The following is part of an email from Diane in response to the concept map post:
Keep in mind that concept maps are models -- all models have structure, behavior (what links two or more concepts) and function (of the model).
A graph is a model, a picture is a model, a box and arrow diagram is a model, a concept map is a model. The key for any model is the relationship between and among concepts. We find the rules of concept maps (aka hierarchy) too constraining.
Working with students re:modelling any concept, system, relationship is extremely valuable.
A graph is a model, a picture is a model, a box and arrow diagram is a model, a concept map is a model. The key for any model is the relationship between and among concepts. We find the rules of concept maps (aka hierarchy) too constraining.
Working with students re:modelling any concept, system, relationship is extremely valuable.
On the topic of Structure-Behaviour-Function of models, I have heard much about this idea, but am still struggling to picture how it gets used in the classroom. Does anyone have any examples?
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