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Knowledge
Cartography for
Young Thinkers
Sustainability Issues,
Mapping Techniques
and AI Tools
SpringerBriefs in
Advanced Information and Knowledge Processing
Alexandra Okada
Advanced Information and Knowledge Processing
SpringerBriefs in Advanced Information
and Knowledge Processing
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Alexandra Okada
Knowledge Cartography
for Young Thinkers
Sustainability Issues, Mapping Techniques
and AI Tools
Alexandra Okada
Open University
Milton Keynes, UK
ISSN 1610-3947 ISSN 2197-8441 (electronic)
Advanced Information and Knowledge Processing
ISSN 2524-5198 ISSN 2524-5201 (electronic)
SpringerBriefs in Advanced Information and Knowledge Processing
ISBN 978-3-031-54676-1 ISBN 978-3-031-54677-8 (eBook)
https://doi.org/10.1007/978-3-031-54677-8
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To Young Thinkers,
who brought me a lot of inspiration
even before they were born
and since they were little
have been teaching me many things
about mapping, learning, and
having fun and purpose in life.
Alexandra Okada
Committees
CONNECT—Inclusive Open Schooling with Engaging
and Future-Oriented Science
CONNECT Project Scientific Committee
Dr. Alexandra Okada, Open University, UK
Dr. Eva Jaho, Exus AI Lab, UK
Dr. Georgios Kolionis, Exus AI Lab, UK
Dr. Tony Sherborne, Mastery Science, UK
Ms. Ana Beatriz Rocha, consultant, UK
Ms. Gemma Young, consultant, UK
Ms. Jude Sanders, consultant, UK
Prof. John Oates, UK
Dr. Patricia Lupion Torres, Pontificia Universidade Católica Paraná, Brazil
Dr. Raquel Glitz Kowalski, Pontificia Universidade Católica Paraná, Brazil
Dr. Silvar Ribeiro, Universidade do Estado da Bahia, Brazil
Dr. Ana Karine Rocha, Universidade do Estado da Bahia, Brazil
Dr. Sonia Maria Pinto, Universidade do Estado da Bahia, Brazil
Dr. Carmem Silva de Souza Lima, Fatec Prudente, Brazil
Ms. Rosina Malagrida, M.Sc., IRSI Living Lab, Spain
Ms. Laia Vives, M.Sc., IRSI Living Lab, Spain
Mr. Bjorn Bedsted, MA, The Danish Board of Technology, DBT, Denmark
Ms. Sigrid Vedel Neuhaus, MA, The Danish Board of Technology, DBT, Denmark
Dr. Giorgos Panselinas, Hellenic Open University, Greece
Dr. Yolanda Koulouri, Hellenic Centre for Marine Research, Greece
Mr. Alexandros Koukovinis, MA, Loba, Portugal
Ms. Candela Bravo, Loba, Portugal
Dr. Gabriel Gorghiu, Valahia University of Targovishte, Romania
Dr. Mihai Bizoi, Valahia University of Targovishte, Romania
vii
viii Committees
CONNECT Project Scientific Advisors
Dr. Peter Gray, Consultant, UK
Dr. Eszter Salamon, Parents International—Stichting, IPA Brussels, Belgium
Mr. Lars Klüver, M.Sc., The Danish Board of Technology, DBT, Denmark
Mr. Giuseppe Mossuti, M.Sc., European Schoolnet (EUN) Brussels, Belgium
Ms. Greta Alliaj, MA, European Network of Science Centres and Museums
(ECSITE) Brussels, Belgium
Dr. Gultekin Cakmakci, Hacettepe University and Turkish STEM Alliance, Turkey
Dr. Alexandre Marino, Universidade Federal de Santa Catarina, Brazil
Dr. Marcio Vieira, Universidade Federal de Santa Catarina, Brazil
Dr. Claudia Da Matta, Universidade Federal de Itajubá, Minas Gerais, Brazil
Dr. Cíntia Rabello, Universidade Federal Fluminense, Brazil
Dr. Klaus Schlünzen Junior, Universidade Estadua Paulista
Dr. Maria Elisabeth Almeida, Pontificia Universidade Católica São Paulo, Brazil
Dr. Miriam Struchiner, Universidade Federal do Rio de Janeiro, Brazil
Dr. Karine Pinheiro Souza, Universidade Federal do Cariri, Brazil
Dr. Thais Castro, Universidade Federal do Amazonas, Brazil
Ms. Rossana Moura, MA, Anjos Digitais and IBICT, MCTI Gov, Brazil
Foreword
Once again, Alexandra Okada brings to educators a new book illustrating how various
forms of knowledge representation maps can be used to enhance teaching, research,
and learning, focusing this volume on sustainability education to shape the future.
