Concept Maps as Facilitative Tools in Schools and Corporations

concepts, 149, 150; mathematics, 197 academic standards, 16 accommodation, 75 acting see thinking, feelings and acting action reminders, 77 advance organizers, 79–80, 264 Advance Placement (AP) courses, 87 affect/affective learning, 13, 59, 226; see also feelings AI Program, coronary problems, 112 algebra, 67, 197 alphabet programs, 262 alternative schools, 212 American Association for the Advancement of Science (AAAS), 64, 65 American Psychological Association, “Learner-Centred Psychological Principles”, 82 amygdula, brain, 27, 28, 30 Andrew’s Story, learning disability, 159–168 arbitrary constructs, 98 archiving: expert knowledge, 123–126; student portfolios, 241–242 ARPANET (governmental network), 260–261 The Art of Loving (Fromm), 185–187 Arthur Anderson (accounting firm), 174 artifacts: versus facts, 25–26; as Knowledge Vee element, 95–104 artificial intelligence, 112 assessment see evaluation assimilation learning theory (Ausubel), 6, 56–89; and developmental theory (Piaget), 51–55, 73, 262; and epistemology, 58; and parsimony principle, 108–109 associated learning, 66, 70 The Audacity of Hope (Obama), xiv, 270 audiotape/audio-tutorial instruction, 17, 32, 76, 150–155, 153, 182, 203 Ausubel, D.: memorial for, 59; see also assimilation learning theory (Ausubel) authentic assessment, 243, 244 authenticity, 18 axons, brain, 27 banking concept of education, 38 behavioral psychology, 6, 19, 27, 56, 57, 202, 248, 262; and assimilation learning theory, 56, 57; and older educational practices, 248 beliefs, and knowledge, 110 Benchmarks for Science Literacy (AAAS), 64 biology, 108, 139, 233 botany, 21 brain: cognitive frameworks, development, 51; growth of, 43, 51; information storage, 60; and memory, 27, 28, 30 bulimic, 38 bullying, 158 business organizations see corporations (business); organizations capitalism, 3, 49, 186–188; and love, 186–187 caring, case study, 158–159 challenge discoveries, 82 chance discoveries, 82–83 charge discoveries, 82 charter schools, 212, 253–254 chemistry: and phlogiston theory, 93; and superordinate learning, 75–79, 82, 109 CmapTools: adding resources to concept maps, 264–265; advantages/ purpose of use, 36–38, 37; algebra instruction, 197; assessment, 234; business problems, 103, 178, 181; and computer projectors, 122, 123; free downloads, 38, 236, 237; theatrical productions, 126; see also concept maps/mapping Coalition of Essential Schools, 249, 252, 253 cognitive capacity(ies), 51, 75 cognitive developmental stage, developmental theory, 43, 52, 55 cognitive drive motivation, 183 cognitive frameworks, development, 51 cognitive learning, 13, 27, 47, 59, 67, 82, 91, 108, 109, 124, 198, 228, 259, 267 commitments, and knowledge, 110 commonplaces, elements of education, 14, 147 Compassion, 188, 197, 213, 216 Competing for the Future (Hamel and Prahalad), 273 complex cognition, 77 computer projectors, use of, 122, 123 concept labels: coding by, 201; and concept maps, 32; as Knowledge Vee element, 98, 117; meanings, 43, 49, 61 concept learning: and representational learning, 42–43; twelve-year longitudinal study, 57–58, 149–155, 202, 203 concept map, 128–129 concept maps/mapping: adding resources to build Knowledge Model, 264–265, 266, 267; advance organizers, 79–80, 264; as alternative to “testing”, 21; art, 128–129; assimilation theory, 61; building, 120, 279–280; in business, 103, 121; compared to Vee diagrams, 238; crosslinks(ages), 4–5, 72; development of, 58, 234; elements of education, 14–16; evaluation, 229–234; expert skeleton, 263–264; “global” maps, 191; internal maps, 137; interviews/questionnaires, 32, 73, 115, 117; and knowledge organization, 32–38, 34; and meaningful learning, 33; peer relations, 191–195; and PowerPoint presentations, 140; in research, 109–110; scaffolding learning, 80–81; and situativity, 44–45; software for producing see CmapTools; subdomains, 121; team concept mapping, 118–123; see also Vee diagrams concepts: definitions, 25, 44–46, ; formation and assimilation, 47–51, 61; higher and lower order, 4, 23; inclusive, 23, 65, 70, 279; interrelationships between, 71–72; learning by young children, 44; primary and secondary, 48, 149; subordinate, 24, 70; superordinate, 23, 24, 76, 82, 198, 279 conceptual hierarchies, qualitative improvement, 71–75, 74 conceptual opaqueness, of materials, 195–199 concomitant learning, 70 concrete operations stage, developmental theory, 52 Conécate al Conocimiento Project, Panama, 173, 201, 269 conservation concept tasks, 53 construction industry, “boom or bust” nature of, 170–172 constructivism, 55, 81, 90, 91, 93, 94, 238; and developmental theory, 55; human, 90, 91, 105, 106, 108; hypotheses, 102; positivism/ empiricism contrasted, 93, 94, 107; and Vee heuristic, 93; world view, 95–96; see also epistemology constructs, as Knowledge Vee element, 98 consumer centric business innovation, 18 context: cultural, 43, 195, 203–211; emotional, 183–199; importance, 182–183; organizational, 39, 212–216; physical, 199–203 cooperative learning, 18, 173, 191, 192 Cornell University Theory Center, staff interviews, 142, 143 corporate learning, 257–260 Subject Index 309