MOTIVATION FOR USING SYMBOLIC THINKING TOOLS is derived from fundamental human nature. As described by Csikszentmihalyi (1996):

...it is easier to find pleasure in things that areeasier, in activities...that are already programmed into our genes...It is much more difficult to learn to enjoy doing things that were discovered recently in our evolution, like manipulating symbolic systems by doing math or science or writing poetry or music, and learning from doing these things about the world and about ourselves. (p. 125)

These tools encourage the learner to form symbolic mental images of their world, since, according to Csikszentmihalyi (1990):

...playing with ideas is extremely exhilarating. Not only philosophy by the emergence of new scientific ideas is fueled by the enjoyment one obtains from creating a new way to describe reality....When a person has learned a symbolic system well enough to use it, she has established a portable, self-contained world within the mind. (p. 127)

The learner is motivated to use visual thinking tools because he or she enjoys the intellectual challenge of active visual construction of ideas, both as an individual and as a participant in group activity. The chances for successful problem solving are enhanced by application of visual thinking tools, and increase the learner's satisfaction as a result.

The map below has active nodes (the oval symbols containing text) for navigating through this EET site: 

A definition proposed by #HartleyJ1996 is: "Visual tools are symbols graphically linked by mental associations to create a pattern of information and a form of knowledge about an idea." (p. 24). The crucial point here is that they are tools used for construction of content knowledge, not just storage structures for ideas already developed.

Visual Thinking Tools can be classified according to their purpose and approach, into BrainStorming Webs, Task-Specific Organizers (TSO), and Thinking Process Maps.

Webs are closely integrated, holistic and usually unstructured diagrams starting with a central idea. Free association is used with an ideosyncratic graphic scheme to show relations with other ideas. Webs primarily support individual learning.

Rico (1983) used web maps with clustering to help writers. Buzan (1979) originated Mindmapping as a method for personal and business applications. And Jacobs (1989) developed the Interdisciplinary Concept Model. 

Figure 1. A Student Web using Inspiration Software. Inspiration Software, Inc.

These are visual tools used to manage and display information in a highly formalized, refined, rule-based process designed to apply to a specific content learning environment. They are used to learn particular skills, to understand processes used for a defined task, or to organize information in a pattern used only in a specific arena of knowledge.

Organization, specified by the teacher, is given emphasis over creative construction of ideas by the learner. The image shown at right is one type of TSO.

Clarke (1991) used Backmapping to improve reading/writing skills. Sorting trees, flowcharts, and Venn Diagrams, are used for mathematics and computer science, and are now applied usefully to other fields; see Martin and McClure (1985). Concept Circles were developed by Wandersee (1990) for science education. 

Figure 2. An example graphic organizer:

 map of the CedarNet Community Computer Network.

"Thinking-process maps are visual tools defined by fundamental and ... global thinking processes, from constructing simple categories to developing new theories. ...[they] are visually designed to reflect fundamental patterns of thinking." (Hyerle, 1996, p. 72). The emergence of visual thinking language has evolved from the dynamic representations of systems analysis and the realm of concept mapping. Thornburg (1998) and Hyerle (1996) present overviews of schemes useful to education as well as industry and science.

Thinking Maps and SemNet are just two software-based systems designed to facilitate the constructivist visualization of ideas. Gaines (1995) discussed application of visual representation to the hyperlinked world of the InterNet; his web-site contains a comprehensive survey of software tools. The basis of Cognitive Task Analysis (CTA) graphing, a related approach, is presented in Gordon, et al (1993). An example is shown at right. 

Figure 3. An example CTA Graph.

Courtesy of Dr. Brock Allen, SDSU EdTech 544.

Peter Young