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Learning can vary from highly rote to highly meaningful. Creativity results from very high levels of meaningful learning.
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Concept Mapping in Middle School Mathematics (CMMSM) is a developing mathematics intervention designed to increase the likelihood of success in Algebra I for sixth-, seventh-, and eighth-grade students from low-income neighborhoods. The intervention uses concept mapping,to strengthen teacher understanding of the connections among,mathematical,conce...
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... noted above, it is important to recognize that because individuals vary in the quantity and quality of the relevant knowledge they possess, and in the strength of their motivation to seek ways to incorporate new knowledge into relevant knowledge they already possess, the rote-meaningful distinction is not a simple dichotomy but rather a continuum. Creativity can be seen as a very high level of meaningful learning, and we will discuss this further. These ideas are shown in Figure 2. People often confuse rote learning and meaningful learning with teaching approaches that can vary on a continuum from direct presentation of information (which may be conceptually obscure or conceptually explicit) to autonomous discovery approaches where the learner perceives the regularities and constructs her/his own concepts. Both direct presentation and discovery teaching methods can lead to highly rote or highly meaningful learning by the learner, depending on the disposition of the learner and the organization of the instructional materials. These distinctions are shown in Figure 3. There is the ...
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Citations
... In this exercise, chemistry student teachers chose a chemical concept found in the Finnish curriculum, such as energy or a chemical reaction. The students then made a Novakian concept map including about 20 concepts, 3-4 hierarchy levels, links, and images (see Novak and Cañas 2006). ...
... The second activity introduced students to concept mapping. A concept map is a meta-level knowledge tool especially useful for making internal conceptual structures visible, which facilitates communication between stakeholders and enables refining information from data to expertise (Wilson 1999;Novak and Cañas 2006;Bawden and Robinson 2012). While designing the activity, we saw the possibilities that AI chatbots offer for learning discussions. ...
Artificial intelligence (AI) chatbots are the latest advance in information technology. They are next-word predictors built on large language models (LLM) that offer the possibility to process and generate information. In this theoretical article, we provide educational insights of the possibilities and challenges of educational usage of AI chatbots. The insights were produced in the context of chemical information-seeking activities designed for chemistry teacher education. The analysis was conducted via a SWOT approach using technological pedagogical content knowledge framework (TPACK) to improve the accuracy. The analysis revealed several internal and external possibilities and challenges. The key insight is that AI chatbots will change the way people interact with information. For example, they enable the building of personal learning environments with ubiquitous access to information and AI tutoring. Their ability to support chemistry learning is impressive. However, processing of chemical information reveals the limitations of current AI chatbots not being able to process multimodal chemical information. There are also ethical issues to address. Despite the benefits, wider educational adoption of AI chatbots will take time. The obstacles hindering the adoption of AI chatbots can be removed, for example, through integrating LLMs to curricula, focusing on open-source solutions, and training teachers with modern information literacy skills. This research presents theory-grounded examples of how to support the development of modern information literacy skills in chemistry teacher education. Based on the conducted analysis, we predict that AI chatbots will be a major technological change agent towards inclusive and equitable quality lifelong learning for all.
... It includes concepts in circles or boxes connected by lines and labeled by some words, called connecting words or phrases. They determine the relationships that concepts have with each other (Novak & Cañas, 2008) (see Figure 1). ...
... Hence, it indirectly supports Rassaei (2017) in that concept map drawing specifically improves consciousness concerning further reading strategies, along with reading comprehension. It also supports Larsen-Freeman and Anderson's (2011) claim, stating that graphic organizers can help students with summarizing a text, and Novak and Cañas's (2008) observations who recommend concept mapping as a good way to summarize understandings after studying a unit or chapter. ...
Language learners find it hard to change a text’s wording and present it differently while maintaining the original meaning in the text. This research therefore examined the effect of concept mapping instruction on summarizing short stories for EFL learners. Two intact grade-eight classes were assigned to experimental (n = 20) and control (n = 18) groups randomly. They summarized a starter-level short story, Drive into danger, using a maximum of 450 words as pretest. Next, the experimental group experienced concept-mapping instruction whereas the latter group received the traditional way of teaching summarization, for six consecutive weeks. Both groups summarized the same story again, based on their instruction, into a 450-word text at a maximum as posttest. Pretest and posttest summaries were assessed in terms of content, organization, vocabulary, and language use. The experimental group positively improved on overall performance, content, and organization, marginally improved on vocabulary, but did not improve on language use. Furthermore, the participants’ feedback on the instructional treatment support the statistical results. The findings offer several instructional implications.
