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Visualising Powerful Knowledge to Develop the Expert Student pp 87–102Cite as

Embedding Wider Theory

Threshold Concepts, Semantic Gravity & Punctuated Learning

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Abstract

The development of concept mapping (unlike many other classroom tools and study aids) is underpinned by a robust theoretical framework, based on the learning psychology of Ausubel’s assimilation theory of learning (Novak & Cañas, 2006). After its emergence in the 1970s, concept mapping has been applied to learning in a wide variety of disciplines, and from primary, secondary and higher education to business and military strategy (e.g. Novak, 2010; Rasmussen et al., 2009).

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Authors and Affiliations

  1. University of Surrey, UK

    Ian M. Kinchin

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  1. Ian M. Kinchin
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Kinchin, I.M. (2016). Embedding Wider Theory. In: Visualising Powerful Knowledge to Develop the Expert Student. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-627-9_6

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  • DOI: https://doi.org/10.1007/978-94-6300-627-9_6

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-627-9

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