Introduction to concept maps theory sept2012

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  • Concept: A perceived regularity in events or objects, or records of events or objects, designated by a label: Life Cell Blue Ship Democracy Unicorn Proposition: An expression of the relation between concepts. A basic unit of meaning or expression. e.g., living things are composed of cells e.g., the ship was blue
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  • Introduction to concept maps theory sept2012

    1. 1. Gavin W. Maneveldt1 & Louis Fourie2Department of Biodiversity & Conservation Biology1 2 Department of Information Systems University of the Western Cape P. Bag X17, Bellville 7535, RSA gmaneveldt@uwc.ac.za ; lfourie@uwc.ac.za
    2. 2. Key Ideas Underlying Concept MapsAn Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    3. 3. Concept maps are based on: • Theory of Knowledge All knowledge is built from Concepts and Propositions. • Theory of Learning David Ausubel’s assimilation theory: Meaningful Learning involves changing one’s current knowledge as a result of the comprehension of new knowledge. • Research in Education (Joseph Novak)An Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    4. 4. Foundation One: Theory of Knowledge All knowledge is built from Concepts and Propositions.An Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    5. 5. Concept “A perceived regularity in events or objects, or records of events or objects, designated by a label” (Joseph Novak). Life Cell Blue Ship Democracy UnicornAn Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    6. 6. Proposition An expression of the relation between concepts. A basic unit of meaning or expression. •e.g. organisms are composed of cells •e.g. ship is blue •e.g. cats have kittensAn Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    7. 7. Propositions vs Sentences “My son plays with the red truck.” PROPOSITION CONCEPT RELATION CONCEPT 1 I have a son 2 son engages in play 3 plays with a truck 4 truck is redAn Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    8. 8. Concept Maps Represent knowledge using diagrams that express concepts and propositionsAn Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    9. 9. Anatomy of a Concept MapAn Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    10. 10. The importance of the linking phrases Without the relations, our knowledge would not “cohere”.An Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    11. 11. An Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    12. 12. An Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    13. 13. An Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    14. 14. Foundation Two: Theory of Learning David Ausubel’s assimilation theory: Meaningful Learning involves changing one’s current knowledge as a result of the comprehension of new knowledge.An Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    15. 15. David Ausubel (1968) “If I had to reduce all of educational psychology to just one principle I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.” * Epigraph, Educational Psychology: A cognitive viewAn Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    16. 16. Key ideas 1.Distinction between rote and meaningful learning.An Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    17. 17. Key ideas 2.Meaningful Learning requires: 1.“The material learned MUST be conceptually clear and presented with language and examples relatable to the learner’s prior knowledge.” 2.“The learner MUST possess prior knowledge.” 3.“The learner MUST choose to learn meaningfully.” David Ausubel (1968)An Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    18. 18. Key ideas 2.In the process of meaningful learning, people naturally construct meanings for concepts and propositions based on experiences, building up their knowledge structure.An Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    19. 19. Ausubel’s Theory of Learning Meaningful Learning involves changing one’s current knowledge as a result of the comprehension of new knowledge. … a process is called “assimilation”An Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    20. 20. An Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    21. 21. Thus concept maps … … represent knowledge using diagrams that express concepts and propositions.An Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    22. 22. An Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    23. 23. Benefits for the Designer  The process of drawing the map:  Helps designer understand the domain.  Is a creative process – new discoveries are made as the map is drawn.  Helps establish credibility with the team.  The map itself:  Offers the first chance to interject the user as a guiding concept for the product.An Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    24. 24. How to construct a Concept MapAn Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    25. 25. How to make a concept map 1. Identify the main concept 2. List related concepts 3. Draw a rough map 4. Identify synonyms and instances 5. Redraw, Redraw, Redraw 6. Get feedback from others 7. (Repeat 4-6)An Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    26. 26. CmapToolsAn Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    27. 27. Prof Joseph Novak Alberto Canas (Associate Director, IHMC Leader of the CmapTools team)An Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    28. 28. http://cmap.ihmc.us/An Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    29. 29. Currently being used in over 130 countriesAn Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    30. 30. Getting started Examples of concepts maps using CmapTools.An Introduction to Concept Maps – Gavin W. Maneveldt & Louis Fourie
    31. 31. Gavin W. Maneveldt1 & Louis Fourie2Department of Biodiversity & Conservation Biology1 2 Department of Information Systems University of the Western Cape P. Bag X17, Bellville 7535, RSA gmaneveldt@uwc.ac.za ; lfourie@uwc.ac.za

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