... An already proven form of an advance organizer is the concept map method developed by Joseph D. Novak in 1972. A concept map serves as a graphical tool to organize and present knowledge in a structured way [12]. It includes concepts and make their relationships clear through connections. ...
... Concept maps can thus ensure to form a template for the organization of knowledge and help to structure the knowledge accordingly. In particular, they can ensure that different contexts are easily correctly assigned to a phenomenon and can ultimately prevent the emergence of misconceptions among learners [12]. Interconnected learning with concept maps can ensure cumulative learning [2]. ...
The aim of this approach is to support chemistry teacher students to better interconnect chemical contents during their studies. This is focused on university level and thereby referred on university course contents as we assume that at this point students are missing relevant interconnections among chemical subdisciplines. Therefore, we developed and tested a tool to better demonstrate the interconnectedness of chemistry topics. In a first step, an advance organizer in the form of a concept map was designed to help students to realize and internalize connections between chemical topics. The design of the concept map focusses on the required contents for prospective high school teachers. A case study was performed to investigate the effect of these concept maps on the students’ awareness of interconnections and their understanding of interconnection. They were interviewed, performed eye-tracking while working with a concept map and created interconnecting tasks to see if they could adapt the idea of interconnection. Additionally, the students had to write a learning diary based on key question during the whole length of the study. First results are available and will be described in this article.
... Building on the insights of Ausubel concerning learning and material retention, the work by Novak and Cañas (2008) aimed to represent conceptual understanding in the form of a concept map to understand changes in students' knowledge structures as new concepts were added. Concept maps entail linking together concepts to illustrate how they are related (or different), and using linking words or phrases to specify the relationship. ...
... By requiring students to self-assess what concepts mean and how they are related, it is also a potentially powerful tool for creating meaningful learning, since subsumption, superordinate classification, and integrative reconciliation occur as students organize their thoughts. According to Novak and Cañas (2008), organizing concepts into a framework also helps to make them applicable to other contexts, as new information can then be added to the framework and/or the framework reorganized. ...
This paper describes a concept mapping teaching exercise that was implemented in different stages at both the graduate and undergraduate level. First, a small group of graduate students worked to construct a concept map that illustrated the connections between published work as they prepared to take their qualifying examinations. A similar assignment—visually depicting connections between course readings—was implemented between the midterm and final exam in a large-section online undergraduate course. In the undergraduate course, there was noticeable improvement between midterm and final essay responses in which students compared and contrasted readings, and students reported perceptions of it as a valuable exercise. Structured interviews with both undergraduate and graduate students further confirm that concept mapping can improve learning outcomes at both levels of instruction. The project reveals important differences in the way that both sets of students approach relational exercises involving readings and suggests ways of using concept mapping to enhance students’ retention of the material.
... In this second example, we unpack how teachers might plan for, introduce, and assess senior students' appreciation of current advocacy for electric cars as a multifaceted SSI. We elaborate on the potential of concept maps as an organising tool and improvable object that traces the development of student science understanding and appreciation of the diversity of stakeholder perspectives (Levinson, 2017;Novak & Cañas, 2008). We exploit the potential of concept mapping as a tool for social thinking and format for keeping a record of student thinking (Roth & Roychoudhury, 1992, 1994. ...
In this article, we consider how assessment might reinforce New Zealand curriculum goals of knowing and doing in science for active and informed participation in societies that rely on scientific knowledge to guide decision making. This focus constitutes an orientation towards “sustainable assessment”. Sustainable assessment encompasses the capacities students need to learn lifelong across formal and informal settings, and alerts students to the use of their learning for societal good. Within science education, socioscientific issues (SSIs) have been found to engage students and to support the development of socioscientific reasoning. We focus on perspective-taking as an important dimension of socioscientific reasoning required to assess and operationalise the social and citizenship dimensions of an SSI. Perspective-taking acts as a bridge to the appreciation of other socioscientific reasoning domains such as complexity, inquiry, skepticism, and if and how scientific evidence might contribute to the negotiation and resolution of an SSI. We introduce and discuss two strategies that provide scenarios for students’ learning and demonstration of SSIs reasoning: concept cartoons as making visible student analysis of the complexity inherent in SSIs; and concept mapping as a tool to build representations and explanations of complex SSIs. Both can support integrated formative–summative assessment of perspective-taking across different phases of SSI investigation. Importantly, these scenarios (and others) can be used to support an explicit focus on the what and how of sustainable assessment and learning for societal benefit.
