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- Vol 2 RE: Chapter 6, App D
- Vol 2 TE: App B
- Vol 4 TE: App C
concept mappingmeaningful learningpropositional knowledgeknowledge hierarchiescross-linksfocus questionsknowledge assessmentmisconception identificationReport Evidence summaryAt a glance
Novak and Cañas explain concept maps as graphical tools for representing knowledge through concepts, labelled links, and propositions. A well-formed proposition joins two or more concepts with linking words to express a meaningful relationship.
Key ideas
Maps are generally hierarchical, placing broad concepts above more specific ones, while cross-links reveal connections among different regions of knowledge. The method is grounded in Ausubel's theory of meaningful learning: new ideas are learned more deeply when consciously related to relevant concepts already present in a learner's cognitive structure. The authors recommend beginning with a focus question, identifying and ordering key concepts, arranging a provisional map, adding precise linking phrases, seeking cross-links, and repeatedly revising. Examples distinguish concept maps from undirected diagrams and show uses in instruction, curriculum planning, assessment, collaboration, and knowledge capture.
Why it matters
Because maps make relationships explicit, they can expose misconceptions and changes in understanding. The report emphasizes that mapping is an iterative meaning-making activity, not merely a polished visual product or automatic replacement for careful explanation.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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