- Believed that learning takes place by the assimilation of new concepts and propositions into existing concept and propositional frameworks held by the learner
- This knowledge structure as held by a learner is also referred to as the individual’s cognitive structure. 
- Distinguished between rote learning and meaningful learning

David Ausbel's Theory 

Foundations of Concept Maps 

- Concept maps were developed in 1972 in the course of Novak’s research program at Cornell University where he sought to follow and understand changes in children’s knowledge of science. 
- Out of the necessity to find a better way to represent children’s conceptual understanding emerged the idea of representing children’s knowledge in the form of a concept map. 
- The program was based on the learning psychology of David Ausubel 

Syracuse University

This paper briefly presents the origins and theoretical foundations of concept maps, explains how concept maps are constructed, and then shows how the integration of concept maps with technology in software facilitates the implementation of concept map-based learning environments that support our New Model for Education.

Theoretical origins of concept maps, how to construct them, and uses in education

Novak, Joseph & Cañas, Alberto. (2007). Theoretical origins of concept maps, how to construct them, and uses in education. Reflecting Education. 3. 

Theoretical origins of concept maps, how to construct them, and uses in education.

Origins of Concept Maps

In learning to construct a concept map, it is important to begin with a domain of knowledge that is very familiar to the person constructing the map. It is also important to define the area of knowledge to be mapped. 

Features of a concept map:
- Focus question
- Identify key concepts 
- Preliminary concept map 
- Revise map 

Constructing Good Concept Maps 

Concept maps can be utilized in various fields such as education, training, evaluation tools, and more. 

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