Structured Knowledge Diagrams For Students

Teaching and Learning with Concept Maps

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Categories, functor, objects, and morphism diagram. The aim of the function, on this context, is to warrant the knowledge transmission learning between the categories professor and student. In this case, the ideal is the initial knowledge to be the most basic possible. The knowledge transfer is only aimed when the student own a subcategory with objects and morphism set up by the professor, even in a minimum level, with a solid base for the functor establishment between the student and the professor and, thereafter, allowing the learning be updated.

According to Lima et al. To move on with short radius and filling the ignorance area, the subclasses always be available to learn new knowledge, it means that could be possible to establish a functor that permits formally that the resulted action be possible. The knowledge radius determines the content to be reached or transmitted and it needs that some concept had been learned before increase the radius and go to the next content to expand knowledge.

The dots to be learned are considered by us as ignorance dots that represent the missing knowledge or wrong concepts. It is necessary to make a research about the level of the existing information in the receiver category.

Is desirable to reach the full understanding about some kind of content to make the receiver category motivated to learn more and, for this method, the motivation is essential for learning. In Figure 3 there is a circle where the radius orange line represents the knowledge to be transmitted and the ignorance area green provoked to the student. It is primordial that the first knowledge to be transmitted has the smaller radius possible to eliminate all the ignorance provoked. Some experiments Barbosa Filho, presented that the satisfaction is proportional the missing ignorance and not the excess of knowledge.

The less doubts in the receiver category the less ignorance will remain in the process teaching-learning about a specific topic and more motivated the person will be.

The use of the Structured Knowledge Maps SKM to help the students and the learners allow teachers to identify a small knowledge radius dR to after create with a minimal increase dA in their ignorance area, as presented on Figure 4. With the ignorance eliminated it is possible track the content to be taught between professor and student. Each interrogation point is an ignorance dot and it means that is an object or morphism to be worked.

In the example given about the right triangle, the dots are: From the smallest knowledge radius, in the next one it will be part of the start know- ledge.

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The beginning is the foreknowledge and its ignorance area going to be transformed into acquired knowledge and indicated in the map diagram by an exclamation mark. That is the reason why each module new knowledge must represent a controlled increment of the knowledge to be transmitted, as indicates in Figure 4 and Figure 5. Doubts, wrong concepts and ignorance represent a barrier to the creation of a subcategory. Knowing theses elements is essential to filter them, eliminate them from the learner category and establish the functor aimed. As said before, it is important for the knowledge transmission to demand from the learner category few objects and morphism.

That way, for each functor each new know- ledge must use the previous objects and morphism in the learner category, as shown in Figure 5. There is possible to use the textual representation to detail each item. For example Figure It can cause in the learner an attempt to attach the wrong objects and morphism to the new knowledge. The excess of objects and morphism is undesirable as much as the absence. In situations that needs the knowledge transmission or manage information in a constant way to achieve a goal at the end a long period of time, for instance, after six month or a year course, it is important to adopt another method to help memorize the content learned to avoid missing it and convert it again to ignorance dots that impairs.

Textual format as alternative for presents the knowledge radius and the ignorance areas.

We believe that by using this method the memorization can be long end effective. For this complementation method, the content must be reviewed in a time interval as suggested in Figure 7.

Knowledge Structure

Using the Knowledge Maps with the Based-2 Method of Memorization allows the practice of teaching or even another activity that needs to retain information more effectively. The combination of these two methods is illustrated in Figure 8. In the Figure above presents each time that the knowledge had been applied and the concepts redeemed in the learning process. That way, the professor sender category and the student receiver category have more control of what must to be learn and what effectively as learned, engaging the learning process through the motivation.

The Structured Knowledge Maps is also possible to coach a group leader and train him to teach another person.

In this case, the knowledge sender professor, instructor or coach maps the objects and morphism to the intermediate category that represents the group leader. He also maps the objects and morphism to the receiver category student or learner. The knowledge transmission from intermediate category to the receiver category is equivalent to say that the mapping was linked from the sender category direct to the receiver category without the intermediate category.

The intermediate category can be a person or an intelligent system. The latter could be a persona from trendsetters on a digital environment like social media with many followers. We used the Structured Knowledge Maps to plan each class and track the evolution of the group. In this experiment, a survey was applied in the first class to identify deviances about the foreknowledge about the content.

In a group with 31 people only four had some basic knowledge about the theme. In a concept map, each word or phrase connects to another, and links back to the original idea, word, or phrase. Concept maps are a way to develop logical thinking and study skills by revealing connections and helping students see how individual ideas form a larger whole. An example of the use of concept maps is provided in the context of learning about types of fuel.

Concept maps were developed [ according to whom? A well-made concept map grows within a context frame defined by an explicit "focus question", while a mind map often has only branches radiating out from a central picture. Some research evidence suggests that the brain stores knowledge as productions situation-response conditionals that act on declarative memory content, which is also referred to as chunks or propositions.

Concept mapping was developed by Joseph D. Novak and his research team at Cornell University in the s as a means of representing the emerging science knowledge of students.

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Concept maps have their origin in the learning movement called constructivism. In particular, constructivists hold that learners actively construct knowledge. Novak's work is based on the cognitive theories of David Ausubel , who stressed the importance of prior knowledge in being able to learn or assimilate new concepts: Ascertain this and teach accordingly.

Various attempts have been made to conceptualize the process of creating concept maps. Ray McAleese, in a series of articles, has suggested that mapping is a process of off-loading. Concept maps are used to stimulate the generation of ideas, and are believed to aid creativity. Although they are often personalized and idiosyncratic, concept maps can be used to communicate complex ideas.

Teaching and Learning with Concept Maps. Introduction to Concept Mapping Used as a learning and teaching technique, concept mapping visually illustrates the relationships between concepts and ideas. Benefits of Concept Mapping Concept mapping serves several purposes for learners: Helping students brainstorm and generate new ideas Encouraging students to discover new concepts and the propositions that connect them Allowing students to more clearly communicate ideas, thoughts and information Helping students integrate new concepts with older concepts Enabling students to gain enhanced knowledge of any topic and evaluate the information How to Build a Concept Map Concept maps are typically hierarchical, with the subordinate concepts stemming from the main concept or idea.

Start with a main idea, topic, or issue to focus on.

Reasoning processes

Then determine the key concepts Find the key concepts that connect and relate to your main idea and rank them; most general, inclusive concepts come first, then link to smaller, more specific concepts. Concept Maps in Education When created correctly and thoroughly, concept mapping is a powerful way for students to reach high levels of cognitive performance.

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