June 12, 2005
June 12, 2005
June 15, 2005
10.336.1 - 10.336.7
Concept Mapping as a Form of Knowledge Assessment and Instruction in the Domain of Information Systems
Leonid B. Preiser
Department of Computer Science and Information Systems School of Engineering and Technology National University 11255 North Torrey Pines Road, La Jolla, CA 92037-1011 (858) 642-8483, fax (858) 642-8489
This paper focuses on applications of the concept mapping (CM) approach, a cognitive learning and assessment tool invented at Cornell University, for curriculum planning and student assessment in the domain of information systems knowledge. Learning is not only the acquisition and understanding of concepts but also a multiparametric synthesis of a system of meaningful links between concepts.
To this extent, the CM approach helps to address the gaps between the traditional forms of assessment and curriculum-building concerned mostly with declarative (i.e., knowing what) and procedural (i.e., knowing how) types of knowledge and more comprehensive forms that incorporate conditional knowledge (i.e., knowing why and under what assumptions and limitations).
The pilot studies conducted at National University for selected courses on networking (LAN, WAN, Wireless Networks) utilized the CM methodology for assessing what students know and developing better strategies that help students to integrate diverse competencies across the Information Systems curriculum.
Concept Mapping Fundamentals
As the tools for organizing and representing knowledge, concept maps (CM) include concepts (defined as “a perceived regularity in events or objects, or records of events or objects, designated by a label1 “) and relationships between concepts or propositions designated by a connecting line between two concepts to form “a meaningful statement1”.
Two important features of CM are: 1) The concepts may be represented mostly in a hierarchical fashion (and sometimes as a non-hierarchical, randomly arranged setting), with the most inclusive, most general concepts at the top of the map and less general concepts arranged hierarchically below, and 2) Inclusion of cross-links, or relationships (propositions) between concepts in different domains of the concept map.
Thus, these two CM features are essential in facilitating the elements of critical thinking due to a combination of the hierarchical (or non-hierarchical) structure representing different concepts and a continuum of cross-links indicating relationships between different domains represented on the CM.
Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education
Preiser, L. (2005, June), Concept Mapping As A Form Of Knowledge Assessment And Instruction In The Domain Of Information Systems Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--15497
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