concept mapping

concept mapping

a method of visualizing relationships among various concepts. A branching, hierarchical diagram of concepts shows how they are connected using arrows and labels that identify interrelationships.
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Concept mapping as an instructional strategy for high school biology.
Three of them used concept mapping as their major focus by asking students to draw their own concept map in groups or individually.
Concept mapping is a process of organizing and representing
Concept mapping is "a structured process, focused on a topic or construct of interest, involving input from one or more participants, that produces an interpretable pictorial view (concept map) of their ideas and concepts and how these are interrelated" (Trochim, n.
The current trend to employ constructivist approaches in teaching provides a backdrop for this article, which offers a discussion of two interactive communication strategies namely asynchronous electronic discussion and negotiative concept mapping.
Concept mapping supports the visualization of such conceptual frameworks and "stimulates prior knowledge by making it explicit and requiring the learner to pay attention to the relationship between concepts" (Jonassen, 1996).
Practice in this school district has lead to the use of computerized concept mapping (MindManager, 1994) as a tool for organizing and managing information about students with and without disabilities who exhibit behaviors of concern in the classroom.
Does the combination of concept mapping, brainstorming, mindmapping, visual project planning, knowledge creation, collaboration, team building, retention, and fun intrigue you?
Pioneered by Novak (1977), concept mapping is applied to an education setting (Plotnick 1997) to a) generate and communicate complex ideas, b) design complex structure (Oughton & Reed 2000), such as in hypermedia/web presentations, c) aid learning (Plotnick 1997, Bolte 1999), and d) evaluate learning outcomes (Novak 1998).
1993) examined studies that spanned a 10-year period (1983-1993), noting an important growth in the body of knowledge regarding concept mapping since 1985.
Hill (2004) explains that the concept mapping assignment has helped many college students to appreciate the breath and depth of their learning.
They also consider classroom, teacher, and curriculum influences, such as homework, formative assessment, peer influences, collaboration, nontraditional teacher preparation, teaching quality, expectations, enthusiasm, cultural and professional identities, intelligence, pedagogical content knowledge, school reform, motivation, activity-based learning strategies, bilingual education programs, creativity, outdoor education, discussion, second language vocabulary, reading, social skills, writing, and response to intervention, and teacher strategies, such as goal setting, concept mapping, direct instruction, reciprocal teaching, peer tutoring, problem-based learning, multimedia learning, feedback, questioning, testing, study skills, distance education, and home school programs.
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