Joseph D. Novak

Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning

This paper describes two metacognitive tools, concept mapping and Vee diagramming, and reports on research utilizing these tools from grades one through university instruction. The psychological and epistemological foundations underlying these tools is presented briefly. The issues of the dominantly rote-mode nature of much school learning and the resistance of studients (and teachers) to move to meaningful learning strategies fostered by concept mapping and Vee diagramming are discussed. The data available to date from a variety of qualitative and quantitative research studies strongly support the value of these metacognitive tools both for cognitive and affective gains.

A Twelve-Year Longitudinal Study of Science Concept Learning

Audio-tutorial science lessons were provided to 191 first and second grade children (instructed), and interviews were conducted periodically to assess changes in science concept under standing from grades one through twelve. A similar sample (n = 48) not receiving audio-tutorial lessons in grades one and two (uninstructed) was also interviewed periodically from grades one through twelve. Instructed students showed substantially more valid concept understandings and fewer invalid concepts (misconceptions) than uninstructed students in grades two, seven, ten, and twelve. Concept maps prepared from interview transcripts showed wide variation in knowledge for both groups, and concept maps scored using a scoring algorithm also showed significant differences favoring instructed students. The data show the lasting impact of early instruction in science and the value of concept maps as a representational tool for cognitive developmental changes.

The Origins of the Concept Mapping Tool and the Continuing Evolution of the Tool

A research program at Cornell University that sought to study the ability of children to acquire science concepts and the effect of this learning on later schooling led to the need for a new tool to describe explicit changes in childrens conceptual understanding. Concept mapping was invented in 1972 to meet this need, and subsequently numerous other uses have been found for this tool. Underlying the research program and the development of the concept mapping tool was an explicit cognitive psychology of learning and an explicit constructivist epistemology. In 1987, collaboration began between Novak and Cañas and others at the Florida Institute for Human and Machine Cognition, then part of the University of West Florida. Extending the use of concept mapping to other applications such as the integration of concept mapping with the World Wide Web (WWW) led to the development of software that enhanced the potential of concept mapping, evolving into the current version of CmapTools now used worldwide in schools, universities, corporations, and governmental and non-governmental agencies. Differences between concept maps and other knowledge representation tools are described. The integration of concept mapping software programs with the WWW and other new technologies permits a new kind of concept map-centred learning environment wherein learners build their own knowledge models, individually or collaboratively, and these can serve as a basis for life-long meaningful learning. Combined with other educational practices, use of CmapTools permits a New Model for Education. Preliminary studies are underway to assess the possibilities of this New Model.

Human constructivism: A unification of psychological and epistemological phenomena in meaning making

Abstract Ausubels (1963, 1968, 1978) assimilation theory of learning is used to describe the process by which humans engage in meaningful learning. High levels of meaningful learning are characterized as underlying the process of new knowledge construction. Concept maps and Vee diagrams are employed to illustrate aspects of assimilation theory, foundational constructivist epistemological ideas, and tools that can facilitate meaningful learning and knowledge construction. The central thesis is that the process of meaningful learning, as understood through assimilation theory, is fundamental to both the psychological process of cognitive development of individuals and the epistemological process of new knowledge construction.

ICONKAT: an integrated constructivist knowledge acquisition tool

Abstract In this paper, we report on a continuing research effort aimed at the development of an integrated knowledge acquisition system, ICONKAT. We describe the components of the tool and discuss how they may be used to facilitate the design, construction, testing, maintenance and explanation of knowledge bases. ICONKATs knowledge elicitation subsystem, based on both personal construct theory and assimilation theory, interactively assists the domain expert in the task of building a model of his or her expertise. ICONKAT employs a collection of modeling primitives (i.e. the glue) as the material basis for the construction of a conceptual domain model. The maintenance subsystem provides support tools for use by the knowledge engineering team, as well as the domain expert, when testing the systems performance, refining the knowledge base, and maintaining the overall system. The components of the maintenance subsystem employ a variety of mediating representations (e.g. concept maps, repertory grids) to furnish various perspectives of the evolving domain model as embodied in the modeling primitives. Moreover, the domain model that emerges from the knowledge acquisition process is subsequently exported from the development environment to the delivery environment where it serves as the foundation of the explanation capability for the deployed system. ICONKAT is currently employed in the design and construction of an expert system for the diagnosis of first pass functional cardiac images.

