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Concept Maps


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A description of what concept maps are, why they are important for learning, and a short introduction on how to make them.

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Concept Maps

  1. 1. Concept Maps Why use them & How to Construct them
  2. 2. Concept Maps <ul><li>Graphical Tools </li></ul><ul><li>Organizing & Representing Knowledge </li></ul><ul><li>Consist of: </li></ul><ul><ul><li>Concepts </li></ul></ul><ul><ul><ul><li>Circles or Boxes </li></ul></ul></ul><ul><ul><li>Relationships between concepts </li></ul></ul><ul><ul><ul><li>Line connecting concepts </li></ul></ul></ul><ul><ul><ul><ul><li>Linking words or phrases describing relationship </li></ul></ul></ul></ul><ul><ul><ul><li>Propositions </li></ul></ul></ul><ul><ul><ul><ul><li>Two or more concepts connected using linking words </li></ul></ul></ul></ul>
  3. 3. Concept Map Example
  4. 4. Concept Map <ul><li>Structure </li></ul><ul><li>Hierarchically structured </li></ul><ul><ul><li>More General Concepts at the Top </li></ul></ul><ul><ul><li>More Specific, less general at the Bottom </li></ul></ul><ul><li>Cross-Links </li></ul><ul><ul><li>Shows how different concepts are related to each other </li></ul></ul><ul><li>Learning Theories </li></ul><ul><li>Hierarchical Structures </li></ul><ul><ul><li>Places new knowledge in a framework </li></ul></ul><ul><li>Progressive Differentiation </li></ul><ul><ul><li>As understanding increases </li></ul></ul><ul><ul><ul><li>More concepts, ideas (deeper) </li></ul></ul></ul><ul><li>Integrative Reconciliation </li></ul><ul><ul><li>Interrelationships discovered between concepts </li></ul></ul>
  5. 5. Another Concept Map Example
  6. 6. Psychological Foundations <ul><li>Discovery Learning </li></ul><ul><ul><li>Up to 3 years of age </li></ul></ul><ul><ul><li>Match words with patterns in events and objects </li></ul></ul><ul><li>Reception Learning </li></ul><ul><ul><li>New meaning is acquired by asking questions to clarify relationships between old conceptions and new conceptions </li></ul></ul><ul><li>Meaningful Learning </li></ul><ul><ul><li>Material must be conceptually clear </li></ul></ul><ul><ul><li>Learner must possess relevant prior knowledge </li></ul></ul><ul><ul><li>Learner must choose to learn meaningfully </li></ul></ul>
  7. 7. Learning and Memory <ul><li>Complex set of interrelated systems </li></ul><ul><ul><li>Short-Term Memory </li></ul></ul><ul><ul><li>Working Memory </li></ul></ul><ul><ul><li>Long-Term Memory </li></ul></ul><ul><ul><li>Motor System </li></ul></ul><ul><ul><li>Affective System </li></ul></ul><ul><li>Inputs (material to be learned) </li></ul><ul><ul><li>Processed in Working Memory </li></ul></ul><ul><ul><li>Interacts with Knowledge in Long-term Memory </li></ul></ul>
  8. 8. Working Memory <ul><li>Process only 5 – 9 units of information at a time </li></ul><ul><ul><li>Relationships between 2 – 3 concepts are at the limit of our Working Memory </li></ul></ul><ul><ul><li>Concept Maps help to extend Working Memory </li></ul></ul>
  9. 9. New Knowledge Creation <ul><li>A Constructive Process </li></ul><ul><ul><li>Students Actively Construct their Own Knowledge </li></ul></ul>
  10. 10. How To Construct a Concept Map <ul><li>Constructing a Concept Map </li></ul>
  11. 11. Concept Mapping Program <ul><li>CmapTools Knowledge Modeling Kit </li></ul><ul><ul><li>Downloaded at: </li></ul></ul><ul><ul><li>Or WebCT CmapTools </li></ul></ul>
  12. 12. An Accounting Concept Map