes clear connections with the existing knowledge. **Rote learning** on the other hand is the result of **lack of established connections** to prior knowledge and forgetting of the learned information in 4-6 weeks(([[http://uwf.edu/jgould/ConceptMappingIntro.pdf|Novak, J. D. Introduction to concept mapping.]])).

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