The Origin of Concept Mapping Concept mapping was

Children were interviewed periodically § Various props were used in the interviews to assess

David Ausubel’s Theory was Our Foundation § Meaningful learning requires the learner to integrated

David Ausubel 1918 -2008 § This conference is in part a memorial to David

David Ausubel 1918 -2008 § In the epigraph to Ausubel’s 1968 book: § “The

David Ausubel 1918 -2008 § Remembering a happy time: David and his wife Gloria

David Ausubel 1918 -2008 § 1968, Page 133: § “Cognitive structure variables refer to

Piagetian-type Interviews were designed § We sought to probe the child’s existing subject matter

The idea of concept maps was developed We found that a 20 page interview

Concept maps show explicit changes § By Grade 12, Amy had gained considerably in

Amy was learning meaningfully! Ausubel’s theory makes a clear distinction between rote learning and

Martha was learning by Rote § Martha has more misconceptions in grade 12 than

Learning How to Learn We soon found that concept maps could also help students

1984 – Learning How to Learn is Published In English, Spanish and 7 other

In its “Origins” years § Concept mapping becomes a popular tool in education §

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The Origin of Concept Mapping § Concept mapping was the outgrowth of a 12 -year study of children’s learning of basic science concepts that began in 1971

Children were interviewed periodically § Various props were used in the interviews to assess children’s understanding of basic concepts

David Ausubel’s Theory was Our Foundation § Meaningful learning requires the learner to integrated new concepts and propositions with her / his existing concepts and propositions

David Ausubel 1918 -2008 § This conference is in part a memorial to David Ausubel

David Ausubel 1918 -2008 § In the epigraph to Ausubel’s 1968 book: § “The most important single factor influencing learning is what the learner already knows”

David Ausubel 1918 -2008 § Remembering a happy time: David and his wife Gloria touring upstate New York wineries, 1989

David Ausubel 1918 -2008 § 1968, Page 133: § “Cognitive structure variables refer to the substantive and organizational properties of the learner’s existing knowledge structure in a particular subject-matter field”. (emphasis added) § The challenge: How can we ascertain a learner’s existing knowledge structure in a particular subject matter field?

Piagetian-type Interviews were designed § We sought to probe the child’s existing subject matter knowledge

The idea of concept maps was developed We found that a 20 page interview transcript could be converted into a one page concept map

Concept maps show explicit changes § By Grade 12, Amy had gained considerably in her understanding of molecules

Amy was learning meaningfully! Ausubel’s theory makes a clear distinction between rote learning and meaningful learning

Martha was learning by Rote § Martha has more misconceptions in grade 12 than she had is grade two after our instruction!

Learning How to Learn We soon found that concept maps could also help students of all ages learn any kind of subject matter

1984 – Learning How to Learn is Published In English, Spanish and 7 other languages In

In its “Origins” years § Concept mapping becomes a popular tool in education § Concept maps are mainly done by hand, with some simple computer software available § Learning How to Learn becomes the main reference for concept mappers worldwide