Concept mapping as an empowering method to promote learning, thinking, teaching and research

dc.creator	Mauri Kalervo Åhlberg
dc.date	2013-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:18:20Z
dc.date.available	2015-08-12T11:18:20Z
dc.identifier	1989-9572
dc.identifier	https://doaj.org/article/9cb6a9c0f74d4729937ae5c4dd18e8f8
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26835
dc.description	Results and underpinning of over twenty years of research and development program of concept mapping is presented. Different graphical knowledge presentation tools, especially concept mapping and mind mapping, are compared. There are two main dimensions that differentiate graphical knowledge presentation methods: The first dimension is conceptual explicitness: from mere concepts to flexibly named links and clear propositions in concept maps. The second dimension in the classification system I am suggesting is whether there are pictures or not. Åhlbergʼs and his research groupʼs applications and developments of Novakian concept maps are compared to traditional Novakian concept maps. The main innovations include always using arrowheads to show direction of reading the concept map. Centrality of each concept is estimated from number of links to other concepts. In our empirical research over two decades, number of relevant concepts, and number of relevant propositions in studentsʼ concept maps, have been found to be the best indicators and predictors of meaningful learning. This is used in assessment of learning. Improved concept mapping is presented as a tool to analyze texts. The main innovation is numbering the links to show order of reading the concept map and to make it possible to transform concept map back to the original prose text as closely as possible. In Åhlberg and his research groupʼs research, concept mapping has been tested in all main phases of research, teaching and learning.
dc.language	Spanish
dc.language	English
dc.language	Portuguese
dc.language	French
dc.publisher	Universidad de Granada
dc.relation	http://www.ugr.es/~jett/pdf/vol04(1)_02_jett_ahlberg.pdf
dc.relation	https://doaj.org/toc/1989-9572
dc.rights	CC BY-NC-ND
dc.source	Journal for Educators, Teachers and Trainers, Vol 4.1, Iss Special, Pp 25-35 (2013)
dc.subject	Improved concept mapping
dc.subject	graphical knowledge presentation methods
dc.subject	mind mapping
dc.subject	research methods
dc.subject	text analysis
dc.subject	meaningful learning
dc.subject	theoretical underpinnings
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Concept mapping as an empowering method to promote learning, thinking, teaching and research
dc.type	article