Assessing understanding in biology

This paper discusses several new assessment strategies that encourage meaningful learning and conceptual understanding in the biological sciences. Our purpose is to introduce a handful of evaluation and measurement techniques that help students assimilate well-integrated, strongly cohesive frameworks of interrelated concepts as a way of facilitating ‘real understanding’ of natural phenomena. Among these methods are concept maps, V diagrams, SemNet software, image-based test items, clinical interviews, portfolios, written products, performance measures, and conceptual diagnostic tests. Evidence suggests that these methods are most useful at highlighting ‘alternative conceptions’ and assisting students who wish to ‘learn how to learn’.

Assessing science understanding

Publisher Summary This chapter describes the epistemological vee diagram that can be used to assess the extent to which students are capable of gaining knowledge and value claims in the natural sciences. The V diagrams represent a substantial range of ability and interest levels. It is important to keep in mind that each diagram is a unique and idiosyncratic representation of the learners understanding of the knowledge-making process. The focus question is the beginning point of any scientific investigation and typically addresses issues of what, when, how, or why. Choosing this question is almost certainly the most important decision a scientist makes and reveals much about his/her values and philosophy or worldviews. It is important for students to understand that science is limited in its reach to those things that humans can sense either directly or indirectly. Concepts are perceived regularities in objects or events that are designated by a sign or symbol. The signs and symbols that make up a language enable a person to communicate these regularities rapidly and succinctly.

Alternative instructional systems and the development of problem‐solving skills in physics

Two different instructional approaches were used in a ninth grade Venezuelan secondary school. One was the traditional approach which has been used for the last 10 years in Venezuela; the other was based on the learning theory of Ausubel (1968). The influence of these two different systems upon student‐problem solving abilities was analysed using one‐way anova. The research findings suggest that instruction based on Ausubels theory was better able to develop problem‐solving abilities, as measured by the acquisition of cognitive skills related to problem solving.

Theory-driven research as a means to improve nutrition education

Abstract The purpose of this paper was to establish a case for theory-driven research as a means to improve the production and use of knowledge in nutrition education. The article was organized around the elements of a heuristic, Gowins Vee, that was used to identify and interrelate the components involved in knowledge construction including philosophy, theory, principles, concepts, experimental event, records, transformations, results, knowledge claims, and value claims. An applied example of a theory-driven research project provided the basis of discussion throughout the article. The example was also used to demonstrate how to choose and use a theory in the research process.

An Empirical Comparison of Methods for Eliciting and Modeling Expert Knowledge

The goal of this project in Human-Centered Computing was to apply a variety of methods of Cognitive Task Analysis (CTA) and Cognitive Field Research (CFR) to support a complete process going all the way from knowledge elicitation to leverage point identification and then to system prototyping, and also use this as an opportunity to empirically compare and evaluate the methods. The research relied upon the participation of expert, journeyman, and apprentice weather forecasters at the Naval Training Meteorology and Oceanography Facility at Pensacola Naval Air Station. Methods included Protocol Analysis, a number of types of structured interviews, workspace and work patterns analysis, the Critical Decision Method, the Knowledge Audit, Concept Mapping, and the Cognitive Modeling Procedure. The methods were compared in terms of (1) their yield of information that was useful in modeling expert knowledge, (2) their yield in terms of identification of leverage points (where the application of new technology might bring about positive change), and (3) their efficiency. Efficiency was gauged in terms of total effort (time to prepare to run a procedure, plus time to run the procedure, plus time to analyze the data) relative to the yield (number of leverage points identified, number of propositions suitable for use in a model of domain knowledge). CTA/CFR methods supported the identification of dozens of leverage points and also yielded behaviorally- validated models of the reasoning of expert forecasters. Knowledge modeling using Concept-Mapping resulted in over a thousand propositions covering domain knowledge. The Critical Decision Method yielded a number of richly-populated case studies with associated Decision Requirements Tables. Results speak to the relative efficiency of various methods of CTA/CFR, and also the strengths of each of the methods. In addition to extending our empirical base on the comparison of knowledge elicitation methods, a deliverable from the project was a knowledge model that illustrates human-centered computing in that it integrates training support and performance aiding.