The book shows many examples of young students’ work and provides an abundance
of suggestions on how to use mapping tools to improve socioscientific thinking.
My experience with concept maps dates back to the early 1970s at Cornell Univer-
sity, where we faced the task of understanding how children developed science
concepts in the course of audio-tutorial instruction. While modified Piagetian clin-
ical interviews were useful and showed that children were gaining understanding of
basic science concepts, such as the particulate nature of matter, energy, and energy
transformations, it was difficult to explicitly demonstrate how their knowledge was
changing.
Our research team, working with ideas from Ausubel et al. (1978) assimilation
theory of learning and our views on the conceptual and propositional nature of knowl-
edge, developed the idea of transforming interview transcripts into a hierarchical set
of concepts and propositions. We referred to this structure as a concept map. Subse-
quently, others have used the term for various kinds of representations, but most of
these differ in terms of the underlying theoretical foundations and/or the explicitness
with which they capture the conceptual knowledge gained by individual learners and
stored in their cognitive structures. Thus, it is gratifying to see many examples of
knowledge maps in Okada’s new book, along with suggestions for using these tools
to effect meaningful learning, problem-solving, and decision-making.
There is now a general consensus that to be meaningful and useful to learners,
knowledge must build on what they already know, help them remediate miscon-
ceptions, and connect their learning with real-world examples that matter for them.
Learning is also recognised as a social activity and can be more meaningful when
students collaborate on learning projects involving real-life issues such as the open
schooling approach. Okada’s CARE-KNOW-DO framework provides a practical
approach for those using research to enrich education.
This book, Knowledge Cartography for Young Thinkers: Sustainability Issues,
Mapping Techniques and AI Tools, provides valuable scaffolding for learners,
ix
xForeword
offering a way to develop and enhance practical socioscientific thinking for future
generations. Imagine the transformative power of this book in your hands: an essen-
tial guide for young thinkers, innovative educators, and research practitioners who
are dedicated to creating impactful knowledge mapping with emerging technologies
for a sustainable world.
Alexandra Okada and Joseph D. Novak
American Educator
Professor Emeritus
1932–2023
Reference
Ausubel DP, Novak JD, Hanesian H (1978) Educational psychology: a cognitive view. Holt,
Rinehart +Winston, New York
Preface
My fascination with visual thinking began in childhood and continued through my
teaching career; but it was only after my doctoral studies that its true value crys-
tallised. This perception occurred during a transformative workshop at an inter-
national conference—a workshop I had the privilege to contribute to. This event
redefined my understanding of knowledge mapping, incorporating playful activities
and using physical games, crafting materials, and emerging technologies to facili-
tate learning. This hands-on approach not only built meaningful connections among
participants but also sparked crucial dialogues about socioscientific issues, paving
new paths for innovative educational methods.
What set these knowledge maps apart? They were dynamic, using the work-
shop floor as a canvas and participants from diverse backgrounds and interests
who came as active agents of change. This approach transformed mapping into a
visual and tactile exploration of our collective sustainability goals—covering envi-
ronmental, social, and economic aspects. We engaged in data-driven discussions
about pressing issues such as climate action, environmental protection, green jobs,
economic resilience, social equality, health and well-being, education futures, digital
equity, and information integrity.
