Slides from NITLE's Teaching with Concept Maps, 5/5/10. http://www.nitle.org/events/event.php?id=85
Slides from NITLE's Teaching with Concept Maps, 5/5/10. http://www.nitle.org/events/event.php?id=85 For faculty, instructional technologists, and others interested in using concept maps for teaching and learning.
Intro Questions 1. Think of an experience in class or studying when something suddenly “clicked”. What led up to that “aha!” moment? 2. What has to happen for you to understand something deeply? 3. Did the deep learning happen immediately? Was it easy?
Concept Mapping … um, Concepts 1. Focus questions - set the context and purpose of the concept map 2. Concepts / Propositions - building blocks of knowledge (concepts like atoms and propositions like molecules) 3. Parking Lot 4. Hierarchical 5. Links 6. Cross links
Results and Example 1 The number of sub-disciplines listed before and after the activity was analyzed using paired T-test. The difference was shown to be significant in microbiology (t=5.88, n=21, p<0.001) and in genetics (t=8.53, n=39, p<0.001).
Besterfield-Sacre, M., Gerchak J., Lyons M., Shuman L. J., and Wolfe H. (2004). Scoring Concept Maps: An Integrated Rubric for Assessing Engineering Education. Journal of Engineering Education 93(2):105-115
McClure, J. R., Sonak B., and Suen H. K. (1999). Concept Map Assessment of Classroom Learning: Reliability, Validity, and Logistical Practicality. Journal of Research in Science Teaching 36(4):475-492
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn . New York, NY: Cambridge University Press.
Novak, J.D., and Cañas, A.J. (2008). The Theory Underlying Concept Maps and How to Construct and Use Them. Retrieved May 1, 2010, from http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm