Although they are often personalized and idiosyncratic, concept maps can be used to communicate complex ideas.įormalized concept maps are used in software design, where a common usage is Unified Modeling Language diagramming amongst similar conventions and development methodologies.Ĭoncept mapping can also be seen as a first step in ontology-building, and can also be used flexibly to represent formal argument - similar to argument maps.Ĭoncept maps are widely used in education and business. Concept mapping is also sometimes used for brain-storming. Use Įxample concept map created using the IHMC CmapTools computer programĬoncept maps are used to stimulate the generation of ideas, and are believed to aid creativity. McAleese's concept of the knowledge arena suggests a virtual space where learners may explore what they know and what they do not know. Maria Birbili applied the same idea to helping young children learn to think about what they know.
McAleese suggested that the process of making knowledge explicit, using nodes and relationships, allows the individual to become aware of what they know and as a result to be able to modify what they know. Various attempts have been made to conceptualize the process of creating concept maps.
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Ascertain this and teach accordingly." Novak taught students as young as six years old to make concept maps to represent their response to focus questions such as "What is water?" "What causes the seasons?" In his book Learning How to Learn, Novak stated that a "meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures." Novak's work is based on the cognitive theories of David Ausubel, who stressed the importance of prior knowledge in being able to learn (or assimilate) new concepts: "The most important single factor influencing learning is what the learner already knows. In particular, constructivists hold that learners actively construct knowledge. Concept maps have their origin in the learning movement called constructivism. It has subsequently been used as a way to increase meaningful learning in the sciences and other subjects as well as to represent the expert knowledge of individuals and teams in education, government and business.
Novak and his research team at Cornell University in the 1970s as a means of representing the emerging science knowledge of students. Ĭoncept mapping was developed by the professor of education Joseph D. Concept maps can be more free-form, as multiple hubs and clusters can be created, unlike mind maps, which emerge from a single center. Mind maps: Both concept maps and topic maps can be contrasted with mind mapping, which is restricted to a tree structure.Novak and Bob Gowin, their approach to concept mapping is based on a "learning theory that focuses on concept and propositional learning as the basis on which individuals construct their own idiosyncratic meanings". In the words of concept-map researchers Joseph D. Topic maps: Both concept maps and topic maps are kinds of knowledge graph, but topic maps were developed by information management professionals for semantic interoperability of data (originally for book indices), whereas concept maps were developed by education professionals to support people's learning.Concept maps have been used to define the ontology of computer systems, for example with the object-role modeling or Unified Modeling Language formalism.ĭifferences from other visualizations The technique for visualizing these relationships among different concepts is called concept mapping. The relationship between concepts can be articulated in linking phrases such as "causes", "requires", "such as" or "contributes to". Concept maps may be used by instructional designers, engineers, technical writers, and others to organize and structure knowledge.Ī concept map typically represents ideas and information as boxes or circles, which it connects with labeled arrows, often in a downward-branching hierarchical structure but also in free-form maps. A concept map or conceptual diagram is a diagram that depicts suggested relationships between concepts.
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