7 Matching Annotations
  1. Feb 2023
    1. Chris, Chris... concepts and propositions are not nebulous dictionary definitions unless you're joining the Frankfurt School :) :).Click here to get some clarity about these basic terms as applied to learning: https://cmap.ihmc.us/docs/concept.phpAbout systems and emergence, I prefer Mario Bunge's book: https://www.amazon.com/Emergence-Convergence-Qualitative-Knowledge-Philosophy/dp/1442628219Irony? No way. You are always bringing new information about the historical roots of Zettelkasten. Keep doing that, please! Thanks!

      reply to u/New-Investigator-623 at https://www.reddit.com/r/antinet/comments/10r6uwp/comment/j784srg/?utm_source=reddit&utm_medium=web2x&context=3

      I meant nebulous for my initial purposes. They obviously have very concrete meanings in more specific contexts, though even there they can vary. I saw your other post on concept maps where I imagine they matter more; some of that reminds me about some of my initial explorations into category theory (math) a few years back. I'm curious what the overlap of those two looks like...

      On systems, complexity, and emergence, I'm probably closer to the school of thought and applications coming out of the Santa Fe Institute. I'll have to look at Bunge's work there, I've only glanced at some of his math/physics work but never delved into his philosophical material.

    1. Prof. Joseph Novak (Cornell) developed conceptual maps based on David Ausubel's subsumption (aka meaningful learning) theory and Piaget's concept of conceptual schemes. Conceptual maps have been proven successful across all levels of education worldwide (check Google Scholar).
    2. Zettelkasten can be described as a collection of conceptual maps in a written format.

      What are the connections between zettelkasten and conceptual maps?

      How are they different/similar to Tony Buzan's mind maps?

  2. Oct 2020
    1. Description: Students in four different college level science classes were asked to complete concept maps then reflect on their helpfulness. A majority of the students in endocrinology found concept maps useful while students in neurobiology disagreed. Students were also allowed to state why they felt positively or negatively towards the activity. Through the survey, they found students wanted an answer key, more discussion with peers, and less terms to place on their concept maps. In the conclusion, the authors state concept maps must be appropriately designed for the end goal of the class, there must be adequate feedback from the professor, and students should see the relevance of the topic for the concept map.

      Rating: 7/10

      Reasoning for the rating: The article clearly explains the study and the results. Additionally, the article includes charts and graphs to help readers visiualize the information. This study only uses the data from the surveys and does not delve into the actual usefulness of concept maps as a study guide.