Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
2 references
-
- 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.
-
- Vol 4 RE: App C
concept mappingmeaningful learningpropositional knowledgeknowledge hierarchiescross-linksfocus questionsknowledge externalisationconcept map revisionTechnical report Evidence summaryAt a glance
Novak and Cañas explain the theory, structure, construction, and uses of concept maps. Grounded in Ausubel’s theory of meaningful learning, a map represents concepts and labelled relationships that form propositions.
Key ideas
Maps are usually hierarchical, organised around a focus question, and may include cross-links that reveal connections between different regions of knowledge. The authors recommend beginning with a knowledge domain and focus question, identifying and ranking concepts, arranging them provisionally, adding precise linking phrases, seeking cross-links, and revising repeatedly. A good map is not a decorative cluster of keywords: each connection should express a meaningful, examinable claim. The report describes uses in learning, curriculum design, assessment, expert-knowledge capture, collaboration, and digital knowledge models through CmapTools.
Why it matters
It cautions that copying a supplied map offers different cognitive work from constructing and revising one. For educators, modelling propositions, discussing criteria, and providing feedback can help learners externalise, inspect, and reorganise their understanding.
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway