A concept map typically represents ideas and information as boxes or circles, which it connects with labeled arrows, often in a downward-branching hierarchical structure but also in free-form maps.[2][3] The relationship between concepts can be articulated in linking phrases such as "causes", "requires", "such as" or "contributes to".[4]
Topic maps: Both concept maps and topic maps are kinds of knowledge graph, but topic maps were developed by information management professionals for semantic interoperability of data (originally for book indices), whereas concept maps were developed by education professionals to support people's learning.[5] In the words of concept-map researchers Joseph D. 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".[6]
Mind maps: Both concept maps and topic maps can be contrasted with mind mapping, which is restricted to a tree structure.[2] Concept maps can be more free-form,[3] as multiple hubs and clusters can be created, unlike mind maps, which emerge from a single center.[2]
Historyedit
Concept mapping was developed by the professor of education Joseph D. Novak and his research team at Cornell University in the 1970s as a means of representing the emerging science knowledge of students.[7] 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. Concept maps have their origin in the learning movement called constructivism. In particular, constructivists hold that learners actively construct knowledge.
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. Ascertain this and teach accordingly."[8] 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."
Various attempts have been made to conceptualize the process of creating concept maps.[9] McAleese suggested that the process of making knowledge explicit, using nodes and relationships, allows the individual to become aware of what they know and as a result to be able to modify what they know.[10] Maria Birbili applied the same idea to helping young children learn to think about what they know.[11] McAleese's concept of the knowledge arena suggests a virtual space where learners may explore what they know and what they do not know.[10]
Useedit
Example concept map created using the IHMC CmapTools computer program
Concept maps are used to stimulate the generation of ideas, and are believed to aid creativity.[4] Concept mapping is also sometimes used for brain-storming. Although they are often personalized and idiosyncratic, concept maps can be used to communicate complex ideas.
Formalized concept maps are used in software design, where a common usage is Unified Modeling Language diagramming amongst similar conventions and development methodologies.
Concept mapping can also be seen as a first step in ontology-building, and can also be used flexibly to represent formal argument — similar to argument maps.
Concept maps are widely used in education and business. Uses include:
Note taking and summarizing gleaning key concepts, their relationships and hierarchy from documents and source materials
New knowledge creation: e.g., transforming tacit knowledge into an organizational resource, mapping team knowledge
Institutional knowledge preservation (retention), e.g., eliciting and mapping expert knowledge of employees prior to retirement
Collaborative knowledge modeling and the transfer of expert knowledge
Facilitating the creation of shared vision and shared understanding within a team or organization
Instructional design: concept maps used as Ausubelian "advance organizers" that provide an initial conceptual frame for subsequent information and learning.
Training: concept maps used as Ausubelian "advanced organizers" to represent the training context and its relationship to their jobs, to the organization's strategic objectives, to training goals.
Communicating complex ideas and arguments
Examining the symmetry of complex ideas and arguments and associated terminology
Detailing the entire structure of an idea, train of thought, or line of argument (with the specific goal of exposing faults, errors, or gaps in one's own reasoning) for the scrutiny of others.
Enhancing metacognition (learning to learn, and thinking about knowledge)
Improving language ability
Assessing learner understanding of learning objectives, concepts, and the relationship among those concepts[12]
Information model – representation of concepts and the relationships, constraints, rules, and operations to specify data semantics for a chosen domain of discoursePages displaying wikidata descriptions as a fallback
^Peter J. Hager, Nancy C. Corbin. Designing & Delivering: Scientific, Technical, and Managerial Presentations, 1997, p. 163.
^ abcLanzing, Jan (January 1998). "Concept mapping: tools for echoing the minds eye". Journal of Visual Literacy. 18 (1): 1–14 (4). doi:10.1080/23796529.1998.11674524. Although Novak originally started with the idea of hierarchical tree-shaped concept maps. This idea is not continued by the followers of Novak's technique or has either been dropped altogether. ... The difference between concept maps and mind maps is that a mind map has only one main concept, while a concept map may have several. This means that a mind map can be represented in a hierarchical tree structure.
^ abRomance, Nancy R.; Vitale, Michael R. (Spring 1999). "Concept mapping as a tool for learning: broadening the framework for student-centered instruction". College Teaching. 47 (2): 74–79 (78). doi:10.1080/87567559909595789. JSTOR 27558942. Shavelson et al. (1994) identified a number of variations of the general technique presented here for developing concept maps. These include whether (1) the map is hierarchical or free-form in nature, (2) the concepts are provided with or determined by the learner, (3) the students are provided with or develop their own structure for the map, (4) there is a limit on the number of lines connecting concepts, and (5) the connecting links must result in the formation of a complete sentence between two nodes.
^ abNovak, Joseph D.; Cañas, Alberto J. (2008). The theory underlying concept maps and how to construct and use them (Technical report). Pensacola, FL: Institute for Human and Machine Cognition. 2006-01 Rev 2008-01. Retrieved 24 November 2008.