The workshop’s playful spirit nurtured our energy, evoking the freedom, imagi-
nation, and inquisitive nature often experienced in childhood. This blend of fun and
interactive learning created an environment ripe for creative and critical engagement.
Participants felt a sense of well-being and flexibility, which was crucial as we delved
into complex discussions. We discussed comprehensive strategies focusing on renew-
able energy, sustainable land use, and reforestation for environmental sustainability.
Social initiatives aimed at reducing income inequality and improving education and
healthcare access to empower communities. Economically, we evaluated reforms in
financial regulation, student loans, and job training programmes to reduce unemploy-
ment. Our approach emphasised interdisciplinary education, robust public–private
partnerships, and a commitment to long-term sustainability in policymaking. The
dynamic setting allowed us to use the floor as a canvas, where smart technologies
facilitated the flow of ideas, enhancing our ability to visualise and map issues and
solutions collaboratively. Holding hands for agreements or reviewing decisions, both
xi
xii Preface
literally and figuratively, we connected deeply with one another. Each touch was a
sensory embodiment of our socioscientific thinking, fostering collective knowledge
in action that had a significant impact on all participants.
The wide dissemination of artificial intelligence (AI) systems has facilitated the
process of generating, evaluating, and refining content. Similarly, swarm intelligence
(SI) offers a distinct approach to solving complex problems through collective and
self-organising effort. However, neither AI nor SI can generate the genuine, sensory,
lived human experiences that are fundamental to creating impactful knowledge. The
power of intelligent narratives is deeply rooted in lived actions and embodied expe-
riences. The essence of human critical and creative thought lies in our ability to
experience ideas, develop contextual understanding, and engage emotionally with
others. These elements are crucial for transformative outcomes that embody ethical,
inclusive, and fair values and attitudes. In this context, human creativity and critical
insight are more vital than ever. AI and SI can enhance knowledge mapping, problem-
solving, and decision-making, but they must be firmly underpinned by ethical, socioe-
motional, political, and agentic human values that support a sustainable future for
individuals, communities, and the global network.
This book is an extension of my dedication to visual thinking, approached in
a holistic and transdisciplinary manner. It builds on the foundations laid by the
‘Knowledge Cartography: Software Tools and Mapping Techniques’ editions of
2008 and 2014 and other books launched in Brazil. Representing a culmination of
decades of research across Europe and South America, this work pushes the bound-
aries of visual thinking. It uniquely integrates perspectives from multiple disciplines
to enhance well-being and sustainability. Through this comprehensive approach,
the book demonstrates how visual thinking can explore complex global challenges
by drawing on and synthesising diverse fields of knowledge with combined tech-
niques and AI apps. The knowledge maps we developed collaboratively in these
research projects are practical tools addressed in real-world issues and are integral
to open schooling initiatives supported by emerging technologies. Since 2020, the
CONNECT network, which includes the Green Forum community and the Colearn
Living Lab Group, has enabled open schooling activities involving sustainability
issues and some AI-supported knowledge mapping.
Designed for educators, researchers, practitioners, and beginners alike, this book
explores a wide array of mapping techniques and their application in today’s rapidly
evolving educational landscape. It charts an emancipatory path for those aspiring
to use mapping not only as a tool but also as a catalyst for CARE-KNOW-DO,
aiming to transform education through responsible research and innovation. This
book is an invitation to empower creative, responsible, and ethically critical agents
of change with emerging principles, technologies, and practices, providing actionable
knowledge and fostering knowledgeable actions that we all care about.
