Beruflich Dokumente
Kultur Dokumente
Abstract
Since concept maps are designed to find out what the learner knows about a subject
and are, in effect, maps of cognition, this article synthesizes relevant facts, concepts, and
principles from cartography and applies them to concept mapping. The metaphor of the map
and its applicability for representing scientific knowledge are discussed. The context of concept
mapping IS presented and suggestions for successful application of the technique in the science
classroom are offered. Finally, researchers are invited to conduct studies that investigate the
graphic representation of scientiJic knowledge in order to create, evaluate, and improve the
graphics and graphic metacognitive tools (such as concept mapping) which are used in science
teaching.
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The map was a signal innovation in human thought. Perhaps no one has captured
its importance better than Arthur H. Robinson (1982), Lawrence Martin Professor
Emeritus of Cartography at the University of Wisconsin:
The act of mapping was as profound as the invention of a number system. . . The
combination of the reduction of reality and the construction of an analogical space
is an attainment in abstract thinking of a very high order indeed, for it enables one
to discover structures that would remain unknown if not mapped. (p. 1)
The Cartographic Communication Process
There are two critical transformations which must occur if a map is to fulfill its
role as an instrument of human communication (Dent, 1985). First, the mapmaker
must encode the meaning, using appropriate graphic conventions. Only potentially
meaningful, contextually appropriate information should be included on a map (Guelke,
1976). Second, the map reader must perform detection, recognition, discrimination,
and estimation tasks in order to extract the meaning which was encoded.
Thus the cartographic design and interpretation processes involve complex cognitive
transformations with both intellectual and visual components. Opportunities for creativity
are also present at both transformation points and may serve (a) to challenge ones
assumptions, (b) to recognize new patterns, (c) to make new connections, and (d) to
visualize the unknown. Thus, the real world yields the raw data of perception which
are transformed by the map maker into a map that represents knowledge worth sharing;
the map reader then extracts the relevant meaning and uses it for problem solving and
decision making (Cuff C?Z Mattson, 1982).
In most commercial cartographic enterprises, there is little opportunity for twoway communication with or feedback from the map reader. The feedback which the
map makers receive is usually indirect (e.g., the maps sales document its value to
the user). Most cartographers. however, admit that the solicitation and careful consideration
of map readers evaluative responses are vital to improvement of map design (Dent,
1985).
Limiting Factors
Although all maps contain errors. the history of cartography shows that the accuracy
of any map is highly dependent upon the quality and quantity of the data the map
maker collects about the reality to be mapped. In addition, the cartographers prior
knowledge influences hidher selection of and generalization about the data. The map
makers aesthetic sense and artistry also affect the final product (Robinson, 1980).
Thus, every map reflects both its data and its designer. Map making is a human
exercise in knowledge construction or meaning making, and therefore has both
inherent strengths and limitations.
Brown (1949) defends map makers with vigor in his classic work, The Story of
Maps, when he writes
CARTOGRAPHY OF COGNITION
925
criticized for its errors than cartographers . . . for every map and chart compiled by
the pioneers in cartography, a thousand pages of adverse criticism have been written
about them by men who were themselves incapable of being wrong because they
would never think of exposing themselves to criticism, let alone failure. (p. 9)
Jerusalem was placed at the center of the world because of the Bible verse Ezekiel
5 5 ( . . . I have set it in the midst of the nations . . .). More than 600 extant maps
from this period in history reflect such medieval Christain thought. Thus, the prior
(theological) knowledge of the medieval map makers affected their choice of data and,
ultimately, the maps they constructed.
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Another conclusion that one could draw from the same story is this: Not only do
maps represent what we know, they suggest further explorations. When Sir Edrnund
Percival Hillary and his native guide, Tenzing Norkay, reached the peak of Mount
Everest on May 29, 1953, they provided direct verification of what the Indian map
makers had predicted Some 80 years before (Asimov, 1972, pp. 758-759). There were
other unclimbed peaks, but Sir Edmund wanted to conquer the one the mapmakers
said was the highest of all. Just as an impetus for Columbus famous voyage was a
map, so it was for Hillarys momentous ascent.
Metaphors are archetypes that can subsume difficult concepts and have heuristic
value. For example, someone might say that the earth is an organism or the brain is
a computer and then explore the implications of such a metaphor. Philosopher D. Bob
Gowin once observed, An apt metaphor is probably better than an arid and formally
stated hypothesis in trying to find Out about something unknown. . . . Get thyself a
metaphor to ride the unknown. All the rest is algebta (Gowin, 1983, p. 39).
Scientific Knowledge and the Map Metaphor
If knowing is making a mental map of the concepts one has learned and if people
think with concepts, then the better ones map, the better one can think. Judson (1980)
reminds us that the map as metaphor for the network Of scientific knowledge has
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927
often been suggested . . . (p. 191). Although maps are always somewhat inaccurate,
approximate, and incomplete, so are the scientific theories which humans construct.
