A theoretical view on concept mapping

Abstract

Auto-monitoring is the pivotal concept in understanding the operation of concept maps, which have been used to help learners make sense of their study and plan learning activities. Central to auto-monitoring is the idea of a 'learning arena' where individuals can manipulate concept representations and engage in the processes of checking, resolving and confirming understandings. The learner is assisted by familiar metaphors (for example, networks) and the possibility of thinking 'on action' while 'in action'. This paper discusses these concepts, and concludes by arguing that maps are part of the process of learning rather than a manifestation of learning itself. Auto-monitoring is suggested as an appropriate term to describe the process of engaging in the learning arena.'It is in these shimmering and incessant embraces that the infinite patterns, the infinite Maps of the Mind, are created, nurtured and grown. Radiant Thinking reflects your internal structure and processes. The Mind Map is your external mirror of your own Radiant Thinking and allows you to access this vast thinking powerhouse. ' Tony Buzan (1993). DefinitionAuto-monitoring is a technique of personal or group knowledge-presentation and re-presentation. Such techniques are often supported by computer applications that make graphical representations of knowledge structures. This process is at the core of what is called concept mapping. Context and backgroundLearning technology comprises a collection of pragmatic and theoretical positions on the way learners come to know and teachers provide the appropriate experiences. At its core is a developing design philosophy that uses instructional design theory or educational technology. Reader and Hammond 1993), but it is timely to consider the contribution that such techniques have made to learning technology. This paper sets out a theoretical base for thinking about concept maps. Earlier attempts have suggested some elements in the process (Deikhoff 1982;Gold 1984;McAleese 1985;McAleese 1987;McAleese 1990;McAleese 1992). The principal idea behind such tools is that of auto-monitoring -the ability of learners to develop thinking skills. The term auto-monitoring (A/M) will be used here to encompass components of Mindtools, mind maps, concept mapping, thinking skills, and so on.Before directly addressing the theory behind A/M, however, it will be useful to take as a springboard the current debate in higher education. The main strand to this background is the need for students to acquire study skills. The need for better learning and study skills in a significant sector of the student population is identified in the Howie Report (1992), the MacFarlane Report (1993), the Edinburgh University CRLI Report on the Transition from School to Higher Education in Scotland (Wall et al 1991) and the Report of the National Commission on Education {Learning to Succeed 1993). All these sources identify the need for students in higher education to be able to think and to develop critical thinking skills. Cognitive to...

Students’ Reasoning Processes While Constructing Causal Diagrams

“…It creates the possibility to hold an overview on the system. When the students are working with these paper strips the mutual stimulation of cognitive processes on the operational and the cognitive level, as stated by McAleese (1994) is clearly observed. In other words, moving variables is a result of thinking, but also initiates thinking processes.…”

“…These viewing, checking, and resolving phases operate in a loop. In the final phase, called confirming, the learner for example expresses his agreement with the final representation (McAleese, 1994). Several of these cognitive activities are observed in the study of Dogusoy-Taylan and Cagiltay (2014), who compared concept mapping processes for experts and novices via eye-tracking.…”

“…The cognitive strategies observed are similar to those found in literature about concept mapping or modeling. In the phases we called identifying variables, relating variables and reviewing, the students also make propositions about relations, encounter ambiguities and solve them as is the case in the viewing, checking, and resolving phase of McAleese (1994). As we have illustrated in Figure 3 most of the students go iteratively through these phases, while rereading the information and reviewing the relations between variables which is also consistent with McAleese (1994), who states that these phases operate in a loop.…”

“…In the phases we called identifying variables, relating variables and reviewing, the students also make propositions about relations, encounter ambiguities and solve them as is the case in the viewing, checking, and resolving phase of McAleese (1994). As we have illustrated in Figure 3 most of the students go iteratively through these phases, while rereading the information and reviewing the relations between variables which is also consistent with McAleese (1994), who states that these phases operate in a loop. The importance of this iterative process was emphasized as well by Jeong (2014) who found high performers revising their maps more frequently throughout the process.…”

“…Moreover, the experts spend more time on constructing cross-links between branches, and showed less fixation as they tend to focus more on the concept map as a whole, instead of on particular elements (Dogusoy-Taylan & Cagiltay, 2014). Finally, the authors emphasize regulation and awareness of the learning process as positively contributing to a better concept map and learning outcome (Bruillard & Baron, 2000;Dogusoy-Taylan & Cagiltay, 2014;McAleese, 1994).…”