Employing concept mapping
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Concept mapping is a visualization technique developed in the 1970s by Joseph Novak to show relationships among concepts. A concept map organizes concepts hierarchically using circles or boxes to represent concepts connected by arrows or lines linking related ideas. They allow information to be organized visually with the most general concepts at the top and more specific details branching below to show how ideas are related.
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Concept mapping, mind mapping and argument
mapping: what are the differences and do they matter?
Martin Davies
Published online: 27 November 2010
� Springer Science+Business Media B.V. 2010
Abstract In recent years, academics and educators have begun to use software map-
ping tools for a number of education-related purposes. Typically, the tools are used to
help impart critical and analytical skills to students, to enable students to see rela-
tionships between concepts, and also as a method of assessment. The common feature
of all these tools is the use of diagrammatic relationships of various kinds in preference
to written or verbal descriptions. Pictures and structured diagrams are thought to be
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complex topics. Variants of these tools are available under different names: ‘‘concept
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synonymously. However, as this paper will demonstrate, there are clear differences in
each of these mapping tools. This paper offers an outline of the various types of tool
available and their advantages and disadvantages. It argues that the choice of mapping
tool largely depends on the purpose or aim for which the tool is used and that the tools
may well be converging to offer educators as yet unrealised and potentially comple-
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visual display of information, concepts and relations between ideas. These mapping tools
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Concept mapping involves using diagrams with boxes and circles connected by labeled arrows to represent relationships between concepts. It was developed in the 1970s by Joseph Novak at Cornell University to increase meaningful learning. Concept mapping is used by designers, engineers, and technical writers to organize knowledge, as well as for note-taking, brainstorming, and in education and business settings by providing all basic information on one page.
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Concept maps are diagrams that show relationships between concepts through labeled connections. They were developed by Joseph Novak in the 1970s to represent science knowledge. Concept maps are based on constructivist learning theory and show how new concepts relate to prior knowledge. They organize information visually with core concepts in circles/boxes and relationships shown through labeled lines. Concept maps have various uses including assessing understanding, collaboration, and research analysis. They must include core concepts and labeled relationships to be considered true concept maps.
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Concept mapping, mind mapping and argument
mapping: what are the differences and do they matter?
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Abstract In recent years, academics and educators have begun to use software map-
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help impart critical and analytical skills to students, to enable students to see rela-
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more comprehensible than just words, and a clearer way to illustrate understanding of
complex topics. Variants of these tools are available under different names: ‘‘concept
mapping’’, ‘‘mind mapping’’ and ‘‘argument mapping’’. Sometimes these terms are used
synonymously. However, as this paper will demonstrate, there are clear differences in
each of these mapping tools. This paper offers an outline of the various types of tool
available and their advantages and disadvantages. It argues that the choice of mapping
tool largely depends on the purpose or aim for which the tool is used and that the tools
may well be converging to offer educators as yet unrealised and potentially comple-
mentary functions.
Keywords Concept mapping � Mind mapping � Computer-aided argument mapping �
Critical thinking � Argument � Inference-making � Knowledge mapping
Introduction
In the past 5–10 years, a variety of software packages have been developed that enable the
visual display of information, concepts and relations between ideas. These mapping tools
take a variety of names including: ‘‘concept mapping’’, ‘‘mind mapping’’ or ‘‘argument
mapping’’. The potential of these tools for educational purposes is only now starting to be
realised.
M. Davies (&)
University of Melbourne, Parkville, VIC, Australia
e-mail: [email protected]
123
High Educ (2011) 62:279–301
DOI 10.1007/s10734-010-9387-6
The idea of displaying complex information visually is, of course, quite old. Flow
charts, for example, were developed in 1972 (Nassi and Shneiderman 1973) pie charts and
other visual formats go back much earlier (Tufte 1983). More recently, visual displays
have been used to simplify complex philosophical issues (Horn 1998). Formal ways of
‘‘mapping’’ complex information—as opposed to the earth’s surface, countries, cities and
other destinations—began at least 30 years ago, and arguably even earlier.
More recently, the use of information and computer technology has enabled information
mapping to be achieved with far greater ease. A plethora of software tools has been
developed to meet various information mapping needs. What do these tools do? What are
their similarities and differences? What are their advantages and disadvantages? How
precisely do t.
