Publications & Resources
Development Model for Knowledge Maps
Gregory K. W. K. Chung, Alicia M. Cheak, John J. Lee, and Eva L. Baker
Knowledge maps are the representation of “detailed, interconnected, nonlinear thought”(Fisher & Kibby, 1996). Knowledge mapping serves as both an instructional and assessment tool to illustrate both declarative knowledge (facts, definitions, statements) and to a lesser extent, procedural knowledge (how something is done, e.g., processes for problem solving, plans, decision making). A well-constructed map demonstrates knowledge of key ideas within a domain as well as how these ideas are interrelated (Baker, Niemi, Novak, & Herl, 1992; Chung, O’Neil, & Herl, 1999; Churcher, 1989; Herl, Baker, & Niemi, 1996; Jonassen, Beissner, & Yacci, 1993; Jonassen, Reeves, Hong, Harvey, & Peters, 1997; Novak, 1998). This paper is a brief introduction to knowledge mapping, and provides an overview of the key features of a concept map and how to go about creating one, and ends with some recommendations for selecting meaningful links.
Chung, G. K. W. K., Cheak, A. M., Lee, J. J., & Baker, E. L. (2012). Development model for knowledge maps (CRESST Resource Paper 14). Los Angeles: University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).