A theoretical note on concepts and the need for Cyclic Concept Maps

Journal of Research in Science Teaching

Volumn 42, Issue 7, 2005, Pages 741-766

  Safayeni, Frank ^a   Derbentseva, Natalia ^a   Cañnas, Alberto J ^b  

^a UNIVERSITY OF WATERLOO   (Canada)

^b INSTITUTE FOR HUMAN AND MACHINE COGNITION   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CONCEPT MAPS (CMAPS); CYCLIC CONCEPT MAPS; STATIC KNOWLEDGE;

HIERARCHICAL SYSTEMS; KNOWLEDGE ACQUISITION; MAPS;

TEACHING;

EID: 27844574223     PISSN: 00224308     EISSN: None     Source Type: Journal    
DOI: 10.1002/tea.20074     Document Type: Review

References (92)

1. Aidman, E. & Egan, G. (1998). Academic assessment through computerized Concept Mapping: Validating a method of implicit map reconstruction. International Journal of Instructional Media, 25, 277-294.
2. Anderson, D., Lucas, K.B., Ginns, I.S., & Dierking, L.D. (2000). Development of knowledge about electricity and magnetism during a visit to a science museum and related post-visit activities. Science Education, 84, 658-679.
3. Ashby, W.R. (1957). An introduction to cybernetics. London: Chapman & Hall.
4. Ausubel, D.P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston.
5. Beer, S. (1972). Brain of the firm. London: Penguin Press.
6. Beer, S. (1974). Designing freedom. Massey Lectures. Canadian Broadcasting Corporation. Toronto: CBC Publications.
7. Beer, S. (1993). The impact of cybernetics on the concept of industrial organization. In R. Harnden & A. Leonard (Eds.), How many grapes went into the wine? (pp. 75-96). New York: Wiley.
8. Bertalanffy, L. von. (1972). The model of open systems: Beyond molecular biology. In A.D. Breck & W. Yourgrau (Eds.), Biology, history, and natural philosophy (pp. 17-30). New York: Plenum Press.
9. Brinkman, F.G. (1992). Food relations of living organisms as a basis for the development of a teaching strategy directed to conceptual change. In K.M. Fisher & M.R. Kibby (Eds.), Knowledge acquisition, organization, and use in biology (pp. 78-98). Berlin: Springer and the NATO Scientific Affairs Division.
10. Bronowski, J. (1976). The ascent of man. London: British Broadcasting Corporation.
11. Buddingh, J. (1992). Working with personal knowledge in biology classrooms on the theme of regulation and homeostasis in living systems. In K.M. Fisher & M.R. Kibby (Eds.), Knowledge acquisition, organization, and use in biology (pp. 126-134). Berlin: Springer and the NATO Scientific Affairs Division.
12. Cañas, A.J. (1985). Variability as a measure of semantic structure for document storage and retrieval. Unpublished doctoral dissertation, University of Waterloo, Ontario, Canada.
13. Cañas, A.J., Hill, G., Carff, R., Suri, N., Lott, J., Eskridge, T., Gómez, G., Arroyo, M., & Carvajal, R. (2004). CmapTools: A knowledge modeling and sharing environment. In A.J. Cañas, J.D. Novak, & RM. González (Eds.), Concept Maps: Theory, methodology, technology. Proceedings of the First International Conference on Concept Mapping (Vol. 1, pp. 125-134). Pamplona, Spain: Universidad Pública de Navarra.
14. Cañ̃as, A.J., Hill, G., Pérez, C., Granados, A., & Pérez, J.D. (2003). The network architecture of CmapTools. IHMC Technical Report CmapTools, 93-102.
15. Cañas, A.J., Leake, D.B., & Wilson, D.C. (1999). Managing, mapping and manipulating conceptual knowledge: Exploring the synergies of knowledge management & case-based reasoning. Menlo Park CA: AAAI Press.