Milton Keynes, UK Alexandra Okada
Acknowledgements
The open research presented in this book is part of the CONNECT project, funded
by the European Union’s Horizon 2020 Research and Innovation Programme (grant
no. 872814) and the METEOR project (grant no. 101178320). Earlier phases were
conducted during the ENGAGE project (grant no. 612269) and the WeSPOT project
(grant no. 318499) under Open Licence CC 4.0, adhering to the Declaration of
Helsinki, and approved by the Ethics Committees in the UK, various European
countries, and Brazil. I extend my heartfelt gratitude to all the colleagues involved in
these extensive consortia, particularly to the CONNECT Scientific Committee and
Advisors.
Over the past decade, these projects—anchored in sustainability, the CARE-
KNOW-DO framework, and mapping techniques developed with and for young
learners—have significantly influenced sustainability initiatives, research method-
ologies, and our professional journeys. The mentorship provided by experienced
educators and the creative contributions of young minds have been instrumental in
aligning our endeavours with the principles of responsible research and innovation. It
is truly an honour to both support and be supported by such a dedicated community.
Our journey of learning transforms our understanding of human relationships
and subjects, especially supported by research, education mentorship, and reflective
practices with emerging technologies towards the 2030 and 2050 goals for healthy
lives and planet. I am deeply grateful to all my students and educators in Brazil,
the United Kingdom, and Europe; and to my mentors, Simon Buckingham Shum
and Tony Sherborne, for their invaluable support during the series of books Knowl-
edge Cartography (2008, 2014) and for opening doors to various projects such as
OpenLearn and Science UpD8.
I am immensely grateful for Paulo Freire’s pioneering ideas on critical pedagogy
and transformative education, which have profoundly influenced my approach to
education. As a member of his research group at PUC-SP Brazil, I had the privilege
of engaging with his revolutionary concepts, applying them first-hand in knowledge
mapping for transformative practice (Freire 1967). Heartfelt thanks to his work and
all the professors at the PUC-SP Education Curriculum Faculty for this enriching
journey. I also extend profound gratitude to Joseph Novak for his brilliant and
xiii
xiv Acknowledgements
enduring contributions to education. His work, like Freire’s, continues to enrich
the way learners feel, think, and act—a true gift to generations (Novak 2011). His
insights and dedication have impacted the field of knowledge and will continue to
transform educational practices. We stand on the shoulders of giants like them, and
it is with a deep sense of honour and responsibility that we carry forward their torch,
illuminating the path of learning and discovery for every young mapper. Their lega-
cies will forever be a beacon guiding our efforts to nurture the curious minds of our
future.
Join our knowledge mapping network
This work was funded by the European Commission No. 318499, No. 612269 and
No. 872814
Dr. Alexandra Okada supports the Sustainable Development Goals
Acknowledgements xv
Alexandra Okada and Young Thinkers,
Knowledge Cartographers
References
Freire P (1967) Education as a practice of freedom. Peace and Earth, Rio de Janeiro
Novak J D (2011) Education theory: meaningful learning underlies the constructive integration
of thinking, feeling, and acting, leading to empowerment for commitment and responsibility.
Meaningful Learn Rev 1(2):1–14
Okada A, Buckingham Shum S, Sherborne T (eds) (2008/2014) Knowledge cartography. Software
tools and mapping techniques. Springer, London
About This Book
This book presents meaningful mapping techniques, including examples across
different levels of education, particularly in science, using AI tools with the purpose
of sustainability. It also offers pedagogical activities based on CARE-KNOW-DO
teaching principles, aimed at engaging diverse age groups, genders, and loca-
tions with actionable knowledge. This pioneering work integrates various mapping
methods—mind maps, concept maps, argument maps, dialogue maps, web maps,
and other diagrams.
Audience
This book guides readers from exploration to actionable outcomes for engaging chil-
dren and adolescents with pressing issues (CARE), for deepening their understanding
(KNOW), and for encouraging them to take effective action towards sustainability
(DO). It is particularly useful for:
•Teachers seek to engage students with current issues and promote deep learning
and sustainability actions.
