Semantic Networks Semantic Networks (Concept Maps) as (Concept Maps) as

MindtoolsMindtools

Cherie McColloughCherie McCollough

VaNTH-PER Professional VaNTH-PER Professional Development June 2Development June 2ndnd, 2004, 2004

Project Based Instruction Project Based Instruction AssessmentAssessment

• ““What is needed in education at all levels What is needed in education at all levels is a revolution – not just a change in is a revolution – not just a change in methodology, but a fundamental methodology, but a fundamental revolution in spirit.” (Jonassen p. 271)revolution in spirit.” (Jonassen p. 271)

• Results of Reform: intellectually Results of Reform: intellectually challenged students and teachers, challenged students and teachers, teachers as facilitators, lifelong learners, teachers as facilitators, lifelong learners, energized learners and teachers, no more energized learners and teachers, no more memorization of trivia.memorization of trivia.

3 reasons why learners are 3 reasons why learners are not able to think:not able to think:

• 1. Too often, they apply a “brute force” 1. Too often, they apply a “brute force” memorization strategy. memorization strategy.

• 2. Learners are poorly motivated – “most 2. Learners are poorly motivated – “most pandemic, most insidious cause for pandemic, most insidious cause for underachievement is lower expectations underachievement is lower expectations for parents, teachers, and society.”for parents, teachers, and society.”

• 3. Students tend to rely on vague 3. Students tend to rely on vague perceptions and global, quick-fix solutions perceptions and global, quick-fix solutions to problems rather than thinking and to problems rather than thinking and analyzing.analyzing.

Mindful LearningMindful Learning• Reflecting on aspects of problemReflecting on aspects of problem

• Examination and personalizing informationExamination and personalizing information

• Generating and selecting alternative Generating and selecting alternative strategiesstrategies

• Making connections, building new Making connections, building new structures to existing knowledgestructures to existing knowledge

• Expending effort on learningExpending effort on learning

• ConcentratingConcentrating

• Reflecting on how task was performedReflecting on how task was performed

Self-Regulated learningSelf-Regulated learning• Maintain orientation to learning goalsMaintain orientation to learning goals

• Plan activities that fulfill those goalsPlan activities that fulfill those goals

• Goals selected for personal ability, prior Goals selected for personal ability, prior knowledge, and interestknowledge, and interest

• Self motivationSelf motivation

• Access prior knowledge to apply to new Access prior knowledge to apply to new learninglearning

• Apply strategies for getting startedApply strategies for getting started

• Attribute success or failure to personal Attribute success or failure to personal effort.effort.

Why are concept mapping Why are concept mapping tools effective for learning?tools effective for learning?

All memory systems are inter-All memory systems are inter- dependent. The most critical systemdependent. The most critical system for incorporating knowledge is for incorporating knowledge is short-term or “working memory”.short-term or “working memory”. Working memory can only processWorking memory can only process five to nine psychological units at five to nine psychological units at any one moment. To structure any one moment. To structure large bodies of knowledge requireslarge bodies of knowledge requires an orderly sequence of iterationsan orderly sequence of iterations between working memory and long-between working memory and long- term memory as new knowledgeterm memory as new knowledge is being received.is being received.

Any tool that can externalize mental ideas (schema) has to be powerful.Any tool that can externalize mental ideas (schema) has to be powerful.

Rote learning vs. Meaningful Rote learning vs. Meaningful LearningLearning

• Rote LearningRote Learning– Birth to 3 years: infants and children Birth to 3 years: infants and children

recognize of regularities in the world in the recognize of regularities in the world in the world around them and begin to identify world around them and begin to identify language labels or symbols for these language labels or symbols for these regularities.regularities.

– After 3 years: reception learning process After 3 years: reception learning process where new meanings are obtained by asking where new meanings are obtained by asking questions and getting clarification of questions and getting clarification of relationships between old and new concepts.relationships between old and new concepts.

Meaningful learning Meaningful learning requires three conditions:requires three conditions:

• Material learned must be conceptually Material learned must be conceptually clear and presented with language and clear and presented with language and examples relatable to learner’s prior examples relatable to learner’s prior knowledge.knowledge.

• Learner must possess prior knowledge.Learner must possess prior knowledge.

• Learner must choose to learn Learner must choose to learn meaningfully.meaningfully.

Concept Maps (semantic maps) can Concept Maps (semantic maps) can help make the transfer from rote to help make the transfer from rote to

meaningful learning.meaningful learning.

• Concept maps involve knowledge construction Concept maps involve knowledge construction which is a relatively high level of meaningful which is a relatively high level of meaningful learning.learning.

• New knowledge is always being created.New knowledge is always being created.

• The process of knowledge construction has The process of knowledge construction has been is still being extensively studied and been is still being extensively studied and researched. Concept maps becoming a more researched. Concept maps becoming a more accepted and valued tool for knowledge accepted and valued tool for knowledge integration, knowledge construction, and integration, knowledge construction, and assessment of knowledge.assessment of knowledge.

So where’s the problem?So where’s the problem?• Students have had years of rote-mode Students have had years of rote-mode

learning practice in school settings.learning practice in school settings.

• So called “learning style” differences are So called “learning style” differences are generally differences in the patterns of generally differences in the patterns of learning that students have used varying learning that students have used varying from continuous rote-mode learning to from continuous rote-mode learning to meaningful mode learning.meaningful mode learning.

• It is not easy to help students in the It is not easy to help students in the former condition to move to patterns of former condition to move to patterns of learning of the latter type.learning of the latter type.

What are semantic What are semantic networks?networks?• Also known as cognitive structures, Also known as cognitive structures,

conceptual knowledge, and conceptual knowledge, and structural knowledge.structural knowledge.

• Are graphs consisting of nodes Are graphs consisting of nodes representing concepts and labeled representing concepts and labeled lines representing relationships lines representing relationships among them.among them.

• Used for:Used for:Semantic Networks

Planning Knowledge Assessment

Knowledge Integration

Constructing computer-based Constructing computer-based semantic nets engages semantic nets engages learners in:learners in:• The reorganization of knowledgeThe reorganization of knowledge

• Explicit description of concepts and their Explicit description of concepts and their relationshipsrelationships

• Deep processing of knowledge that promotes Deep processing of knowledge that promotes better remembering and retrieval and better remembering and retrieval and transfertransfer

• Relating new concepts to existing concepts Relating new concepts to existing concepts and ideas, which improves understanding.and ideas, which improves understanding.

• Spatial learning through spatial Spatial learning through spatial representation of concepts in an area of representation of concepts in an area of study.study.

What is structural What is structural knowledge?knowledge?• Provides the conceptual bases for Provides the conceptual bases for

knowing WHY.knowing WHY.

• Is the organization of the Is the organization of the relationships among concepts in relationships among concepts in long-term memory.long-term memory.

• Therefore, semantic networking Therefore, semantic networking helps learners map their helps learners map their cognitive structurecognitive structure..

Why study structural Why study structural knowledge in using knowledge in using semantic networks?semantic networks?• Understanding structural foundations in any Understanding structural foundations in any

content domain improves comprehension.content domain improves comprehension.

• Is essential to recall and comprehension.Is essential to recall and comprehension.

• Learners construct structural and declarative Learners construct structural and declarative knowledge when they study.knowledge when they study.

• Is essential to problem solving and Is essential to problem solving and procedural knowledge acquisition.procedural knowledge acquisition.

• Experts’ SK differs from novices’; Experts’ SK differs from novices’; understanding the differences is facilitated understanding the differences is facilitated by semantic networking.by semantic networking.

Structure of Concept Structure of Concept MapsMaps

Novak, J. D. The Theory Underlying Concept Maps and How to Construct Them.

What ways can semantic What ways can semantic nets be used in the nets be used in the classroom?classroom?

Semantic Nets As A Learning Tool

Study guidesKnowledge integration

Planning tool

Semantic Nets as Study Semantic Nets as Study GuidesGuides

• Should be used as a review strategy, Should be used as a review strategy, NOT to memorize content.NOT to memorize content.

• Students MUST construct their own Students MUST construct their own nets – NOT the teachernets – NOT the teacher..

Semantic Net as Knowledge Semantic Net as Knowledge Reflection and Integration Reflection and Integration ToolTool• SN helps students reflect on what they know SN helps students reflect on what they know

and what they DON’T know.and what they DON’T know.

