Theory and Rationale Underlying
Concept Mapping
John Connolly
by way of
Joseph D. Novak
Cornell University and
Institute for Human and Machine Cognition
www.ihmc.us
David Ausubel (1968):
If I had to reduce all of educational psychology
to just one principle I would say this:
The most important single factor influencing learning
is what the learner already knows. Ascertain this and
teach him accordingly.*
* Epigraph, Educational Psychology: A cognitive view
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
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
Concept Map about Concept Maps
Learning
Denny, a six year old, is asked to draw a map that shows his understanding of
8 common concepts
Concepts:
Water
Solid
River
Vapor
Steam
Ice
Liquid
Gas
Evaporate
Denny’s knowledge does not include a meaning for vapor
Learning
Concepts:
Water
Solid
River
Vapor
Steam
Ice
Liquid
Gas
Evaporate
We can easily teach Denny the meaning of “vapor” and a new concept,
“evaporate”, by showing how they relate to his current knowledge.
A concept map on the US Government
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
Since 1460
We have had textbooks to
help teachers and students learn
Today
Using computers, CmapTools, “expert”
concept maps, Internet resources, and guided
classroom and field experiences, we can now
educate in ways never before possible.
A concept map that could be used to orient teachers
A Theory of Education
Meaningful learning underlies the constructive
integration of thinking, feeling, and acting leading
to empowerment for commitment and
responsibility.
J. Novak
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.
Novak, J.D. & & Dismas Musonda. 1991 . A twelve -year long itudin al study of
science concept learning. American Educational Research Journal 28(1):117 -153.
The Priva te Universe Project, M. Schneps , Director, (1989). Cambrid ge, MA:
Harva rd Smithsonian Ins titu te for Astrophysics.
Institute for Human and Machine Cognition: www.ihmc .us