•Teacher trainers aim to expand visual teaching strategies, including the use of
knowledge maps.
•Non-formal educators look to enhance learners’ visual thinking skills.
•Researchers and advisors are interested in engaging the public through visual
communication methods.
•Professionals use knowledge maps for decision-making and sense-making.
•Independent learners explore new ways of enhancing their thinking skills
through knowledge mapping.
xvii
xviii About This Book
Case Studies
The book features three case studies that demonstrate how students can use AI to
enhance their knowledge mapping guided by the CARE-KNOW-DO framework.
These studies show how students refine drafts, verify information with expert feed-
back, distil key findings, and customise communication for different audiences.
This method promotes continuous collaboration and encourages a cycle of critical
exploration and meaningful learning.
Methodology
The research methodology for this book involved six key procedures:
1. Literature Review: The use of maps drawn from scientific articles in peer-
reviewed journals was analysed.
2. Case Studies towards Agenda 2030: Examined various types of maps organ-
ised by young people with expert support, considering the UN Sustainable
Development Goals.
3. Pedagogical Approaches: Provided examples of various projects and teacher
training programmes from several countries, emphasising meaningful learning
through knowledge maps.
4. Ethics and Licencing: All research complied with ethical standards and Creative
Commons licences.
5. Knowledge Mapping Supported by the RRI: We addressed six RRI compo-
nents in the research: inclusion, gender equity, ethics, public engagement, science
education, and governance.
6. Comprehensive Peer Review: This review involved a diverse group of stake-
holders, including science educators, external evaluators, curriculum designers,
students, professional development coaches, and project managers, who reviewed
the content produced in English and Portuguese.
How AI was Used to Support Book Production
In this book, a variety of AI mapping tools were utilised to enhance the develop-
ment of teaching, learning, and research materials, particularly focusing on refining
content, layouts, and map descriptions. These tools enabled educators and learners to
re-evaluate sustainability issues, generate new prompts, reflect on initial responses,
critically review content, and collaboratively revise outcomes based on their
sense-making processes. To avoid potential uncertainties regarding image copyrights
generated with AI support, the final maps presented in this book are illustrations not
generated by AI. Additionally, all images are licensed under Creative Commons,
About This Book xix
ensuring that they can be legally reused under proper citation. The AJE Curie AI
tool, recommended by the publisher, was also employed by the author to improve
the readability, clarity, and conciseness of the text.
This book is structured as follows:
Chapter 1introduces the book’s purpose.
Chapter 2explores the historical roots of cartography and knowledge mapping.
Chapter 3delves into the development of visual thinking in childhood.
Chapter 4outlines pedagogical principles and strategies for knowledge mapping
activities.
Chapter 5presents nineteen mapping techniques, showcasing examples from both
young people and scientists.
Chapter 6explores three case studies of knowledge mapping applications within
open schooling.
Chapter 7offers recommendations and concluding remarks.
Each chapter features an abstract detailing the learning objectives and concludes
with reflective remarks highlighting key points, including questions for reflective
discussions that link to subsequent chapters.
About the Author
Dr. Alexandra Okada is an associate professor and senior researcher with a distin-
guished background in Computer Science, Science Communication, and Emanci-
patory Education. With more than thirty years of professional experience, she has
made significant contributions to educational organisations, industry, and policy.
Her career has included positions at IBM, Johnson & Johnson, public and private
schools, higher education, and government institutions before joining the Open
University-UK, where she has been for the past 18 years.
Dr. Okada specialises in knowledge mapping for sustainability and is at the fore-
front of “open schooling,” an innovative approach introduced by the European Union
and aligned with the United Nations’ Agenda 2030. Her novel learning model,
CARE-KNOW-DO, integrates ethical considerations, collective knowledge building,
and action-oriented problem-solving, demonstrating originality and innovation. This
holistic framework guides students, families, and communities in making respon-
sible, collaborative decisions with effective science-based actions through open
schooling.
