The origins of the concept mapping tool and the continuing evolution of the tool
Paper structure
Introduction: history, issues addressed in the program, new tech enhances capabilities
The invention of concept mapping-history
Development of a new epistemology
Development of computer-based concept mapping tools
A new model for education
Conclusions
Piaget's theory: children could not profit in abstract concepts before they reached the formal operational stage of thinking, like age 11.
Fundamental questions in this program:
cognitive limitation - the result of brain development, or artifact of school or society?
Can 6 to 8 kids develop sufficient understanding to influence later learning?
findings in longitudinal study support Ausubel's assimilation theory?
Reference
Novak, J.D. & Canas, A.J. (2006). The origins of the concept mapping tool and the continuing evolution of the tool. Information Visualization, 5, 175-184.