16. Cañas, A.J., Safayeni, F.R., & Conrath, D.W. (1985). A conceptual model and experiments on how people classify and retrieve documents. Proceedings of the 8th Annual International ACM SIGIR Conference on Research and Development in Information Retrieval, Montreal, Canada (pp. 282-287). New York: ACM Press.
17. Card, S., Moran, T., & Newell, A. (1983). The psychology of human-computer interaction. Hillsdale, NJ: Erlbaum.
18. Chmeilewski, T. & Dansereau, D. (1998). Enhancing the recall of text: Knowledge mapping training promotes implicit transfer. Journal of Educational Psychology, 90, 407-413.
19. Clark, H.H. (1996). Using language. Cambridge, England: Cambridge University Press.
20. Coffey, J.W., Carnot, M.J., Feltovich, P.J., Feltovich, J., Hoffman, R.R., Cañas, A.J., & Novak, J.D. (2003). A summary of literature pertaining to the use of Concept Mapping techniques and technologies for education and performance support. Technical Report submitted to the Chief of Naval Education and Training, Pensacola, FL.
21. Cruse, D.A. (1986). Lexical semantics. Cambridge, England: Cambridge University Press.
22. Dantzig, T. (1954). Number: The language of science. New York: Free Press.
23. Duimering, P.R. & Safayeni, F. (1999). The role of language and formal structure in the construction and maintenance of organizational images. International Studies of Management and Organization, 28, 57-85.
24. Edmondson, K.M. (1995). Concept Mapping for the development of medical curricula. Journal of Research in Science Teaching, 32, 777-793.
25. Ferry, B., Hedberg, J., & Harper, B. (1998). How do preservice teachers use Concept Maps to organize their curriculum content knowledge? Journal of Interactive Learning Research, 9, 83-104.
26. Feynman, R.P. (1975). The character of physical law. Cambridge, MA: MIT Press.
27. Feynman, R.P. (1999). The pleasure of finding things out. Cambridge, MA: Perseus.
28. Ford, K.M., Cañas, A., Jones, J., Stahl, H., Novak, J.D., & Adams-Webber, J. (1991). ICONKAT: An integrated constructivist knowledge acquisition tool. Knowledge Acquisition, 3, 215-236.
29. Ford, K.M., Coffey, J.W., Cañas, A.J., Andrews, E.J., & Turne, C.W. (1996). Diagnosis and explanation by a nuclear cardiology expert system. International Journal of Expert Systems, 9, 499-506.
30. Forrester, J.W. (1961). Industrial dynamics. Cambridge, MA: MIT Press.
31. Forrester, J.W. (1995, November). System dynamics, and learner-centered learning in K-12 education. Paper presented at the Loridans Colloquium, Atlanta, GA.
32. Gibbs, R.W. (1997). How language reflects the embodied nature of creative cognition. In T.B. Ward, S.M. Smith, & J. Vaid (Eds.), Creative thought: An investigation of conceptual structure and processes (pp. 351-374). Washington, DC: American Psychological Association.
33. Gibson, J.J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin.
34. Hall, R., Dansereau, D., & Skaggs, L. (1992). Knowledge maps and the presentation of related information domains. Journal of Experimental Education, 61, 5-18.
35. Hibberd, R., Jones, A., & Morris, E. (2002). The use of Concept Mapping as a means to promote and assess knowledge acquisition. CALRG Report No. 202.Centre for Information Technology in Education, Institute of Educational Technology, The Open University, Milton Keynes, England.
36. Higgins, C.A. & Safayeni, F.R. (1984). A critical appraisal of task taxonomies as a tool for studying office activities. ACM Transactions on Office Information Systems, 2, 331-339.
37. Hoeft, R.M., Jentsch, F.G., Harper, M.E., Evans, A.W., III, Bowers, C.A., & Salas, E. (2003). TPL-KATS-concept map: A computerized knowledge assessment tool. Computers in Human Behavior, 19, 653-657.