She advocates for transformative education through the CARE-KNOW-DO
framework and emerging technologies, in line with responsible research and inno-
vation principles. Dr. Okada’s work emphasises the importance of human-centric AI
in delivering a sustainable economy and society by placing sustainability goals at
the centre while respecting users’ protection and privacy.
As a green and blue activist, Dr. Okada’s passion for social justice and envi-
ronmental preservation is evident, as is her enthusiasm for diving and knowledge
mapping. She is the principal investigator of several internationally funded projects
and an expert consultant for the European Union and UNESCO. Dr. Okada is a prolific
author of more than 20 books and 150 peer-reviewed articles, including the children’s
literature book Green Library: Care, Know, Do, which reflects her commitment to
engaging and meaningful education.
Dr. Okada, the leader of the CONNECT network, the Green Forum, and the
COLEARN Living Lab, has contributed to the design of various platforms promoting
socioscientific thinking through emotional, intellectual, and social engagement.
xxi
xxii About the Author
These open research network of students, scientists, teachers, entrepreneurs, poli-
cymakers, and families aim to enhance connections to science, scientific capital, and
scientific literacy through fun, engaging, and critical-creative learning experiences
designed to shape sustainable futures.
Dr. Alexandra Okada
UN SDG 2023 Summit
Senior Researcher and Expert Advisor
https://research.open.ac.uk/people/alpo3
e-mail: ale.okada@open.ac.uk
The Open University UK
Rumpus Research Group
Contents
1 Knowledge Cartography ........................................ 1
1.1 TransdisciplinaryValue .................................... 3
1.2 Sustainability Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.3 Thinking Skills and Knowledge Mapping Competencies . . . . . . . . 7
1.4 Mapping Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
1.5 Mapping Tools and AI Apps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
References ..................................................... 16
2 What Are Maps? ............................................... 19
2.1 Geographical Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2.2 Knowledge Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.3 FormatsandExamples ..................................... 24
2.3.1 Network Format for a Curriculum Map
of Elementary and Primary Schools . . . . . . . . . . . . . . . . . . 25
2.3.2 Sunformat for a Storytelling Map of Primary
and Secondary Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
2.3.3 Timeline Format Map for an Open Schooling Project . . . 27
2.3.4 Multimedia Format Map for Immersive Learning
withHoloLens .................................... 27
2.3.5 3D Format Map for 360 Virtual Non-formal
Learning .......................................... 28
2.3.6 Three-Format Map of Sustainability Education
forPolicymakers ................................... 29
2.3.7 System Format Map for Academic Research
Development ...................................... 29
2.3.8 Template Format Map of the Apps for Academic
Research Groups and Individuals . . . . . . . . . . . . . . . . . . . . . 31
2.3.9 Mandala Format Map for Using AI Generation
Content ........................................... 32
xxiii
xxiv Contents
2.3.10 Matrix-Format Map for Planning, Monitoring
and Evaluating Knowledge Mapping . . . . . . . . . . . . . . . . . . 33
References ..................................................... 34
3 From Drawing to Mapping ...................................... 37
3.1 Drawings and Playful Maps for 2-Year-Old Children . . . . . . . . . . . 39
3.2 Drawings and Maps of Children Aged 3–5 Years . . . . . . . . . . . . . . . 41
3.3 Drawings and Maps of Children Aged 6–8 Years . . . . . . . . . . . . . . . 43
3.4 Drawings and Maps of Children Aged 9–11 Years . . . . . . . . . . . . . . 45
References ..................................................... 47
4 CARE-KNOW-DO to Map Knowledge in Education ............... 49
4.1 A Pedagogical Framework for Knowledge Mapping . . . . . . . . . . . . 49
