Concept mapping: A useful tool for science education
01 Dec 1990-Journal of Research in Science Teaching (Wiley Subscription Services, Inc., A Wiley Company)-Vol. 27, Iss: 10, pp 937-949
TL;DR: The authors describes the genesis and development of concept mapping as a useful tool for science education and offers an overview of the contents of this special issue and comments on the current state of knowledge representation.
Abstract: This article describes the genesis and development of concept mapping as a useful tool for science education. It also offers an overview of the contents of this special issue and comments on the current state of knowledge representation. Suggestions for further research are made throughout the article.
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30 Jun 2005
TL;DR: This second edition of this textbook and professional reference offers a comprehensive overview of the field of KM, providing both a substantive theoretical grounding and a pragmatic approach to applying key concepts.
Abstract: The ability to manage knowledge has become increasingly important in today's knowledge economy. Knowledge is considered a valuable commodity, embedded in products and in the tacit knowledge of highly mobile individual employees. Knowledge management (KM) represents a deliberate and systematic approach to cultivating and sharing an organization's knowledge base. It is a highly multidisciplinary field that encompasses both information technology and intellectual capital. This textbook and professional reference offers a comprehensive overview of the field of KM, providing both a substantive theoretical grounding and a pragmatic approach to applying key concepts. Drawing on ideas, tools, and techniques from such disciplines as sociology, cognitive science, organizational behavior, and information science, the text describes KM theory and practice at the individual, community, and organizational levels. It offers illuminating case studies and vignettes from companies including IBM, Xerox, British Telecommunications, JP Morgan Chase, and Nokia. This second edition has been updated and revised throughout. New material has been added on the information and library science perspectives, taxonomies and knowledge classification, the media richness of the knowledge-sharing channel, e-learning, social networking in KM contexts, strategy tools, results-based outcome assessments, knowledge continuity and organizational learning models, KM job descriptions, copyleft and Creative Commons, and other topics. New case studies and vignettes have been added; and the references and glossary have been updated and expanded.
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TL;DR: The ICAP hypothesis as discussed by the authors predicts that as students become more engaged with the learning materials, from passive to active to constructive to interactive, their learning will increase and suggest possible knowledge-change processes that support the hypothesis.
Abstract: This article describes the ICAP framework that defines cognitive engagement activities on the basis of students’ overt behaviors and proposes that engagement behaviors can be categorized and differentiated into one of four modes: Interactive, Constructive, Active, and Passive. The ICAP hypothesis predicts that as students become more engaged with the learning materials, from passive to active to constructive to interactive, their learning will increase. We suggest possible knowledge-change processes that support the ICAP hypothesis and address the limitations and caveats of the hypothesis. In addition, empirical validation for the hypothesis is provided by examining laboratory and classroom studies that focus on three specific engagement activities: note taking, concept mapping and self-explaining. We also consider how ICAP can be used as a tool for explaining discrepant findings, dictate the proper choice of a control condition, and evaluate students’ outputs. Finally, we briefly compare ICAP to existing...
1,258 citations
Cites background from "Concept mapping: A useful tool for ..."
...More than 500 studies have investigated the effectiveness and applications of concept mapping (e.g., Novak, 1990; Novak & Gowin, 1984; O’Donnell, Dansereau, & Hall, 2002)....
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...Constructive activities include activities such as drawing a concept map (Biswas, Leelawong, Schwartz, & Vye, 2005; Novak, 1990); taking notes in one’s own words (Trafton & Trickett, 2001); asking questions (Graesser & Person, 1994); posing problems (Mestre, 2002); comparing and contrasting cases…...
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...Constructive activities include activities such as drawing a concept map (Biswas, Leelawong, Schwartz, & Vye, 2005; Novak, 1990); taking notes in one’s own words (Trafton & Trickett, 2001); asking questions (Graesser & Person, 1994); posing problems (Mestre, 2002); comparing and contrasting cases (Schwartz & Bransford, 1998); integrating two texts (Rouet, Britt, Mason, & Perfetti, 1996), or integrating text and diagrams (Butcher, 2006), or integrating across multimedia resources (Bodemer, Ploetzner, Feuerlein, & Spada, 2004); making plans (Pea & Kurland, 1984); inducing hypotheses and causal relations (Suthers & Hundhausen, 2003); drawing analogies (Chinn & Malhotra, 2002); generating predictions (Schauble, Glaser, Duschl, Schulze, & John, 1995); reflecting and monitoring one’s understanding and other self-regulatory activities (Azevedo et al....
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TL;DR: The construction and reconstruction of meanings by learners requires that they actively seek to integrate new knowledge with knowledge already in their cognitive structure Ausubel's assimilation theory of cognitive learning has been shown to be effective in guiding research and instructional design to facilitate meaningful learning as discussed by the authors.