38. Horton, P.B., McConney, A.A., Gallo, M., Woods, A.L., Senn, G.J., & Hamelin, D. (1993). An investigation of the effectiveness of Concept Mapping as an instructional tool. Science Education, 77, 95-111.
39. Hull, C.L. (1920). Quantitative aspects of the evolution of concepts. Psychological Monographs, 28, Whole No. 123.
40. Jonassen, D.H. (2000). Computers as mindtools for schools: Engaging critical thinking (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
41. Katz, D. & Kahn, R. (1978). The social psychology of organization (2nd ed.). New York: Wiley.
42. Kelly, G.A. (1955). The psychology of personal constructs. New York: Norton.
43. Kinchin, I.M. (2000a). Using Concept Maps to reveal understanding: A two-tier analysis. School Science Review, 81, 41-46.
44. Kinchin, I.M. (2000b). Concept Mapping in biology. Journal of Biological Education, 34, 61-68.
45. Koestler, A. (1969). The act of creation. London: Pan Books.
46. Koffka, K. (1935). Principles of Gestalt psychology. New York: Harcourt Brace.
47. Kohler, W. (1927). The mentality of apes (2nd ed.). London, New York: Routledge & Kegan Paul.
48. Kunda, Z. (1999). Social cognition. Cambridge, MA: MIT Press.
49. Lambiotte, J. & Dansereau, D. (1992). Effects of knowledge maps and prior knowledge on recall of science lecture content. Journal of Experimental Education, 60, 189-201.
50. Lewin, K. (1969). Will and needs. In W.D. Ellis (Ed. & Trans.), A source book of Gestalt psychology (pp. 283-299). London: Routledge & Kegan Paul Ltd. (Original work published in 1926.)
51. Lewin, K. (1935). A dynamic theory of personality. New York: McGraw Hill.
52. Markham, K.M. & Mintzes, J.J. (1994). The Concept Map as a research and evaluation tool: Further evidence of validity. Journal of Research in Science Teaching, 31, 91-101.
53. Markow, P.G. & Lonning, R.A. (1998). Usefulness of Concept Maps in college chemistry laboratories: Students' perceptions and effects on achievement. Journal of Research in Science Teaching, 35, 1015-1029.
54. Marrow, A. (1969). The practical theorists: The life and work of Kurt Lewin. New York: Basic Books.
55. McCagg, E.G. & Dansereau, D.F. (1991). A convergent paradigm for examining knowledge mapping as a learning strategy. Journal of Educational Research, 84, 317-324.
56. McClure, J.R., Sonak, B., & Suen, H.K. (1999). Concept Map assessment of classroom learning: Reliability, validity, and logical practicality. Journal of Research in Science Teaching, 36, 475-492.
57. Medin, D.L. (1983). Structural principles of categorization. In T. Tighe & B. Shepp (Eds.), Perception, cognition, and development: Interactional analyses (pp. 203-230). Hillsdale, NJ: Erlbaum.
58. Medin, D.L., Goldstone, R.L., & Gentner, D. (1993). Respects for similarity. Psychological Review, 100, 254-278.
59. Medin, D.L., Lynch, E.B., & Solomon, K.O. (2000). Are there kinds of concepts? Annual Review of Psychology, 51, 121-147.
60. Medin, D.L. & Shoben, E.J. (1988). Context and structure in conceptual combinations. Cognitive Psychology, 20, 158-190.
61. Miller, G. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97.
62. Miller, G., Galanter, E., & Pribram, K. (1960). Plans and the structure of behavior. New York: Holt, Rhinehart & Winston.
63. Murphy, G.L. (2002). The big book of concepts. Cambridge, MA: Bradford Books.
64. Norman, D.A. (1993). Things that make us smart. New York: Addison-Wesley.
65. Novak, J.D. (1998). Learning, creating, and using knowledge: Concept Maps as facilitative tools in schools and corporations. Mahwah, NJ: Erlbaum.
