Supporting Problem-solving Performance Through the Construction of Knowledge Maps
Amy L. Baylor, Youngmin Lee, David W. Nelson, Florida State University, United States
Journal of Interactive Learning Research Volume 16, Number 2, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
** Invited as a paper from E-Learn 2003 ** The purpose of this article is to provide five empirically-derived guidelines for knowledge map construction tools that facilitate problem solving. First, the combinational representation principle proposes that conceptual and corresponding procedural knowledge should be represented together (rather than separately) within the knowledge map. Second, the contextual enhancement principle proposes that the learner should provide information regarding the context of the problem within the knowledge map. Third, the spatial flexibility principle proposes that the space where learners represent concepts should be flexible and not artificially constrained. Fourth, the property association principle proposes that the magnitude of association between the concept and associated processes should be classified by the learner within the knowledge map. Fifth, the multiple representation principle proposes that the knowledge map construction tool should have the capacity to represent concepts through multiple modalities. The article presents a prototype of a new knowledge map construction tool that incorporates each of these principles.
Baylor, A.L., Lee, Y. & Nelson, D.W. (2005). Supporting Problem-solving Performance Through the Construction of Knowledge Maps. Journal of Interactive Learning Research, 16(2), 117-131. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)