• Students with concept mapping experience are Students with concept mapping experience are better problem solvers.better problem solvers.

• Provides valuable evidence of self-reflection and Provides valuable evidence of self-reflection and metacognitive reasoning.metacognitive reasoning.

• Not only does concept mapping facilitate Not only does concept mapping facilitate problem solving, but also helps learners to problem solving, but also helps learners to transfertransfer those skills. those skills.

• **Learners become aware of and control the **Learners become aware of and control the cognitive processes of the task.cognitive processes of the task.

Semantic Networking as a Semantic Networking as a Planning ToolPlanning Tool

•SN’s can provide a shorthand form SN’s can provide a shorthand form for organizing and sequencing for organizing and sequencing ideas.ideas.

•Examples – outlining chapters, Examples – outlining chapters, organizing essay construction, organizing essay construction, “generating ideas” in Legacy cycle, “generating ideas” in Legacy cycle, planning research projects…planning research projects…

Semantic Networks to Semantic Networks to Assess LearningAssess Learning

• The semantic nets learners generate The semantic nets learners generate after instruction reflect the growth of after instruction reflect the growth of their knowledge structures.their knowledge structures.

• Pre- and post-assessment of Pre- and post-assessment of knowledge highly beneficial as knowledge highly beneficial as assessment for both student and assessment for both student and teacher.teacher.

Coaching the Construction Coaching the Construction of SN’s in the classroomof SN’s in the classroom

• 1. Make a plan and set perspective for 1. Make a plan and set perspective for analyzing a domain.analyzing a domain.– Concept map structures are dependent on the Concept map structures are dependent on the

context in which they will be used. Identify the context in which they will be used. Identify the text, lab activity, or particular question that one text, lab activity, or particular question that one is trying to understand.is trying to understand.

– Helpful to select a limited domain of knowledge Helpful to select a limited domain of knowledge for first concept maps.for first concept maps.

– ““Think like” – physicists, scientists, Think like” – physicists, scientists, mathematicians when analyzing the domain.mathematicians when analyzing the domain.

2. Identify Important 2. Identify Important ConceptsConcepts• Identifying important concepts in a Identifying important concepts in a

content domain is crucial not only to content domain is crucial not only to understanding content but also for understanding content but also for collaborating on tasks.collaborating on tasks.

• These could be listed, and then from These could be listed, and then from this list a rank order should be this list a rank order should be established from the most general, most established from the most general, most inclusive concept for this particular inclusive concept for this particular situation to the most specific, least situation to the most specific, least general concept.general concept.

3. Create, define, and 3. Create, define, and elaborate nodes.elaborate nodes.

• Create and label a note for each Create and label a note for each concept listed in Step 2.concept listed in Step 2.– Can add pictures, descriptive text, and Can add pictures, descriptive text, and

synonymssynonyms– Computer toolsComputer tools

4. Construct links and link 4. Construct links and link conceptsconcepts

• Difficult process – having to precisely Difficult process – having to precisely describe relationship between two ideas.describe relationship between two ideas.

• See Fig. 4.8 – page 71 for examples of links.See Fig. 4.8 – page 71 for examples of links.

• What characterizes a good link? Preciseness, What characterizes a good link? Preciseness, succinctness, and most importantly succinctness, and most importantly descriptiveness. Use links that tell descriptiveness. Use links that tell something meaningful about the relationship.something meaningful about the relationship.

• Interconnectedness adds to meaningful Interconnectedness adds to meaningful understanding.understanding.

5. Continue to expand the 5. Continue to expand the net.net.• Linking process continues, adding new Linking process continues, adding new

nodes or concepts to help explain nodes or concepts to help explain existing ones.existing ones.

• This process mirrors the natural pattern This process mirrors the natural pattern of knowledge acquisition in construction of knowledge acquisition in construction and integration of knowledge.and integration of knowledge.

• A good concept map is really never A good concept map is really never finished.finished.

6. Students 6. Students reflectreflect on the on the process.process.

• Reflection should be formative, not summative Reflection should be formative, not summative – should be an ongoing process as students – should be an ongoing process as students continuously review the process, make continuously review the process, make changes, evaluate goals, answer questions.changes, evaluate goals, answer questions.

