Concept Mapping And Education

The assimilation theory of verbal learning leads to meaningful learning wherein the learning outcomes take the form of concept maps-networks of some selected linguistic expressions and concepts. Concept-map-based education helps avoid rote learning, prepare content for effective on-ground and e-learning, and measure learning outcomes at the course, program, and institutional levels. As a result, it has been used at school, college, university, and professional levels. This book consists of five selected articles, providing insights into concept-map-based education, and will benefit students, teachers, and education managers.

Concept Mapping in Mathematics: Research into Practice is the first comprehensive book on concept mapping in mathematics. It provides the reader with an understanding of how the meta-cognitive tool, namely, hierarchical concept maps, and the process of concept mapping can be used innovatively and strategically to improve planning, teaching, learning, and assessment at different educational levels. This collection of research articles examines the usefulness of concept maps in the educational setting, with applications and examples ranging from primary grade classrooms through secondary mathematics to pre-service teacher education, undergraduate mathematics and post-graduate mathematics education. A second meta-cognitive tool, called vee diagrams, is also critically examined by two authors, particularly its value in improving mathematical problem solving. Thematically, the book flows from a historical development overview of concept mapping in the sciences to applications of concept mapping in mathematics by teachers and pre-service teachers as a means of analyzing mathematics topics, planning for instruction and designing assessment tasks including applications by school and university students as learning and review tools. This book provides case studies and resources that have been field tested with school and university students alike. The findings presented have implications for enriching mathematics learning and making problem solving more accessible and meaningful for students. The theoretical underpinnings of concept mapping and of the studies in the book include Ausubel’s cognitive theory of meaningful learning, constructivist and Vygotskian psychology to name a few. There is evidence particularly from international studies such as PISA and TIMSS and mathematics education research, which suggest that students’ mathematical literacy and problem solving skills can be enhanced through students collaborating and interacting as they work, discuss and communicate mathematically. This book proposes the meta-cognitive strategy of concept mapping as one viable means of promoting, communicating and explicating students’ mathematical thinking and reasoning publicly in a social setting (e.g., mathematics classrooms) as they engage in mathematical dialogues and discussions. Concept Mapping in Mathematics: Research into Practice is of interest to researchers, graduate students, teacher educators and professionals in mathematics education.

This fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic well being in today's knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Novak’s pioneering theory of education presented in the first edition remains viable and useful. This new edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational ─ that is, concept maps, created with the use of CMapTools and the V diagram. The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimised by CMapTools software. CMapTools software is highly intuitive and easy to use. People who have until now been reluctant to use the new technologies in their professional lives are will find this book particularly helpful. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.

The assimilation theory of verbal learning leads to meaningful learning wherein the learning outcomes take the form of concept maps--networks of some selected linguistic expressions and concepts. Concept-map-based education helps avoid rote learning, prepare content for effective on-ground and e-learning, and measure learning outcomes at the course, program, and institutional levels. As a result, it has been used at school, college, university, and professional levels. This book consists of five selected articles, providing insights into concept-map-based education, and will benefit students, teachers, and education managers.

Fully revised and updated, this second edition updates Novak's theory for meaningful learning and autonomous knowledge-building along with tools to make it operational - that is, concept maps, created with the use of CMapTools and the V diagram. It is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.

Salmon and Kelly provide a research-based framework and corresponding strategies to help teachers develop, critique, and revise their concept maps. In using this approach, teachers refine knowledge for teaching in order to expand their adaptive expertise and ultimately improve the academic performances of their students.

The expanding application of Concept Mapping includes its role in knowledge elicitation, institutional memory preservation, and ideation. With the advent of the CmapTools knowledge modeling software kit, Concept Mapping is being applied with increased frequency and success to address a variety of problems in the workplace. Supported by business application case studies, Applied Concept Mapping: Capturing, Analyzing, and Organizing Knowledge offers an accessible introduction to the theory, methods, and application of Concept Mapping in business and government. The case studies illustrate applications across a range of industries—including engineering, product development, defense, and healthcare. The authors provide access to a free download of CmapTools, courtesy of the Institute for Human and Machine Cognition, to enable readers to create and share their own Concept Maps. Offering examples from the United States, Canada, Australia, Spain, Brazil, Scotland, and The Netherlands, they highlight a global perspective of this dynamic tool. The text is organized into three sections: Practitioners’ Views—supplies narratives, guidance, and reviews of applications from career Concept Mappers Recent Case Studies and Results—presents in-depth examinations of specific applications and their results Pushing the Boundaries—explores what’s possible and where the boundary conditions lie Applied Concept Mapping facilitates the fundamental understanding needed to harness the power of Concept Mapping to develop viable solutions to a virtually unlimited number of real-world problems.