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Concept Mapping as a Mediator of Constructivist Learning

Concept Mapping as a Mediator of Constructivist Learning

Gregory MacKinnon
Copyright: © 2009 |Pages: 24
ISBN13: 9781605661209|ISBN10: 1605661201|EISBN13: 9781605661216
DOI: 10.4018/978-1-60566-120-9.ch033
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MLA

MacKinnon, Gregory. "Concept Mapping as a Mediator of Constructivist Learning." Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges, edited by Leo Tan Wee Hin and R. Subramaniam, IGI Global, 2009, pp. 505-528. https://doi.org/10.4018/978-1-60566-120-9.ch033

APA

MacKinnon, G. (2009). Concept Mapping as a Mediator of Constructivist Learning. In L. Tan Wee Hin & R. Subramaniam (Eds.), Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges (pp. 505-528). IGI Global. https://doi.org/10.4018/978-1-60566-120-9.ch033

Chicago

MacKinnon, Gregory. "Concept Mapping as a Mediator of Constructivist Learning." In Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges, edited by Leo Tan Wee Hin and R. Subramaniam, 505-528. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-120-9.ch033

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Abstract

This chapter on electronic concept mapping introduces a specific example of a learning technology that has potential for serving and promoting an emerging set of identified literacies in today’s youth. The chapter begins with a discussion of the nature of the modern student and the literacies that are most likely to serve them well as they integrate into an increasingly technological information-based society. A discussion of the historical development of the concept map and its defining characteristics will follow. The range of applications of concept maps in K-12 classrooms will then be discussed with additional comments regarding teacher development both in preservice and inservice settings. The chapter will close with a discussion of the particular literacies served by electronic concept mapping.

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