66. Novak, J.D. & Gowin, D.B. (1984). Learning how to learn. New York: Cambridge University Press.
67. Oxford English Dictionary (2nd ed.). Electronic resource, http://www.lib.uwaterloo.ca/uwonly/weboed.html (Accessed June 16, 2003).
68. Plato. (1858). The Republic of Plato (J.L. Davies & D.J. Vaughan, Trans.). Cambridge, MA: Macmillan.
69. Rapoport, A. (1968). Foreword. In W. Buckley (Ed.), Modern systems research for the behavioral scientist (pp. xiii-xxii). Chicago: Aldine.
70. Raymond, D.R., CañTampaas, A.J., Tompa, F.W., & Safayeni, F.R. (1989). Measuring the effectiveness of personal database structures. International Journal of Man-Machine Studies, 31, 237-256.
71. Rice, D., Ryan, J., & Samson, S. (1998). Using Concept Maps to assess student learning in the science classroom: Must different methods compete? Journal of Research in Science Teaching, 35, 1103-1127.
72. Roberts, L. (1999). Using Concept Maps to measure statistical understanding. International Journal of Mathematical Education in Science and Technology, 30, 707-717.
73. Rosch, E. (1978). Principles of categorization. In E. Rosch & B.B. Lloyd (Eds.), Cognition and categorization (pp. 27-48). Hillsdale, NJ: Erlbaum.
74. Rosch, E., Simpson, C., & Miller, R.S. (1976). Structural bases of typicality effects. Journal of Experimental Psychology: Human Perception and Performance, 2, 491-502.
75. Ruiz-Primo, M.A. & Shavelson, R.J. (1996). Problems and issues in the use of Concept Maps in science assessment. Journal of Research in Science Teaching, 33, 569-600.
76. Russell, B. (1961). Knowledge by acquaintance and knowledge by description. In R.E. Egner & L.E. Denonn (Eds.), The basic writings of Bertrand Russell (pp. 217-223). New York: Simon & Schuster.
77. Safayeni, F., Irving, R., Purdy, L., & Higgins, C. (1992). Potential impacts of computerised performance monitoring systems: Eleven propositions. Journal of Management Systems, 4, 73-84.
78. Simon, H.A. (2000). Discovering explanations. In F.C. Keil & R.A. Wilson (Eds.), Explanation and cognition (pp. 21-59). Cambridge, MA: MIT Press.
79. Smith, E.E. & Medin, D.L. (1981). Categories and concepts. Cambridge, MA: Harvard University Press.
80. Soyibo, K. (1995). Using Concept Maps to analyze textbook presentation of respiration. The American Biology Teacher, 57, 344-351.
81. Sterman, J.D. (2000). Business dynamics. Irwin: McGraw Hill.
82. Taylor, J.R. (1995). Linguistic categorization. Oxford: Clarendon Press.
83. Thagard, P. (1992). Conceptual revolutions. Princeton, NJ: Princeton University Press.
84. Tversky, A. (1977). Features of similarity. Psychological Review, 84, 327-352.
85. Tversky, A. & Kahneman, D. (1973). Availability: A heuristic for judging frequency and probability. Cognitive Psychology, 5, 207-232.
86. Wertheimer, M. (1982). Productive thinking. Chicago: University of Chicago Press.
87. Whitehead, A.N. (1967). Science and the modern world. New York: Free Press.
88. Wiener, N. (1961). Cybernetics: Or control and communication in the animal and the machine (2nd ed.). Cambridge, MA: MIT Press.
89. Willerman, M. & MacHarg, R. (1991). The concept map as an advance organizer. Journal of Research in Science Teaching, 28, 705-711.
90. Williams, C.G. (1998). Using Concept Maps to assess conceptual knowledge of function. Journal of Research in Mathematical Education, 29, 414-421.
91. Wittgenstein, L. (1958). Philosophical investigations (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
92. Zanting, A., Verloop, N., & Vermunt, J.D. (2003). Using interviews and concept maps to access mentor teachers' practical knowledge. Higher Education, 46, 195-214.