Abstract: The construction and reconstruction of meanings by learners requires that they actively seek to integrate new knowledge with knowledge already in their cognitive structure Ausubel's assimilation theory of cognitive learning has been shown to be effective in guiding research and instructional design to facilitate meaningful learning (Ausubel, The psychology of meaningful verbal learning, New York: Grune and Stratton, 1963; Educational psychology: A cognitive view, New York: Holt, Rinehart and Winston, 1968; The acquisition and retention of knowledge, Dordrecht: Kluwer, 2000) Gowin's Vee heuristic has been employed effectively to aid teachers and students in understanding the constructed nature of knowledge (Gowin, Educating, Ithaca, NY: Cornell University Press, 1981) “Situated learning” occurs when learning is by rote or at a lower level of meaningful learning Concept mapping has been used effectively to aid meaningful learning with resulting modification of student's knowledge structures When these knowledge structures are limited or faulty in some way, they may be referred to as Limited or Inappropriate Propositional Hierarchies (LIPH's) Conceptual change, or more accurately conceptual reconstrution, requires meaningful learning to modify LIPH's Collaborative group learning facilitates meaningful learning and new knowledge construction World-wide economic changes are forcing major changes in business and industry placing a premium on the power and value of knowledge and new knowledge production These changes require changes in school and university education that centers on the nature and power of meaningful learning New computer tools are available to facilitate teaching activities targeted at modifying LIPH's, and aiding meaningful learning in general © 2002 Wiley Periodicals, Inc Sci Ed86:548–571, 2002; Published online in Wiley Interscience (wwwintersciencewileycom) DOI 101002/sce10032
832 citations
TL;DR: In this article, a meta-analysis review of experimental and quasi-experimental studies in which students learned by constructing, modifying, or viewing node-link diagrams was conducted, and 67 standardized mean difference effect sizes were extracted from 55 studies involving 5,818 participants.
Abstract: This meta-analysis reviews experimental and quasi-experimental studies in which students learned by constructing, modifying, or viewing node-link diagrams. Following an exhaustive search for studies meeting specified design criteria, 67 standardized mean difference effect sizes were extracted from 55 studies involving 5,818 participants. Students at levels ranging from Grade 4 to postsecondary used concept maps to learn in domains such as science, psychology, statistics, and nursing. Posttests measured recall and transfer. Across several instructional conditions, settings, and methodological features, the use of concept maps was associated with increased knowledge retention. Mean effect sizes varied from small to large depending on how concept maps were used and on the type of comparison treatment. Significant heterogeneity was found in most subsets.
805 citations
Cites methods from "Concept mapping: A useful tool for ..."
...Finally, we searched the reference sections of a few comprehensive review papers (Cañas et al., 2003; Horton et al., 1993; Novak, 1990a, 1990b; O’Donnell, Dansereau, & Hall, 2002)....
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01 Apr 1999
TL;DR: Concrete Undiffused Diffused (CDD) as mentioned in this paper is a construction technique that uses concrete undiffused diffused material (CUDM) to fuse concrete blocks with concrete.
Abstract: Concrete Undiffused Diffused
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TL;DR: In this paper, audio-tutorial science lessons were provided to 191 first and second grade children (instructed), and interviews were conducted periodically to assess changes in science concept under standing from grades one through twelve.
Abstract: Audio-tutorial science lessons were provided to 191 first and second grade children (instructed), and interviews were conducted periodically to assess changes in science concept under standing from grades one through twelve. A similar sample (n = 48) not receiving audio-tutorial lessons in grades one and two (uninstructed) was also interviewed periodically from grades one through twelve. Instructed students showed substantially more valid concept understandings and fewer invalid concepts (misconceptions) than uninstructed students in grades two, seven, ten, and twelve. Concept maps prepared from interview transcripts showed wide variation in knowledge for both groups, and concept maps scored using a scoring algorithm also showed significant differences favoring instructed students. The data show the lasting impact of early instruction in science and the value of concept maps as a representational tool for cognitive developmental changes.
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TL;DR: The material presented here could be incorporated into an instructional unit of psychology, but it might also be used productively during the first weeks of a biology course to help students understand how they learn.
Abstract: IMPORTANT ADVANCES in our understanding of how humans learn have occurred recently. The research activities of our group at Cornell University focus on how theoretical ideas about human learning can be applied to classroom teaching. A previous article in this journal (Novak 1979) presented some of the work we are doing in applying Gowin's Epistemological V to helping students acquire an insight into the nature of knowledge production as illustrated in laboratory work. Through our research we have found that it is crucially important to present both psychological concepts and epistemological ideas if we wish to advance students' understanding of a discipline, such as biology. Thus, we are also presenting to students in secondary schools and in colleges activities designed to help them understand the nature of knowledge and the processes scientists use in making new knowledge. To avoid the kind of biology instruction that leads to what Schwab (1962) called memorizing a "rhetoric of conclusions," we believe the most direct approach is to help students acquire learning strategies that provide insights into the conceptual nature of knowledge and the processes of knowledge production. The material presented here could be incorporated into an instructional unit of psychology, but it might also be used productively during the first weeks of a biology course to help students understand how they learn. Such knowledge will help them as they study biology and will be equally useful in courses on other subjects.
80 citations