... Hence, it is necessary to encourage and motivate students toward these subjects also by changing the teaching methodology, which should be in a high degree of quality. The concept map [2] [3] based teaching would be more appropriate for the purpose as C. Chiou et al. [4] presented its effectiveness. ...
... Considering the significance of the questions, benefits of concept map and students opinion, the novel teaching methodology is introduced with an evaluation technique to provide solutions to the research questions. The methodology has been 2 EAI Endorsed Transactions on e-Learning Online First experimented while teaching the Compiler Design subject for Undergraduate engineering students. ...
In undergraduate engineering, most of the subjects do not have the open visibility of the Industry and Research requirements. Students are interested mostly on subjects which are useful for Industry placement. They do not show interest in non-open visibility subjects if an instructor teaches by simply following the textbook. Considering this, we presented a concept map based teaching methodology with Research and Industry assignments and problems. The proposed methodology focus on improving the teaching quality and students’ understanding level. In this paper, we have taken the Compiler Design subject and presented the concept map. To understand the effectiveness of the proposed methodology, the students feedback was collected and evaluated using the sign-test and the students’ submitted problems and assignments were evaluated to understand their level. The analysis results show that most of students studied Compiler Design with interest as a result of proposed teaching methodology.
... Beside Education, CMs support a variety of crucial human interaction activities where sharing a common understanding of a KD is essential. Among such fields are Social Science [7]- [9], Knowledge Management [7], Information Systems Development [10], Collaborative Work [11], Ecological Management [12], and many others. In the field of Education, concept mapping is already widely used to support learning and teaching. ...
... A CM is effective in representing the learner's organization of concepts regarding a subject matter, and so it is also effective in supporting the integration of new concepts in such a cognitive structure, allowing the learner to achieve meaningful learning (as opposed to rote learning) [6], [11], [27]. ...
A concept map provides a graphic hierarchical means of representing how knowledge is structured in a domain. It visually organizes a set of concepts showing their mutual relations. An analysis of the similarities between two concept maps can produce significant results in any fields where Intelligent Knowledge Management is used, such as Healthcare, Policy Development, Energy and Waste Management, Resource Consumption Sustainability, Mobility, Safety, Citizen Empowerment, and, of course, Education. In an educational setting, a concept map conveys the various concepts connected by relations of dependence that a course must cover. However, the similarity between two concept maps for education has to be measured according to criteria that take into consideration the pedagogical properties of the maps, i.e., not only considering the structural aspects of the maps themselves. An automated analysis of the similarity between two concept maps can allow the teacher to reflect on different interpretations of the knowledge domain of a certain course as well as to assess how existing learning material can be implemented in a new course. Research into this aspect of concept mapping appears to be relatively scarce. This paper proposes criteria to assess the similarity of two concept maps, also based on pedagogical features, with the aim of providing teachers with better support during the course creation process. Each criterion is implemented through a specific measure function. The measures are then shown to be sensitive to their criterion rationale by evaluating them against a collection of random case studies.
... Two faces of science (Latour 1987) The republic of science (Polanyi 1962) Rapid discoveries (Collins 1994) Individual concept maps (Novak and Cañas 2006;Gowin and Novak 1984 ...
... However, the cognitive cost to go across the boundaries is high. Individual concept maps are typically very different and only overlap marginally between scholars trained from different traditions (Gowin and Novak 1984;Novak and Cañas 2006;Dai and Boos 2019). This makes collaboration between such scientists challenging given the interaction dynamics and knowledge diversity (Hall et al. 2018). ...
What is scientific knowledge, and how is it created, accumulated, transformed, and used? If we want to know the answers to these questions, we need to be able to uncover the structures and mechanisms of science, in addition to the metrics that are easily collectable and quantifiable. In this review article, we link metrics to mechanisms, by demonstrating how emerging metrics not only offer complementaries to the existing metrics, but also shed light on the underlying mechanisms related to ten key quantities of interest in the Science of Science, including discovery significance, finding replicability, knowledge cumulativeness, and beyond. We classify existing theories and findings into three fundamental properties of science: hot and cold science, soft and hard science, fast and slow science. We suggest that curiosity about structure and mechanisms of science since Derek J. de Solla Price, Eugene Garfield, Robert K. Merton, and many others complement the zeitgeist in pursuing new, complex metrics without understanding the underlying processes.
