Key Ideas Underlying Concept Maps
And How They Are Used
In Proyecto Conectate
Joseph D. Novak
Alberto J. Canas
Institute for Human and Machine Cognition
JNovak@ihmc.us
ACanas@ihmc.us
Panama City, January 25, 2006
Concept Map about Concept Maps
Proyecto Connectate began in 2005
with the goal of training teachers in
1000 Panamanian schools, grades
4-6
to use CmapTools and the Internet
to improve learning.
Based on:
• A Theory of Knowledge
• A Theory of Learning
A Theory of Knowledge
All knowledge is
built up
from Concepts and
Propositions
A Theory of Knowledge
Concept:
A perceived regularity
in events or objects, or
records of events or
objects, designated by
a label
A Theory of Knowledge
Proposition:
Two or more concepts
combined to form a
statement about
something: a unit of
meaning
A Theory of Knowledge
Concept Maps:
A tool to represent the
Structure of knowledge
New Theory of Learning
Key idea:
Each person must
construct her/his own
meanings for concepts
and propositions from
experiences over time,
building her/his
knowledge structure
Traditional Model of Instruction
Key Memory Systems of the Brain
Information
Input
Short-Term
Memory
Affective
System
Working
Memory
Long-Term
Memory
Motor
System
Three year old children in Costa Rica
A 4-year old concept mapping relatives
Sixth grade Conectate student
Sixth grade student’s map of Atmosphere
Another student’s map
Sixth grade student’s map on light
Poor concept map by a 6th grade student
Concept map on plants with added resources
Map on Mars exploration made by teachers
Added precision by NASA expert on Mars
Learning may vary from highly rote to highly meaningful
A study of the effect of technologically mediated instruction
In 1971, we began a 12-year longitudinal study of
Student’s science concept learning in Ithaca Schools
There were 191 students who received that Audio-Tutorial
Instruction in grades one and two and were interviewed
Occasionally all the way through grade 12
There was another sample of 48 students from the same classrooms
a year later who did not receive the Audio-Tutorial instruction
and were interviewed occasionally through grade twelve
A second grade child studying electricity in an Audio- Tutorial lesson
Birth of Concept Maps
Overwhelmed by hundreds of transcripts
from interviews with children, we sought
a better way of representing changes in
children’s understanding of science concepts
Thus was born the tool we call concept maps
Martha, a rote learner, has more misconceptions in grade 12
than she had in grade 2
A-T instructed students
… have progressively
more valid concepts
and fewer invalid
conceptions from grades
2 through 12
Does the use of concept maps improve
high school student’s performance
on problem solving tests in physics?
High school physics students who make concept maps
outperform students in traditional classes
Using the Internet and CmapTools
makes possible a
New model for Education
A concept map can be used as the foundation for building a complex
Knowledge Model
Students can create knowledge portfolios on any subject
A knowledge portfolio on Cuna Indians
A few references
Ausubel, D. P., Novak, J. D., & Hanesian, H. (1978). Educational Psychology: A
Cognitive View (2nd ed.). New York: Holt, Rinehart, and Winston . Reprinted, 1986, New
York: Werbel and Peck.
Bransford, J.D., Brown, A.L., and Cocking, R.R (eds.). 1999. How People Learn: Brain,
Mind, Experience, and schools. Washington, DC: National Academy Press.
Mintzes, J.J., Wandersee, J.H. and Novak, J.D. (1998). Teaching Science for
Understanding. San Diego, CA: Academic Press,
Novak, Joseph D. (1998). Learning, Cr eating , and Using Knowledge: Con cept
Maps as Facili tative tools in Schools and Corporations . Mawah, NJ: Lawre nce Erlbaum
and Associates.
Novak, Joseph D., & D. Bob G owin. 1984. Learning How to Learn. New York and
Cambridge, UK: C ambridge University Press. Also in 8 other langua ges.
The Priva te Universe Project, M. Schneps , Director, (1989). Cambrid ge, MA:
Harvard Smithsonian Ins titu te for Astrophysics.
Institute for Human and Machine Cognition: www. ihmc.us
Joseph D. Novak: jnovak@ihmc.us
Muchas Gracias