ABSTRACT
Introduction ......................................................................................................24 ˜e Features of Good, Novakian Concept Maps .........................................25 Knowledge about Concept Mapping ............................................................ 28 ˜e Skills of the Individual Concept Mapper .............................................. 28
Gaining Skills ...........................................................................................29 Articulation ............................................................................................. 30 Role ...........................................................................................................32 CmapTools Facility .................................................................................33 Spatial Considerations ............................................................................36 Resourcing ................................................................................................37 Maintaining the Big Picture ...................................................................38 Facilitation ................................................................................................41 Error Avoidance ......................................................................................41
˜e Skills in Team Concept Mapping ........................................................... 42 Roles ......................................................................................................... 42 Choreography ......................................................................................... 43
˜e Skills in Concept Mapping “On-the-Fly” ............................................. 43 Conclusion ....................................................................................................... 44 References ..........................................................................................................45
We begin this chapter with a widely held truism: Concept Maps are easy to make and use. Indeed, kindergarten-aged children have been shown to have not only the facility to make Concept Maps independently, but also to bene¥t from their impacts on learning and metacognitive control skills (Cassata-Widera, 2009). ˜e basic steps for creating a Concept Map have been widely described (cf., Novak, 2010; Novak and Cañas, 2008):
