Using Concept Maps to Enhance Students' Prior Knowledge in Complex Learning

2010 ◽  
pp. 163-181 ◽  
Author(s):  
Robert Z. Zheng ◽  
Laura B. Dahl
Keyword(s):  
Empirical Study ◽  
Prior Knowledge ◽  
Concept Mapping ◽  
Concept Maps ◽  
Cognitive Styles ◽  
Future Research ◽  
Instructional Tool ◽  
Cognitive Tool ◽  
New Learning ◽  
Before And After

As an instructional tool, concept map has been widely used to teach complex subjects in schools. Research suggests that concept mapping can help bridge learners’ prior knowledge with new learning, reduce the cognitive load involved in learning and improve comprehension, content retention, and knowledge transfer. Existing literature focuses on cognitive features, cognitive styles and differences between instructor provided and student generated concepts. However, little is known about the effects of concept maps as a cognitive tool to influence learners’ learning, specifically before and after the learning takes place. This chapter offers a discussion of general research in concept mapping and theories that support such instruction. Finally, an empirical study is presented with suggestions for future research in concept mapping.

Smart Manufacturing and Industry 4.0: A Preliminary Approach in Structuring a Conceptual Framework

2021 ◽  
Vol 18 ◽  
pp. 27-36
Author(s):  
Eleni Didaskalou ◽  
Petros Manesiotis ◽  
Dimitrios Georgakellos
Keyword(s):  
Conceptual Framework ◽  
Concept Mapping ◽  
Industry 4.0 ◽  
Concept Maps ◽  
Production Systems ◽  
Software Tool ◽  
Smart Manufacturing ◽  
Future Research ◽  
Key Concepts ◽  
Comprehensive Framework

Engineering concepts usually, are complex concepts, thus many times are difficult for infusing into curriculums or to be comprehensive for practitioners. A concept that still now is not fully understandable is that of Industry 4.0, an approach that increases the complexity of production systems. Nowadays production systems are facing new challenges, as physical productions systems and internet technologies are directly linked, hence increasing the complexity but also the productivity of the systems. The paper introduces an approach of visualizing the concept of smart manufacturing in the context of Industry 4.0, as the term is not clearly specified, although has attracted attention both academicians and businesses. Concept mapping is a method of capturing and visualizing complex ideas. Concept maps are graphical tools for organizing, representing and communicating complex ideas by breaking them into more key concepts. As Industry 4.0 is a factor that can boost innovation and competitiveness of business, all parties involved in shaping the strategy of an organization, should perceive the issues to be covered. Furthermore, learners must be prepared to meet these challenges and knowledgebuilding activities may enhance their process of learning. The paper makes an interesting and valuable contribution, by identifying key concepts within the subject of smart manufacturing and Industry 4.0, using the method of concept mapping. Taking into consideration these concepts a conceptual framework will be introduced, by using the software tool CmapTools. The map can be used as a basis for future research in constructing a more comprehensive framework and identifying the concepts that describe smart manufacturing in the context of Industry 4.0, in a more thorough manner.

Concept Maps as a Technique for Organizing, Analyzing, and Transforming Knowledge

2021 ◽  
pp. 762-777
Author(s):  
Michael Tang ◽  
Janelle M. Johnson
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Concept Map ◽  
Cognitive Styles ◽  
Thinking Maps ◽  
Academic Fields ◽  
Definition Of ◽  
Mind Maps ◽  
Teaching Learning ◽  
Mapping Theory

The chapter begins with the origins of concept maps as a tool to promote constructivist learning, an educational philosophy and practice, and is followed by a concept map taxonomy. A definition of concept maps is provided and the main differences between Mind Maps©, Thinking Maps®, and Concept Maps are discussed with Thinking Maps classified as a type of concept map that is separate and different from both other maps. The chapter then offers a second definition of the term “concept maps,” with a detailed discussion of Thinking Maps resulting in a new taxonomy of knowledge or concept maps. The authors then investigate integrating concept maps with cognitive styles theory to determine if concept mapping might have a neuro-psychological basis and if mapping theory can be related to different academic fields and professions. The chapter concludes that the use of concept mapping can promote more holistic and effective teaching, learning, and practice in STEM education.

scholarly journals Integrating Knowledge, Feelings and Action: Using Vee Heuristics and Concept Mapping in Education for Sustainable Development