... La comprensión de conceptos parte de conocimiento previo (Ausubel, 1973;Neisser, 1989;Novak y Cañas, 2006). Al comprender nuevos conceptos, éstos se integran a dicho conocimiento mediante sustitución, ampliación o integración de los que ya tenían, de acuerdo con las relaciones que se establecen con aquél, la interacción con objetos materiales o ideacionales a que dichos conceptos se refieren (Medin y Wattenmaker, 1989;Medin y Ahn, 1991), y el contexto temático-situacional en condiciones histórico-sociales. ...
... 25 Esta red conceptual por niveles epistemológicos se puede representar en forma de mapa proposicional, como se establece en el propio map (Campos y Gaspar, 2005, 2009a, que el profesor a su vez puede presentar en clase, con el cual se sigue fielmente el texto de la base lógico-conceptual (BLC) de la EDCC. Otra forma posible de representación gráfica de dicha red es en forma de mapa conceptual (Novak y Cañas, 2006), siempre y cuando se incluyan todas las unidades discursivas y relacionales identificadas mediante el MAP. ...
En esta obra se presentan fundamentos epistemológicos y teóricos del proceso de investigación educativa, y del proceso didáctico en general, con el propósito de ofrecer bases pedagógicas orientadas a la enseñanza y el aprendizaje de la propia investigación educativa. A partir de estas bases se plantea el trabajo de construcción de proyectos formales de investigación en el contexto de enseñanza y aprendizaje en los niveles profesional y de posgrado, su fundamento teórico-metodológico y su desarrollo, hasta su culminación, de acuerdo con diversos modelos didácticos específicos, que se han aplicado y evaluado en la práctica docente concreta, lo cual fortalece el propio proceso de conducción de la enseñanza de la investigación educativa con seriedad, propósitos específicos, realismo y fundamento teórico. Los modelos didácticos que se proponen en esta obra se pueden aplicar en el contexto de desarrollo de proyectos con propósitos centrados en perspectivas teóricas, tanto de carácter epistemológico como filosófico, relativas al estudio del proceso educativo; también se pueden aplicar a proyectos con propósitos empíricos, basados en trabajo de campo en situaciones y circunstancias específicas.
... En partant de l'hypothèse que l'apprentissage fonctionne grâce à l'assimilation de nouveaux concepts et de nouvelles propositions au sein de la structure cognitive de l'apprenant, il en déduit que les cartes conceptuelles jouent un rôle majeur pour représenter la compréhension des enfants et en suivre l'évolution [GN84]. Dans un autre article [NC08], Joseph Novak formalise les cartes conceptuelles et propose une méthode générique pour la construction de ces cartes. Les cartes conceptuelles ne sont plus seulement utilisées pour des enfants mais plus généralement pour des apprenants, des chercheurs [BPL03] les ont par exemple utilisées pour des étudiants adultes dans un contexte de cours universitaire en ligne. ...
... Il existe plusieurs logiciels dédiés aux cartes conceptuelles comme VUE 4 ou CMapTools 5 , mais il est également possible d'utiliser un des très nombreux éditeurs de graphe. Joseph Novak décrit en détail les méthodologies de construction ainsi que les problèmes éventuels dans son article [NC08]. ...
... Il existe en effet un grand nombre de publications proposant des méthodologies rigoureuses pour la construction de logiques de description [CFG03 ; DMN09 ; UK95] et de réseaux bayésiens [HG02 ; NFN00 ; SRA90], dont certaines concernent la construction automatisée. Il en existe également beaucoup concernant les cartes cognitives [All96 ; EA13 ; ÖÖ04] et les cartes conceptuelles[NC08], bien qu'elles soient moins rigoureuses. Concernant les cartes mentales, la méthode de construction n'a pas beaucoup évolué depuis les 10 conseils de Tony Buzan vus précédemment.Chapitre 1 -Le modèle des cartes cognitives ...
Le modèle des cartes cognitives est un modèle de représentation des connaissances qui vise à représenter des systèmes d’influences complexes. Il est simple et visuel mais assez formel pour être manipulé de manière informatique. L’enjeu de cette thèse réside dans l’idée d’améliorer les capacités informatiques du modèle sans trop le complexifier pour ne pas le dénaturer. Cette thèse se base sur un cas réél d’utilisation du modèle dans le milieu de l’halieutique ; elle propose deux contributions. La première consiste à étendre le modèle en y associant une ontologie de manière à pouvoir caractériser les concepts utilisés sur leurs aspects spatiaux et temporels. La seconde contribution consiste à interroger les connaissances du modèle au travers d’un langage de requête. Ce langage se base sur des relations atomiques, appelées primitives, pour accéder à des connaissances spécifiques qui peuvent être exprimées de manière déclarative. Cette thèse propose également un prototype regroupant l’implémentation des contributions.
