When utilizing concept maps in the initial curricular planning process, developers and educators gain a comprehensive understanding of what students need to learn (McDaniel, Roth, Miller, 2005).
Concept mapping used as a planning device for instruction may provide suggestion for an appropriate sequencing of instructional material (Clark & James, 2004).
Your map will allow you to easily identify the type of content that prevails, such as: declarative, procedural or situated; and the relationships between concepts: superordinate (hierarchical relations), coordinated (horizontal relationships), or subordinate (vertical relationships).
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