201
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Concept maps as a strategy to improve speaking in students of psychology
Concept mapping is a technique for organizing and representing knowledge in a hierarchical structure. Concepts are connected with labeled arrows and are organized from general to specific. Joseph Novak developed concept mapping in the 1970s at Cornell University as a way to increase meaningful learning in the sciences, based on the work of David Ausubel who stressed that learning involves assimilating new concepts into existing cognitive structures using prior knowledge. Concept maps are sometimes used in education for taking notes, summarizing knowledge, improving language skills, communicating complex ideas, and increasing meaningful learning.
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This document discusses techniques for selecting and organizing information in reading and writing. It covers brainstorming, graphic organizers, and outlining. Brainstorming techniques discussed include cubing, free writing, listing, and mapping. Common graphic organizers include concept maps, webs, mind maps, flow diagrams, Venn diagrams, and tables. Outlining can use a number-letter format or decimal format to organize ideas hierarchically. The purpose is to facilitate organizing one's thoughts and presenting relationships between ideas.
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The necklace
Guy de Maupassant was a famous 19th century French writer born in 1850. He came from a literary family and enjoyed spending time outdoors as a child. As an adult, he worked as a clerk for the navy and befriended author Gustave Flaubert. He wrote around 300 short stories and is considered one of the fathers of the modern short story. One of his most famous works is the short story "The Necklace" from 1884, about a woman who borrows a diamond necklace and loses it. Maupassant struggled with mental health and died in 1893 from syphilis.
Headline news
This document provides tips for developing skills in summarizing information from various sources such as newspapers. It recommends watching news reports closely to analyze how reporters convey information with tone of voice, gestures, and more. Some specific tips include reading newspapers and magazines to improve vocabulary; practicing reading aloud to refine delivery; and recording oneself to identify areas for improvement. The goal is to concisely communicate essential facts as television reporters do.
Narration
The document provides guidance on storytelling techniques for sharing an experience that occurred in an ordinary place or time. It advises focusing the narrative on a single familiar event, using vivid descriptions of feelings and quotes to make the story come alive, and providing a definite ending. Questions are also included to test comprehension of these techniques.
The wolf of gubbio
1) Saint Francis of Assisi felt sympathy for the wolf of Gubbio that was stalking and killing people, as he saw the wolf's behavior as reflecting the violence and fear within all humans.
2) Francis bravely approached the wolf and preached to the townspeople about loving all of God's creatures. He then found and confronted the wolf alone.
3) By speaking gently to the wolf and making the sign of the cross, Francis was able to calm the wolf. He then struck a deal where the wolf would be protected in exchange for guarding Gubbio as its protector.
Lesson 6 across cultural barriers
Scanning involves quickly moving your eyes across a line or page to locate specific information, guided by questions. Synonyms are words with similar meanings listed in a thesaurus. Graphics like diagrams and tables in textbooks clarify complex relationships and summarize key ideas to enhance understanding. An essay is a brief nonfiction composition that aims to inform, persuade, entertain, or analyze its subject.
Literary skill joys of human life
The document presents a system of values through contrasting statements. It contrasts various worldly possessions and pleasures with acquiring wisdom and the fear of God. It states that finding wisdom, having an intelligent wife you love, giving to the poor, and the fear of the Lord are better and provide greater confidence and support than being wealthy, having children, owning livestock, enjoying music, or having gold and silver. It concludes that the fear of the Lord is like a garden of blessings and is the most glorious shelter one can have.
Distinguishing different types of sources of information
The document discusses primary and secondary sources of information. Primary sources provide direct, firsthand information about events through documents like speeches, journals, and letters. Secondary sources provide indirect, secondhand information through sources that analyze or make reference to primary sources, such as books, articles, and encyclopedias. The document then provides details from a primary source, the 2006 Philippine Almanac, about archaeological findings of an ancient balangay vessel in Butuan and the origins and structure of pre-colonial barangays.
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Employing concept mapping
- 2. Concept Map You have learned earlier that the outline aids in gathering or taking down notes and information and in organizing ideas. Just as the outline does this function, so do other non – linear structures or schematic presentations, among which is concept mapping.
- 3. Concept Map Developed by Joseph D. Norak and his research team at Cornell University in the 1970s . It is a technique for visualizing the relationships among different concepts.
- 4. A concept map is a diagram showing the relationship among concepts. Concepts are connected with labelled arrows usually in a downward- branching hierarchical structure. Concept mapping is often in the form of circles or bubbles.
- 5. MAJOR CONCEPT SUB -TOPIC MINOR DETAIL SMALL DETAIL SUB - TOPIC LESS IMPORTANT
- 6. Sample of Concept Map
- 11. ACTIVITY Organized an information using a concept map. Choose from the following topics. a. Earth b. Education c. Mass media d. Computer