Abstract
This chapter provides an introduction to knowledge mapping for the novice reader. It will start with a brief overview of the historical origins of concept maps and the learning theories that underpin them. It is followed with a discussion on the various definitions of maps by the authors who are postulating their own definition. Additional terminology is presented in the section explaining the anatomy of a knowledge map, while a simple ten-step process guides readers through the creation of their own map. This can either be a concept or a mind map, with the difference explained in the next section. Maps can be constructed either manually or digitally, with a short explanation of the advantages and disadvantages of each approach before launching into a section that provides an indication of various mapping software and their main features. The chapter concludes with a synopsis of the current knowledge base in the research literature on knowledge maps in educational contexts. It will enable familiarisation with the field and provide a foundation for the following chapters containing empirical and theoretical work, which form the remainder of the book.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Al-Diban, S., & Ifenthaler, D. (2011). Comparison of two analysis approaches for measuring externalized mental models: Implications for diagnostics and applications. Journal of Educational Technology & Society, 14(2), 16–30.
Amadieu, F., van Gog, T., Paas, F. G., Tricot, A., & Mariné, C. (2009). Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning. Learning and Instruction, 19(5), 376–386. doi:10.1016/j.learninstruc.2009.02.005.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York, NY: Hole, Rinehart and Winston.
Bryson, J., Ackermann, F., Eden, C., & Finn, C. B. (2004). Visible thinking: Unlocking causal mapping for practical business results. Chichester: John Wiley & Sons.
Buzan, B., & Buzan, T. (2000). The mind map book: How to use radiant thinking to maximize your brain’s untapped potential. New York, NY: Plume.
Cañas, A. J., Hill, R., Carff, R., Suri, N., Lott, J., Eskridge, T., et al. (2004). CmapTools: A knowledge modeling and sharing environment. In A. J. Cañas, J. D. Novak, & F. M. González (Eds.), Concept maps: Theory, methodology, technology, Proceedings of the First International Conference on Concept Mapping (pp. 125–133). Pamplona: Universidad Pública de Navarra.
Chang, K. E., Sung, Y. T., & Chen, S. F. (2001). Learning through computer-based concept mapping with scaffolding aid. Journal of Computer Assisted Learning, 17(1), 21–33.
Clariana, R. B. (2010). Deriving individual and group knowledge structure from network diagrams and from essays. In D. Ifenthaler, P. Pirnay-Dummer, & N. M. Seel (Eds.), Computer-based diagnostics and systematic analysis of knowledge (pp. 117–130). New York, NY: Springer.
Coutinho C.P. (2009). Individual versus collaborative computer-supported concept mapping: a study with adult learners. Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (pp. 1173–1180). Vancouver, Canada.
Dansereau, D. (2005). Node-link mapping principles for visualizing information and knowledge. In S.-O. Tergan & T. Keller (Eds.), Knowledge and information visualization: Searching for synergies (pp. 53–73). Heidelberg: Springer.
Esiobu, G., & Soyibo, K. (1995). Effects of concept and vee mapping under three learning modes on students; cognitive achievement in ecology and genetics. Journal of Research in Science Teaching, 32(9), 971–995.
Gurlitt, J., & Renkl, A. (2010). Prior knowledge activation: How different concept mapping tasks lead to substantial differences in cognitive processes, learning outcomes, and perceived self-efficacy. Instructional Science, 38, 417–433. doi:10.1007/s11251-008-9090-5.
Hilbert, T. S., & Renkl, A. (2008). Concept mapping as a follow-up strategy to learning from texts: What characterizes good and poor mappers? Instructional Science, 36, 53–73.
Hwang, G.-J., Shi, Y.-R., & Chu, H.-C. (2011). A concept map approach to developing collaborative Mindtools for context-aware ubiquitous learning. British Journal of Educational Technology, 42, 778–789.
Ifenthaler, D. (2010a). Relational, structural, and semantic analysis of graphical representations and concept maps. Educational Technology Research and Development, 58(1), 81–97. doi:10.1007/s11423-008-9087-4.
Ifenthaler, D. (2010b). Scope of graphical indices in educational diagnostics. In D. Ifenthaler, P. Pirnay-Dummer, & N. M. Seel (Eds.), Computer-based diagnostics and systematic analysis of knowledge (pp. 213–234). New York, NY: Springer.