2008 ◽  
Vol 10 (1) ◽  
pp. 42-55 ◽  
Author(s):  
Jacqueline Vanhear ◽  
Paul Pace
Keyword(s):  
Sustainable Development ◽  
Concept Mapping ◽  
Concept Maps ◽  
Education For Sustainable Development ◽  
Pedagogical Tools ◽  
Learning Patterns ◽  
Long Run ◽  
Incoming Information ◽  
Before And After ◽  
Research In Education

Integrating Knowledge, Feelings and Action: Using Vee Heuristics and Concept Mapping in Education for Sustainable DevelopmentAlthough children are regularly showered with environmental knowledge, this is rarely transformed into concerned action, probably because it is not meaningful for the learner and/or is highlighted at the expense of a personalized process of learning. Research in Education for Sustainable Development shows that besides knowledge acquisition feelings, psychological factors and active participation while learning are important determinants of commitment. Fostering an attitude of responsible environmental action is not dependent on what knowledge is delivered, but on how it is delivered and experienced. This paper describes the use of Vee Heuristics and Concept Mapping as pedagogical tools within the context of primary school learners' different learning patterns. It provides illustrations of Concept Maps constructed before and after the learning programme and discusses some implications of the findings. This paper suggests that the use of Vee Heuristics and Concept Mapping along with an awareness of how the child prefers to learn may be steps towards tapping-in the child's internal talking so that educators can understand how each learner responds to incoming information. Learning about environmental issues becomes relevant, meaningful and, in the long run, conducive to improved environmental responsible behaviour.

scholarly journals Concept Raps versus Concept Maps: A Culturally Responsive Approach to STEM Vocabulary Development

2018 ◽  
Vol 8 (3) ◽  
pp. 108 ◽  
Author(s):  
Jamaal Young ◽  
Jemimah Young ◽  
Marti Cason ◽  
Nickolaus Ortiz ◽  
Marquita Foster ◽  
...  
Keyword(s):  
Concept Mapping ◽  
Hip Hop ◽  
Culturally Responsive ◽  
Concept Maps ◽  
Effective Means ◽  
Content Area ◽  
Science Content ◽  
Instructional Tool ◽  
Traditional Concept ◽  
Hip Hop Pedagogy

This article argues that the development of rap song lyrics or lyrical concept mapping can be a viable pedagogical alternative to the development of concept maps as a means to reinforce STEM vocabulary. Hip-hop pedagogy is a culturally responsive pedagogy that leverages the funds of knowledge acquired from hip-hop culture. Unfortunately, many students with strong hip-hop cultural identities may lack equally strong mathematics identities. Given the success of hip-hop pedagogies within the science content area, we posit that hip-hop pedagogies are appropriate in other STEM content areas such as mathematics. Concept mapping is an instructional tool that has been empirically validated as an effective means to develop strong conceptualizations of mathematics content. While hip-hop pedagogy is well established in the science content area, it remains underdeveloped within mathematics education. We argue that the lyrical structure of a rap song is fundamentally similar to the structure of a concept map. This article provides a framework to support lyrical concept mapping as a culturally responsive instructional tool that can be used as an alternative to traditional concept mapping. Special attention is placed on the use of hip-hop pedagogy to affirm and empower dually marginalized students.

Tentative Taxonomies

2017 ◽  
pp. 76-106
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Cognitive Styles ◽  
The Other ◽  
Spatial Thinking ◽  
Abstract Concepts ◽  
Intellectual Style ◽  
Mapping Techniques ◽  
Specific Concept ◽  
Mind Maps

Because of their extensive generality, concept maps can range from the very intuitive, heuristic and free flowing on one hand to the very analytical, arcane and formulistic on the other hand with mind maps on one end of an intellectual style scale and the use of highly abstract concepts maps in computer science spatial thinking maps on the other. While the very generality of the concept of concept maps may have contributed to its increasing and extensive use in all disciplines, the range and diversity of the concept has not help in its understanding. This chapter proposes to apply two cognitive styles theories to three specific concept mapping techniques to develop tentative taxonomies which may help to increase the understanding of the nature of concept maps and how they are and can be used.

A Brief History of Concept Maps

2017 ◽  
pp. 1-20
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Cognitive Styles ◽  
Marshall Mcluhan ◽  
Illuminated Manuscript ◽  
Philosophical Language ◽  
History Of ◽  
Spatial Maps

This section of concept maps will trace the works of Ramon Lull and Peter Ramus by comparing and contrasting their respective diagrams. In retrospect it will be argued that Ramon Lull's maps, which were basically religious in nature, were what we could call today, object maps, because of their colorful, concrete, almost multi-sensory presentation. On the hand, Peter Ramus's maps, according to cognitive styles theory to be discussed in a later chapter, were comparatively highly verbal and abstract. Marshall McLuhan, whose ideas lurk in the background throughout this book would say that according to his “law”, “the medium is the message,” Lull's medium, the illuminated manuscript on vellum, was quite different that Ramus' medium which was the printed book. The chapter ends with the philosophical language of Leibnitz, which has elements of what will be called verbal maps and spatial maps, two definite trends in concept mapping.

Brief Report: Teachers' Awareness of the Relationship Between Prior Knowledge and New Learning

2016 ◽  
Vol 47 (1) ◽  
pp. 17-27 ◽  
Author(s):  
Charles Hohensee
Keyword(s):  
Professional Development ◽  
Prior Knowledge ◽  
Teacher Professional Development ◽  
Experienced Teachers ◽  
Future Research ◽  
New Learning ◽  
Teacher Professional ◽  
The Relationship

In this study, I examined the degree to which experienced teachers were aware of the relationship between prior knowledge and new learning. Interviews with teachers revealed that they were explicitly aware of when students made connections between prior knowledge and new learning, when they applied their prior knowledge to new contexts, and when they developed their prior knowledge as a result of applying that knowledge to new contexts. However, teachers were not explicitly aware of backwardtransfer effects. Results from this study have implications for future research on backward transfer, as well as for teacher professional development.

scholarly journals Preliminary investigations into the selective use of concept maps in teaching introductory physical chemistry to non-chemistry specialist students

2016 ◽  
pp. 43-48
Author(s):  
Julia Percival ◽  
Simon Lygo-Baker
Keyword(s):  
Biological Sciences ◽  
Physical Chemistry ◽  
Concept Mapping ◽  
Teaching Methods ◽  
Concept Maps ◽  
Course Content ◽  
Chemistry Students ◽  
Qualitative Feedback ◽  
Before And After ◽  
Preliminary Study

Recently we have undertaken a preliminary study on the introduction of concept mapping into a physical chemistry module being delivered to non-chemistry specialist students. Previously this module was known for being conceptually challenging and more unpopular amongst biological sciences students than other biological modules of similar difficulty. Here, we discuss the introduction of concept maps at certain points in the module to assist with student’s ability to connect ideas and therefore answer questions they have not previously been able answer reliably. These are combined with additional large group workshops and in-lecture examples to help the students to connect the questions with the course content. Also included are the experiences of the staff delivering the module before and after this introduction and some qualitative feedback from the students involved. This study has since lead to a change in the way introductory physical chemistry is taught to non-chemistry students at Surrey and has informed teaching methods for subsequent years.

scholarly journals Exploration of Middle School Students’ Ideas of Fine Dust Issues Using Issue Concept Maps

2020 ◽  
pp. 1-20
Author(s):  
Gahyoung Kim ◽  
Kongju Mun ◽  
Hyunju Lee
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Concept Maps ◽  
Two Dimensions ◽  
Seventh Graders ◽  
Fine Dust ◽  
Instructional Tool ◽  
School Students ◽  
Before And After

Abstract This study introduces issue concept maps (IC map) as an instructional tool for exploring students’ idea about socio-scientific issues (SSI). By visualizing students’ ideas in two dimensions, context and occurrence, IC maps represent what kinds of ideas students have on the issues, and how their ideas change and connect. In the study, we implemented a SSI program on fine dust for 77 seventh graders and used IC maps to investigate how their ideas changed after the program. Students collaboratively constructed IC maps in groups before and after the program. Results show that the number of ideas written on IC maps significantly increased after the program from 92 to 254 ideas, indicating that the program contributed to enhancing students’ awareness about the issues in terms of its causes, effects, and countermeasures at various context levels. Students also presented a greater variety of types of connections among their ideas after the program.

Sign in / Sign up

Export Citation Format

Share Document