Abstract
Training users in the concept mapping technique is critical for ensuring a high-quality concept map in terms of graphical structure and content accuracy. However, assessing excellence in concept mapping through structural and content features is a complex task. This paper proposes a two-step sequential training in concept mapping. The first step requires the fulfilment of low-order cognitive objectives (remember, understand and apply) to facilitate novices’ development into good Cmappers by honing their knowledge representation skills. The second step requires the fulfilment of high-order cognitive objectives (analyse, evaluate and create) to grow good Cmappers into excellent ones through the development of knowledge modelling skills. Based on Bloom’s revised taxonomy and cognitive load theory, this paper presents theoretical accounts to (1) identify the criteria distinguishing good and excellent concept maps, (2) inform instructional tasks for concept map elaboration and (3) propose a prototype for training users on concept mapping combining online and face-to-face activities. The proposed training application and the institutional certification are the next steps for the mature use of concept maps for educational as well as business purposes.
Highlights
Concept maps are graphical tools for organising and representing knowledge through propositions — that is, the relationships between pairs of concepts by a linking line and phrase
Good concept maps must fulfil some predefined criteria related to both graphical structure and content accuracy, such as answering a focus question, organising concepts in a hierarchical way and constructing correct and relevant propositions
The difficulty in assessing concept map quality permeates important questions, which remain without answers, such as how someone can become an excellent Cmapper and which competencies must be developed throughout this process, what the main features of excellent concept maps are, and how large they should be (Cañas, Reiska, & Novak, 2016)
Summary
Concept maps are graphical tools for organising and representing knowledge through propositions — that is, the relationships between pairs of concepts by a linking line and phrase. Good concept maps must fulfil some predefined criteria related to both graphical structure and content accuracy, such as answering a focus question, organising concepts in a hierarchical way and constructing correct and relevant propositions. These criteria do not ensure an excellent concept map, which is concise and capable of capturing the complexity of the involved content. The difficulty in assessing concept map quality permeates important questions, which remain without answers, such as how someone can become an excellent Cmapper and which competencies must be developed throughout this process, what the main features of excellent concept maps are, and how large they should be (Cañas, Reiska, & Novak, 2016). First Step Online and computer-mediated Knowledge representation Novice to good Cmapper
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