4.2 Six Pedagogical Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.2.1 Social-Emotional Learning . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.2.2 Meaningful Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
4.2.3 MasteryLearning .................................. 57
4.2.4 Critical Socioconstructivism . . . . . . . . . . . . . . . . . . . . . . . . . 60
4.2.5 Inquiry-Based Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
4.2.6 Experiential Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
4.3 Twenty-Four Pedagogical Methods . . . . . . . . . . . . . . . . . . . . . . . . . . 67
4.4 Pedagogical Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
References ..................................................... 74
5 Techniques and Application of Knowledge Mapping ............... 77
5.1 Dialogue Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
5.2 Inquiry Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
5.3 Argument Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
5.4 Concept Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
5.5 Decision Tree Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
5.6 Ranking Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
5.7 Activity Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
5.8 Sequence Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
5.9 Rich Picture Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
5.10 Web Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
5.11 Mind Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
5.12 Backcasting Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
5.13 Multicriteria Analysis Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
5.14 Multiple Cause Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
5.15 Causal Loop Diagram Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
5.16 Strategic Environmental Assessment Mapping . . . . . . . . . . . . . . . . . 104
5.17 Monitoring and Evaluation Mapping . . . . . . . . . . . . . . . . . . . . . . . . . 106
5.18 System Dynamics Diagram Mapping . . . . . . . . . . . . . . . . . . . . . . . . . 107
5.19 System Thinking Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
References ..................................................... 111
Contents xxv
6 Case Studies of Knowledge Maps ................................ 115
6.1 Protecting Life on Land: Rewilding . . . . . . . . . . . . . . . . . . . . . . . . . . 117
6.2 Clean Energy and Climate Action: Energy Savers . . . . . . . . . . . . . . 129
6.3 Conserving Life Below Water: Microplastics . . . . . . . . . . . . . . . . . . 139
6.4 Overview ................................................ 151
References ..................................................... 153
7 Afterwords .................................................... 155
7.1 Originality and Impact . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
7.2 Knowledge Cartography Multiliteracies Competencies . . . . . . . . . . 159
7.3 Knowledge Cartography Limitations . . . . . . . . . . . . . . . . . . . . . . . . . 161
7.4 Knowledge Cartography Recommendations . . . . . . . . . . . . . . . . . . . 161
7.5 Knowledge Cartography Implications for Young Thinkers . . . . . . . 162
References ..................................................... 164
Appendix: The CONNECT Project ................................. 167
Glossary .......................................................... 169
List of Figures
Map 1.1 Workshop map about Anadol’s AI art, ThingLink ............ 4
Map 1.2 Chronological map of sustainability issues, word ............ 5
Map 1.3 Map of sustainability issues and socioscientific resources,
Ayoa ................................................ 6
Map 1.4 Map of sustainability issues for open schooling, Ayoa ........ 7
Map 1.5 Knowledge mapping: competencies, Thinglink . ............. 8
Map 1.6 Knowledge mapping: techniques, Word . . .................. 9
Map 1.7 Knowledge mapping: recent studies, word .................. 11
Map 1.8 Knowledge mapping: application tools and AI; Word . ........ 15
Map 2.1 Geographic map: the oldest example, 6200 BC . ............. 20
Map 2.2 Geographic map: Japanese school map by Bruno, 7 years
old .................................................. 21
Map 2.3 Knowledge map on the web, OpenKnowledgeMap . . . ........ 23