Like a map, theories connect knowledge in many directions and are continually updated
to incorporate new information. The act of theory building, like map making, exposes
doubtful knowledge and calls for its replacement with more reliable knowledge. Ziman
(1978) points out that the first maps of a new territory are usually naive, somewhat
arbitrary, and asystematic. It is only after innumerable expeditions have reported their
findings that major discrepancies or ambiguities in the original map are resolved. But
without that first map of the territory, subsequent explorers would have nothing to test
and nothing to amend. Just as a map cannot be reduced to strings of text, scientific
knowledge is fairly nonlinear, hierarchical, and weblike. Therefore, the metaphor of
the map seems quite appropriate for holistic representation of scientific knowledge.
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CARTOGRAPHY OF COGNITION
929
map unless they have mastered all of the graphic conventions and have constructed
at least ten different maps by themselves. One can neither empathize with nor capably
assist the beginning concept mapper without such experience. With such experience,
it is also obvious that the educational benefit accrues chiefly to the mapper, not the
person given anothers map.
Three Theory-BasedMetacognitive Tools
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described earlier in this article. Of the three, this tool has the largest research base
and is quite widely used in textbooks, teachers guides, and science classrooms.
For example, a recently completed major survey of the high school science teachers
in the state of Louisiana showed that 50% of them were aware of the instructional
technique of concept mapping (McCoy, Wandersee & Good, 1990). It is especially
useful for helping students understand what meaningful learning is and showing
them that learning is idiosyncratic and is therefore a responsibility which cannot
be shared.
Vee diagrams. Vee diagramming was invented at Cornell University in 1977
by Gowin (1981). Although this technique is less widely known, it is ideally suited
to improve science laboratory instruction, research design, and the writing of research
papers. The same survey of Louisiana high school science teachers found that just
17% were aware of the vee diagramming technique (McCoy, Wandersee & Good,
1990). Nonetheless, it is especially useful in helping students understand the structure
of knowledge and how we know what we know in science. This graphic has the
form of a capital letter V and has a thinking (epistemological) and a doing
(methodological) side. A central telling question points the vee at an object or
event that can help to answer it. The method of extracting knowledge from the
object or event of interest is informed by the conceptual side of the vee and the
complex interplay of the vees elements produces knowledge and value claims.
This tool is the most difficult of the three for students to grasp and therefore it
should probably be the last one they learn to use. It may also be the most powerful
of the three, and this author asserts that its use should be a part of every graduate
program in science and science education.
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93 I
yet be determined. If research results remain promising, the technique will no doubt
continue to be modified and improved.
With the readers forbearance, the following personal comments may be instructive.
During the 11 years that I have been associated with Novak and his research group
at Cornell University, I have used concept mapping (a) to teach undergraduate biology
courses; (b) to teach science education methods courses to pre- and in-service primary,
secondary, and university science teachers; and (c) to publish science education research
papers based upon it (e.g., Abrams & Wandersee, 1990; McCoy, Wandersee, & Good,
1990; Wandersee, 1983; 1990).
I continue to be impressed by the potential of such graphic metacognitive tools
to help science teachers and science educators improve science instruction. 1 invite all
researchers with an interest in the graphic representation of scientific knowledge to
join us in exploring this domain, since much more research is needed.
At Louisiana State University, a graduate course that I teach which is entitled
The Graphic Representation of Scientific Knowledge attempts to integrate relevant
principles and research from such domains of knowledge as epistemology, learning
theory, visual perception, graphic design, computer visualization, information processing,
scientific illustration, cartography, and even vexillology to create, evaluate, and improve
the graphics and the graphic metacognitive tools used in science teaching. In addition
to the instructors presentations, guest speakers from other units of the university, the
citys professional community, and neighboring universities offer students new perspectives on what makes a scientific graphic effective.
At San Diego State University, Kathleen Fisher and the SemNet research group
have also developed a promising new metacognitive tool, a course, and a research
program in this field-all of which are described in an article appearing elsewhere in
this issue.
In closing, perhaps a parallel can be drawn from the history of cartography. Up
to the late 1600s, there were only general geographic maps. Then, a significant advance
was made: Thematic maps were invented. Thematic maps portray variations within a
single class of features rather than show an assemblage of features. A weather map,
for example, is a thematic map, so is a bird species range map. Robinson (1982)
contends that:
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Appendix A
Two concept circle diagrams done by a student in a ninth-grade environmental
science course, with annotation added to highlight key features of such diagrams and
shading added to represent the original colors (redrawn). (Note: The technique can
depict five basic qualitative relationships among concepts and two basic quantitive
ones. This example shows only the inclusion and the relative importance relationships.
It also shows how diagrams can be linked by telescoping.)
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Appendix B
Concept map on the design of the pencil, constructed to show most of the graphic
conventions employed in concept mapping.
Q
psnc 1I
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Appendix C
A Gowins vee diagram for a high school biology laboratory investigation of the
microscopic organisms in pondwater. (The original diagram was made by a preservice
biology teacher.)
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