Welcome to the InfoSci Platform
Reference Hub1
Concept Maps as a Technique for Organizing, Analyzing, and Transforming Knowledge

Concept Maps as a Technique for Organizing, Analyzing, and Transforming Knowledge

Michael Tang, Janelle M. Johnson
Copyright: © 2021 |Pages: 16
ISBN13: 9781799834762|ISBN10: 179983476X|EISBN13: 9781799834779
DOI: 10.4018/978-1-7998-3476-2.ch047
Cite Chapter Cite Chapter

MLA

Tang, Michael, and Janelle M. Johnson. "Concept Maps as a Technique for Organizing, Analyzing, and Transforming Knowledge." Handbook of Research on Modern Educational Technologies, Applications, and Management, edited by Mehdi Khosrow-Pour D.B.A., IGI Global, 2021, pp. 762-777. https://doi.org/10.4018/978-1-7998-3476-2.ch047

APA

Tang, M. & Johnson, J. M. (2021). Concept Maps as a Technique for Organizing, Analyzing, and Transforming Knowledge. In M. Khosrow-Pour D.B.A. (Ed.), Handbook of Research on Modern Educational Technologies, Applications, and Management (pp. 762-777). IGI Global. https://doi.org/10.4018/978-1-7998-3476-2.ch047

Chicago

Tang, Michael, and Janelle M. Johnson. "Concept Maps as a Technique for Organizing, Analyzing, and Transforming Knowledge." In Handbook of Research on Modern Educational Technologies, Applications, and Management, edited by Mehdi Khosrow-Pour D.B.A., 762-777. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-3476-2.ch047

Export Reference

Mendeley
Favorite

Abstract

The chapter begins with the origins of concept maps as a tool to promote constructivist learning, an educational philosophy and practice, and is followed by a concept map taxonomy. A definition of concept maps is provided and the main differences between Mind Maps©, Thinking Maps®, and Concept Maps are discussed with Thinking Maps classified as a type of concept map that is separate and different from both other maps. The chapter then offers a second definition of the term “concept maps,” with a detailed discussion of Thinking Maps resulting in a new taxonomy of knowledge or concept maps. The authors then investigate integrating concept maps with cognitive styles theory to determine if concept mapping might have a neuro-psychological basis and if mapping theory can be related to different academic fields and professions. The chapter concludes that the use of concept mapping can promote more holistic and effective teaching, learning, and practice in STEM education.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.