For more than half a century, my students and I have sought to understand why some learners acquire deep, meaningful understanding of materials studied, whereas others only superficial grasp the information presented. Often latter kind student had high school grades standardized test scores. What appeared underlie differences in these two groups was way they approached learning subject matter. Unfortunately, as graduate at University Minnesota 1950’s, psychology taught behavioral psychology,...

This text presents the origin of concept map tool and some early history in development this tool.Some ideas from Ausubel's (1963;1968) assimilation theory cognitive learning that served as a foundation for mapping are presented, including important role assimilating new concepts propositions into learner's existing framework plays meaning making.Epistemological foundations also presented idea creative production knowledge can be seen very high level meaningful learning, facilitate...

Abstract This article describes the genesis and development of concept mapping as a useful tool for science education. It also offers an overview contents this special issue comments on current state knowledge representation. Suggestions further research are made throughout article.

Abstract The construction and reconstruction of meanings by learners requires that they actively seek to integrate new knowledge with already in their cognitive structure. Ausubel's assimilation theory learning has been shown be effective guiding research instructional design facilitate meaningful (Ausubel, psychology verbal learning, New York: Grune Stratton, 1963; Educational psychology: A view, Holt, Rinehart Winston, 1968; acquisition retention knowledge, Dordrecht: Kluwer, 2000)....

Audio-tutorial science lessons were provided to 191 first and second grade children (instructed), interviews conducted periodically assess changes in concept under standing from grades one through twelve. A similar sample (n = 48) not receiving audio-tutorial two (uninstructed) was also interviewed Instructed students showed substantially more valid understandings fewer invalid concepts (misconceptions) than uninstructed two, seven, ten, Concept maps prepared interview transcripts wide...

A research program at Cornell University that sought to study the ability of children acquire science concepts and effect this learning on later schooling led need for a new tool describe explicit changes in children's conceptual understanding. Concept mapping was invented 1972 meet need, subsequently numerous other uses have been found tool. Underlying development concept an cognitive psychology constructivist epistemology. In 1987, collaboration began between Novak Cañas others Florida...

J. Mintzes and J.H. Wandersee, Learning, Teaching, Assessment: A Human Constructivist Perspective. K.M. Edmondson, Assessing Science Understanding Through Concept Maps. J.J. J.D. Novak, Understanding: The Epistemological V Diagram. S.A. Southerland, M.U. Smith, C.L. Cummins, What Do You Mean by That?: Using Structured Interviews to Assess Understanding. K. Hogan Fisherkeller, Dialogue as Data: Students' Scientific Reasoning with Interactive Protocols. Designing an Image-Based Biology Test....

(1988). Learning Science and the of Learning. Studies in Education: Vol. 15, No. 1, pp. 77-101.

Abstract Ausubel's (1963, 1968, 1978) assimilation theory of learning is used to describe the process by which humans engage in meaningful learning. High levels are characterized as underlying new knowledge construction. Concept maps and Vee diagrams employed illustrate aspects theory, foundational constructivist epistemological ideas, tools that can facilitate The central thesis learning, understood through fundamental both psychological cognitive development individuals