^Garrido, Piedad; Tramullas, Jesús (September 2004). "Topic maps: an alternative or a complement to concept maps?" (PDF). In Cañas, Alberto J.; Novak, Joseph D.; González García, Fermín María (eds.). Concept maps: theory, methodology, technology: proceedings of the first International Conference on Concept Mapping, CMC 2004, Pamplona, Spain, Sept 14–17, 2004. Pamplona: Dirección de Publicaciones de la Universidad Pública de Navarra. CiteSeerX10.1.1.469.1803. ISBN9788497690669. OCLC 433188714.
^"Joseph D. Novak". Institute for Human and Machine Cognition (IHMC). Retrieved 2008-04-06.
^Ausubel, D. (1968). Educational Psychology: A Cognitive View. Holt, Rinehart & Winston, New York.
^Al-Kunifed, Ali; Wandersee, James H. (1990). "One hundred references related to concept mapping", Journal of Research in Science Teaching', 27: 1069–75.
^ abMcAleese, R. (1998). "The knowledge arena as an extension to the concept map: reflection in action", Interactive Learning Environments, 6(3), p.251–272.
^Birbili, M. (2006). "Mapping knowledge: concept maps in early childhood education" 2010-09-14 at the Wayback Machine, Early Childhood Research & Practice, 8(2), Fall 2006.
^Mazany, Terry. "Science Framework for the 2015 National Assessment of Educational Progress" (PDF). Retrieved 1 November 2020.
Further readingedit
Novak, J.D. (2009) [1998]. Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations (2nd ed.). Routledge. ISBN9780415991858.
Novak, J.D.; Gowin, D.B. (1984). Learning How to Learn. Cambridge: Cambridge University Press. ISBN9780521319263.
Wikimedia Commons has media related to Concept map.
Wikiversity has learning resources about Concept mapping
by Walt Disney.
January 01, 1970
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For concept maps in generic programming see Concept generic programming Bubble map redirects here For the type of thematic map see Proportional symbol map A concept map or conceptual diagram is a diagram that depicts suggested relationships between concepts 1 Concept maps may be used by instructional designers engineers technical writers and others to organize and structure knowledge An example of a concept map about electricity A concept map typically represents ideas and information as boxes or circles which it connects with labeled arrows often in a downward branching hierarchical structure but also in free form maps 2 3 The relationship between concepts can be articulated in linking phrases such as causes requires such as or contributes to 4 The technique for visualizing these relationships among different concepts is called concept mapping Concept maps have been used to define the ontology of computer systems for example with the object role modeling or Unified Modeling Language formalism Contents 1 Differences from other visualizations 2 History 3 Use 4 See also 5 References 6 Further reading 7 External linksDifferences from other visualizations editTopic maps Both concept maps and topic maps are kinds of knowledge graph but topic maps were developed by information management professionals for semantic interoperability of data originally for book indices whereas concept maps were developed by education professionals to support people s learning 5 In the words of concept map researchers Joseph D 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 6 Mind maps Both concept maps and topic maps can be contrasted with mind mapping which is restricted to a tree structure 2 Concept maps can be more free form 3 as multiple hubs and clusters can be created unlike mind maps which emerge from a single center 2 History editConcept mapping was developed by the professor of education Joseph D Novak and his research team at Cornell University in the 1970s as a means of representing the emerging science knowledge of students 7 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 Concept maps have their origin in the learning movement called constructivism In particular constructivists hold that learners actively construct knowledge 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 Ascertain this and teach accordingly 8 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 Various attempts have been made to conceptualize the process of creating concept maps 9 McAleese suggested that the process of making knowledge explicit using nodes and relationships allows the individual to become aware of what they know and as a result to be able to modify what they know 10 Maria Birbili applied the same idea to helping young children learn to think about what they know 11 McAleese s concept of the knowledge arena suggests a virtual space where learners may explore what they know and what they do not know 10 Use editThis section needs additional citations for verification Please help improve this article by adding citations to reliable sources in this section Unsourced material may be challenged and removed Find sources Concept map news newspapers books scholar JSTOR September 2021 Learn how and when to remove this template message nbsp Example concept map created using the IHMC CmapTools computer program Concept maps are used to stimulate the generation of ideas and are believed to aid creativity 4 Concept mapping is also sometimes used for brain storming Although they are often personalized and idiosyncratic concept maps can be used to communicate complex ideas Formalized concept maps are used in software design where a common usage is Unified Modeling Language diagramming amongst similar conventions and development methodologies Concept mapping can also be seen as a first step in ontology building and can also be used flexibly to represent formal argument similar to argument maps Concept maps are widely used in education and business Uses include Note taking and summarizing gleaning key concepts their relationships