EVALUATION OF STUDY SKILLS AMONG PROSPECTIVE TEACHERS
March 31, 2019

USAGE OF CONCEPT MAP FOR ORGANIZING AND COMPREHENDING LEARNING AND TEACHING

Judith Dorothy Sujeetha T

Ph.D Scholar, Department of Education, Mother Teresa University, Kodaikanal, Tamil Nadu, India.

Abstract


Concept maps are graphic representations of topics, ideas, and their relationship. The usage of concept maps as a teaching strategy was first developed by J.D. Novak of Cornell University in the early 1980’s. It was derived from Ausubels learning theory which places central emphasis on the influence of student’s prior knowledge on subsequent meaningful learning. Teaching has been considered the act of transferring information from the teacher to the learner which was seen as an empty vessel to be filled with knowledge. The art of teaching became the art of presenting information. Teachers can use concept maps as a pre-reading strategy by inviting students to share what they already know about a particular concept. Concept map promotes conceptualization from the standpoint of meaningful learning points up that the meaning of new knowledge is constructed through its interaction with specifically relevant prior knowledge. This paper highlights the benefits of concept map in organising the ideas for teaching, learning and described its use as a tool to improve meaningful learning.

Keywords


concept map, meaningful learning, concepts, ideas, graphic representation.

References


Novak, J.D., & Gowin, D.B. (1984). Learning; How to learn. UK: Cambridge University Press, Cambridge.
Ausubel, D. (1968). Educational Psychology: a cognitive view. Holt, Rinehart, and Winston, New York.
Ross, B., & Munby. (1991). Concept Mapping and misconception: A study of high school students understanding of acids and bases. International Journal of science Education, 13(I), 11-24. (EJ 442 063).
Gouli, E., Gogoulou, A., Papanikolaou, K.,& Grigoriadou, M. (2005). Evaluating learners knowledge level on concept mapping tasks.Proceedings of the 5th IEEE International Conference on advanced Learning Technologies, (pp. 424-428). Washington, DC, USA, View at publisher. View at google scholar. view at Scopus.
Funaoi, H., Yamaguchi, E., & Inagaki,S. (2002). Collaborative concept mapping software to reconstruct learning processes. Proceeding of the International Conference on Computers in education, vol.1, (pp. 306-310). Los Alamitos, Calif, USA. View at Publisher. View at Google scholar.
Shinde Anand Dnyanshwar. (2014). Innovative Practices in Teacher Education, Research front, Special Issue no – 1.
White, R., & Gunstone, R. (1992). Probing understanding. London: The falmer press.
Trochim, Mary Kane, & William Trochim, M, K. (2007), Concept Mapping for planning and evaluation. Thousand Oaks, CA: Sage.
Novak, Joseph, D. (2012), Clarify with concept maps: A Tool for Students and Teachers alike, The Science Teacher, 58 (1991), pp.45-49. Web.4.

 

To cite this article


Judith Dorothy Sujeetha, T. (2019). Usage of Concept Map for Organizing and Comprehending Learning and Teaching. John Foundation Journal of EduSpark, 1(1), 41-52.

To View Article