Ifenthaler, D., Masduki, I., & Seel, N. M. (2011). The mystery of cognitive structure and how we can detect it. Tracking the development of cognitive structures over time. Instructional Science, 39(1), 41–61. doi:10.1007/s11251-009-9097-6.
Ifenthaler, D., & Pirnay-Dummer, P. (2013). Model-based tools for knowledge assessment. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., pp. 289–301). New York, NY: Springer.
Johnson, T. E., Ifenthaler, D., Pirnay-Dummer, P., & Spector, J. M. (2009). Using concept maps to assess individuals and teams in collaborative learning environments. In P. L. Torres & R. C. V. Marriott (Eds.), Handbook of research on collaborative learning using concept mapping (pp. 358–381). Hershey, PA: Information Science Publishing.
Jonassen, D. H., & Cho, Y. H. (2008). Externalizing mental models with mindtools. In D. Ifenthaler, P. Pirnay-Dummer, & J. M. Spector (Eds.), Understanding models for learning and instruction. Essays in honor of Norbert M. Seel (pp. 145–160). New York, NY: Springer.
Kwon, S. Y., & Cifuentes, L. (2007). Using computers to individually-generate vs. collaboratively-generate concept maps. Educational Technology & Society, 10(4), 269–280.
Mandl, H., & Fisher, F. (2000). Wissen sichtbar machen—Wissensmanagement mit Mapping-Techniken. Göttingen: Hogrefe.
MarkÃczy, L., & Goldberg, J. (1995). A method of eliciting and comparing causal maps. Journal of Management, 21, 305–333.
Ng, W., & Hanewald, R. (2010). Concept maps as a tool for promoting online collaborative learning in virtual teams with pre-service teachers. In R. Marriott & P. Torres (Eds.), Handbook of research on collaborative learning using concept mapping (pp. 81–99). Hershey, PA: Information Science Publishing.
Nicoll, G., Francisco, J., & Nakhleh, M. B. (2001). An investigation of the value of using Concept Maps in general chemistry. Journal of Chemical Education, 78(8), 1111–1117.
Novak, J. D. (1991). Clarify with concept maps: A tool for students and teachers alike. The Science Teacher, 58(7), 45–49.
Novak, J. D. (1998). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Mahwah, NJ: Lawrence Erlbaum Associates.
Novak, J. D., & Cañas, A. J. (2006, January). The theory underlying concept maps and how to construct and use them. Technical Report IHMC C-map Tools. Florida Institute for Human and machine Cognition, Pensacola Fl, 32502 Retrieved March 1, 2008, from http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York, NY: Cambridge University Press.
Nückles, M., Gurlitt, J., Pabst, T., & Renkl, A. (2004). Mind maps und concept maps. Visualisieren—Organisieren—Kommunizieren. München: DTV.
Pirnay-Dummer, P., Ifenthaler, D., & Seel, N. M. (2012). Knowledge representation. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 11, pp. 1689–1692). New York, NY: Springer.
Pirnay-Dummer, P., Ifenthaler, D., & Spector, J. M. (2010). Highly integrated model assessment technology and tools. Educational Technology Research and Development, 58(1), 3–18. doi:10.1007/s11423-009-9119-8.
Ruiz-Primo, M. A., & Shavelson, R. J. (1996). Problems and issues in the use of concept map in science assessment. Journal of Research in Science Teaching, 33(6), 569–600.
Schmid, R. F., & Telaro, G. (1990). Concept mapping as an instructional strategy for high school biology. Journal of Educational Research, 84(2), 78–85.
Schvaneveldt, R. W. (Ed.). (1990). Pathfinder associative networks: Studies in knowledge organization. Norwood, NJ: Ablex Publishing Corporation.
Shute, V. J., Jeong, A. C., Spector, J. M., Seel, N. M., & Johnson, T. E. (2009). Model-based methods for assessment, learning, and instruction: Innovative educational technology at Florida State University. In M. Orey (Ed.), Educational media and technology yearbook (pp. 61–79). New York, NY: Springer.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media New York
About this chapter
Cite this chapter
Hanewald, R., Ifenthaler, D. (2014). Digital Knowledge Mapping in Educational Contexts. In: Ifenthaler, D., Hanewald, R. (eds) Digital Knowledge Maps in Education. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3178-7_1
Download citation
DOI: https://doi.org/10.1007/978-1-4614-3178-7_1
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4614-3177-0
Online ISBN: 978-1-4614-3178-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)