and hierarchy from documents and source materials New knowledge creation e g transforming tacit knowledge into an organizational resource mapping team knowledge Institutional knowledge preservation retention e g eliciting and mapping expert knowledge of employees prior to retirement Collaborative knowledge modeling and the transfer of expert knowledge Facilitating the creation of shared vision and shared understanding within a team or organization Instructional design concept maps used as Ausubelian advance organizers that provide an initial conceptual frame for subsequent information and learning Training concept maps used as Ausubelian advanced organizers to represent the training context and its relationship to their jobs to the organization s strategic objectives to training goals Communicating complex ideas and arguments Examining the symmetry of complex ideas and arguments and associated terminology Detailing the entire structure of an idea train of thought or line of argument with the specific goal of exposing faults errors or gaps in one s own reasoning for the scrutiny of others Enhancing metacognition learning to learn and thinking about knowledge Improving language ability Assessing learner understanding of learning objectives concepts and the relationship among those concepts 12 Lexicon developmentSee also editCmapTools Software for concept mapping Concept inventory Knowledge assessment tool Conceptual framework Method of organizing information Semantic network Knowledge base that represents semantic relations between concepts in a network Level of measurement Distinction between nominal ordinal interval and ratio variables Group concept mapping Method of organizing groups of related concepts Information model representation of concepts and the relationships constraints rules and operations to specify data semantics for a chosen domain of discoursePages displaying wikidata descriptions as a fallback Idea networking Method of cluster analysis List of concept and mind mapping software Nomological network Representation of concepts and relationships between concepts Personal knowledge base Knowledge management softwareReferences edit Peter J Hager Nancy C Corbin Designing amp Delivering Scientific Technical and Managerial Presentations 1997 p 163 a b c Lanzing Jan January 1998 Concept mapping tools for echoing the minds eye Journal of Visual Literacy 18 1 1 14 4 doi 10 1080 23796529 1998 11674524 Although Novak originally started with the idea of hierarchical tree shaped concept maps This idea is not continued by the followers of Novak s technique or has either been dropped altogether The difference between concept maps and mind maps is that a mind map has only one main concept while a concept map may have several This means that a mind map can be represented in a hierarchical tree structure a b Romance Nancy R Vitale Michael R Spring 1999 Concept mapping as a tool for learning broadening the framework for student centered instruction College Teaching 47 2 74 79 78 doi 10 1080 87567559909595789 JSTOR 27558942 Shavelson et al 1994 identified a number of variations of the general technique presented here for developing concept maps These include whether 1 the map is hierarchical or free form in nature 2 the concepts are provided with or determined by the learner 3 the students are provided with or develop their own structure for the map 4 there is a limit on the number of lines connecting concepts and 5 the connecting links must result in the formation of a complete sentence between two nodes a b Novak Joseph D Canas Alberto J 2008 The theory underlying concept maps and how to construct and use them Technical report Pensacola FL Institute for Human and Machine Cognition 2006 01 Rev 2008 01 Retrieved 24 November 2008 Garrido Piedad Tramullas Jesus September 2004 Topic maps an alternative or a complement to concept maps PDF In Canas Alberto J Novak Joseph D Gonzalez Garcia Fermin Maria eds Concept maps theory methodology technology proceedings of the first International Conference on Concept Mapping CMC 2004 Pamplona Spain Sept 14 17 2004 Pamplona Direccion de Publicaciones de la Universidad Publica de Navarra CiteSeerX 10 1 1 469 1803 ISBN 9788497690669 OCLC 433188714 Novak amp Gowin 1984 p 7 Joseph D Novak Institute for Human and Machine Cognition IHMC Retrieved 2008 04 06 Ausubel D 1968 Educational Psychology A Cognitive View Holt Rinehart amp Winston New York Al Kunifed Ali Wandersee James H 1990 One hundred references related to concept mapping Journal of Research in Science Teaching 27 1069 75 a b McAleese R 1998 The knowledge arena as an extension to the concept map reflection in action Interactive Learning Environments 6 3 p 251 272 Birbili M 2006 Mapping knowledge concept maps in early childhood education Archived 2010 09 14 at the Wayback Machine Early Childhood Research amp Practice 8 2 Fall 2006 Mazany Terry Science Framework for the 2015 National Assessment of Educational Progress PDF Retrieved 1 November 2020 Further reading editNovak J D 2009 1998 Learning Creating and Using Knowledge Concept Maps as Facilitative Tools in Schools and Corporations 2nd ed Routledge ISBN 9780415991858 Novak J D Gowin D B 1984 Learning How to Learn Cambridge Cambridge University Press ISBN 9780521319263 Moon B M Hoffman R R Novak J D Canas A J 2011 Applied Concept Mapping Capturing Analyzing and Organizing Knowledge 1st ed Boca Raton CRC Press ISBN 9781439828601 External links edit nbsp Wikiquote has quotations related to Concept map nbsp Wikimedia Commons has media related to Concept map nbsp Wikiversity has learning resources about Concept mapping Example of a concept map from 1957 by Walt Disney Retrieved from https en wikipedia org w index php title Concept map amp oldid 1187393278, wikipedia, wiki, book, books, library,
