From Thought To Conceptual Maps: CmapTools as a Writing System

Giombini, Liviana (2004) From Thought To Conceptual Maps: CmapTools as a Writing System. In: Concept Maps: Theory, Methodology, Technology. Proc. of the First Int. Conference on Concept Mapping. Universidad Pública de Navarra, Pamplona, Spain, pp. 273-280. ISBN 84-9769-064-8

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The experiences of global writing, widely moving through the various categories (music, video, poetry, cinema, theatre, etc.), produce new expression modes, however often excluding and limited to a circle who shares its interpretative keys. The turning point we are now experiencing is from text to hypertex. Usually, children learn to read, write, count and draw during the first year of the elementary school and they will do it automatically during their entire life. Many children, on the contrary, are not able to make these correspondences automatic. We now know that these disorders are of a neurobiological kind. According to Chomsky, we are provided with a certain number of typical faculties of the human species. It is the theory of knowledge, not of behaviour. As functional magnetic resonance enables us to see the confirmation – later – of the biological matrix of the Generative Grammar and Universal Grammar principles, conceptual maps are the most effective scientific tool to identify language acquisition processes, its conceptual development, and the instrumental abilities that ensure the comprehension of written texts for the whole life. For four years, we have been working on the design and implementation of an educational programme, which should continuously accompany children from the age of 3-4 to the age of 12-13: from formulation of concepts, to the use of conceptual maps. The corner-stone of this ideal educational process is the common awareness that the base of any meaningful construction of learning and knowledge is the language, which is the ability of all human beings to conceptually represent the world for themselves, through giving names to it, and that every individual has the right to have appropriate tools to express its endless possibilities. The purposes of the research, considered as a starting and arrival point, are the pleasure of narrating and the pleasure of writing, which are acquired from the very early childhood and are kept during the whole life, only if there are exercise and satisfaction opportunities. In this context, even for children who are 6 years old (who are able to use the software autonomously), CmapTools was an excellent support for what Roy Harris defines a writing system In practice, it works like a narration system, which ensures a complex communication, using several linguistic codes simultaneously.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2004
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
Q Science > QA Mathematics > QA76 Computer software
Depositing User: Mr. Ernest Prats
Date Deposited: 13 Aug 2012 16:50
Last Modified: 11 Oct 2012 13:13

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