Judith Dorothy Sujeetha T
Ph.D Scholar, Department of Education, Mother Teresa University, Kodaikanal, Tamil Nadu, India.
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.
concept map, meaningful learning, concepts, ideas, graphic representation.
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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.