• Following completion: What Have I Learned?Following completion: What Have I Learned?– About semantic nets, cooperative learning, About semantic nets, cooperative learning,

multiple perspectives, meaningful thinking?multiple perspectives, meaningful thinking?

• Reflection cements the knowledge that Reflection cements the knowledge that learners construct.learners construct.

Teaching SkillsTeaching Skills• Teacher no longer purveyor of knowledge but Teacher no longer purveyor of knowledge but

instigator, promoter, coach, helper, model and instigator, promoter, coach, helper, model and guide of knowledge construction.guide of knowledge construction.

• Viability of knowledge of assessed in terms of Viability of knowledge of assessed in terms of community standards.community standards.

• Relinquish authority – admit you do not know Relinquish authority – admit you do not know everything.everything.

• Educate: Educe – evoke, extract, elicit, draw Educate: Educe – evoke, extract, elicit, draw out what learners know; help articulate what out what learners know; help articulate what they DO know and they will come to know it they DO know and they will come to know it better.better.

• Administrative and technological supportAdministrative and technological support

Advantages of Semantic Advantages of Semantic NetworksNetworks

• Easy to use – most can gain proficiency in 1 – 2 Easy to use – most can gain proficiency in 1 – 2 hours.hours.

• Provide spatial representations of content which Provide spatial representations of content which helps memory.helps memory.

• Enhance comprehension and retention of ideas; Enhance comprehension and retention of ideas; structural knowledge improves retention of structural knowledge improves retention of content being studied.content being studied.

• Demonstrate interconnectedness of ideas from Demonstrate interconnectedness of ideas from different subjects and different courses.different subjects and different courses.

• Should improve problem-solving performance.Should improve problem-solving performance.

• See Tables 4.1, 4.2, 4.3 (pp. 73 – 74).See Tables 4.1, 4.2, 4.3 (pp. 73 – 74).

Limitations of Semantic NetworksLimitations of Semantic Networks

• Limited ability to represent causal relationships.Limited ability to represent causal relationships.

• Are not truly maps of the mind, but rather Are not truly maps of the mind, but rather representations of what we think is in the mind.representations of what we think is in the mind.

• Knowledge represented on a SN is dynamic; Knowledge represented on a SN is dynamic; structural knowledge changes over time. Not structural knowledge changes over time. Not entirely accurate or would constantly be in entirely accurate or would constantly be in revision process.revision process.

• Networks in the mind are much more complex Networks in the mind are much more complex and multidimensional.and multidimensional.

Assessing Semantic NetsAssessing Semantic Nets

• Compare learner’s net with expert’s Compare learner’s net with expert’s (teachers). ??(teachers). ??

• Determine learner’s knowledge growth.Determine learner’s knowledge growth.

• Accept learner’s different perspectivesAccept learner’s different perspectives

• Compare learner’s nets to course goals – Compare learner’s nets to course goals – SN’s can be related to examination SN’s can be related to examination performance.performance.

• Evaluating: See pp 74 – 75 for different Evaluating: See pp 74 – 75 for different criteria for assessment of SN’s.criteria for assessment of SN’s.

Assessment and LearningAssessment and Learning

• ““If you sow the seeds of critical thinking, If you sow the seeds of critical thinking, then you should harvest critical thoughts then you should harvest critical thoughts and not reproductive learning.” p. 283and not reproductive learning.” p. 283

• Have students self assess their knowledge Have students self assess their knowledge bases before they submit them – this helps bases before they submit them – this helps foster self regulation. P. 285foster self regulation. P. 285

• Assessing collaboration – students working Assessing collaboration – students working together produce knowledge bases but together produce knowledge bases but also learn more in the process. P. 286also learn more in the process. P. 286

Assessing ThinkingAssessing Thinking

• Assessing Critical Thinking – difficult Assessing Critical Thinking – difficult to assess; can’t always see transfer; to assess; can’t always see transfer; emerges over time with lots of emerges over time with lots of practice. Still, are obligated to try.practice. Still, are obligated to try.

• Critical thinking, creative thinking, Critical thinking, creative thinking, complex thinking rubrics pp. 287 – complex thinking rubrics pp. 287 – 289.289.