Map 2.4 Formats of knowledge maps . ............................ 24
Map2.5 Networkformat:curriculummap,CmapTools .............. 25
Map 2.6 Sun format: map of the book “our green library”, Ayoa . . . .... 26
Map 2.7 Timeline format: open schooling map, Canva . . ............. 27
Map 2.8 Multimedia format: immersive learning map, LiteMap ........ 28
Map2.9 3Dformat:funinlearningmap,ThingLink ................. 28
Map 2.10 Tree format: education for sustainability map, ThingLink . .... 29
Map 2.11 System format: academic practices map, ThingLink . . ........ 30
Map 2.12 Template format: technologies and AI map, ThingLink . . . .... 31
Map 2.13 Mandala format: maps to support AI use, Thinglink . . ........ 32
Map2.14 Matrixformat:monitoringandevaluationmap,Word ........ 34
Map 3.1 From representation to cognition, MindMeister ............. 38
Map 3.2 From foot painting to scribbling, children aged 2–3 years . .... 39
Map 3.3 From toys to playful maps, children aged 2–3 years . . ........ 40
Map 3.4 From drawing to cartography, children aged 3–5 years ........ 41
Map 3.5 From drawing to cartography, children aged 6–8 years ........ 44
Map 3.6 From drawing to cartography, children aged 9–11 years . . . .... 45
xxvii
xxviii List of Figures
Map 4.1 CARE-KNOW-DO: pillars of educational principles,
CmapTools ........................................... 51
Map 4.2 CARE-KNOW-DO social and emotional learning . . . ........ 54
Map 4.3 CARE-KNOW-DO meaningful learning . .................. 56
Map4.4 CARE-KNOW-DOmasterylearning ...................... 59
Map 4.5 CARE-KNOW-DO critical socioconstructivist learning . . . .... 61
Map 4.6 CARE-KNOW-DO inquiry-based learning ................. 64
Map 4.7 CARE-KNOW-DO experiential learning . .................. 66
Map 4.8 CARE-KNOW-DO pillars of pedagogical strategies . . ........ 68
Map4.9 CARE-KNOW-DOprinciplesinpractice ................... 71
Map4.10 CARE-KNOW-DOoverview ............................ 73
Map. 5.1 Dialogic map of green areas and sustainable houses,
LiteMap ............................................. 78
Map 5.2 Inquiry map of sustainable communities, mind meister . . . .... 80
Map 5.3 Argumentative map of solar energy, Rationale.jina
and rationaleonline ..................................... 82
Map 5.4 Concept map of mental health and well-being, Cmap
Clouds ............................................... 83
Map 5.5 Decision tree map for flood prevention, App.diagrams.net . .... 85
Map 5.6 Ranking map for reforestation, Ayoa ...................... 87
Map 5.7 Activity map for CO2emission reduction, Plantuml.com . . .... 88
Map 5.8 Sequence map for forest fire detection, App.diagram.net . . .... 90
Map 5.9 Rich picture map on sustainability challenges, Canva . ........ 92
Map 5.10 Web map of microplastics, TextoMap,
OpenKnowledgeMap . . ................................. 93
Map 5.11 Mind map of sustainable development in school, Taskade,
Ayoa ................................................ 95
Map 5.12 Backcasting map for CO2reduction, App.diagrams.net app .... 97
Map 5.13 Multi-criteria analysis map for water safety, Taskade . ........ 100
Map 5.14 Multiple cause map of invasive plants, App.diagrams.net . . .... 102
Map 5.15 Causal cycle map on the effects of deforestation, the online
visualparadigm ....................................... 103
Map5.16 SEAmapforgreentransport,App.diagrams.net ............. 105
Map 5.17 M&E map on citizen science, App.diagrams.net ............. 107
Map 5.18 System dynamics map of air pollution, app.diagrams.net . . .... 109
Map 5.19 Systems thinking on sustainability, App.diagrams.net ........ 110
Map 6.1 Case studies: principles, techniques, and applications . ........ 116
Map 6.2 Rewilding case: mind map of challenges, MindonMap ........ 119
Map 6.3 Rewilding case: Inquiry Map, TextoMap and EFFIS EU . . .... 120
Map 6.4 Rewilding case: concept map, Mymap.Ai and CMap . ........ 123
Map 6.5 Rewilding case: argumentative map—wolves, rationale . . . .... 125
Map 6.6 Rewilding case: multicriteria map—bear, wolf, or Lynx;
App.diagrams.net ...................................... 127
Map 6.7 Rewilding case: rich picture map on ecosystem, Canva . . . .... 128
List of Figures xxix
Map 6.8 CO2and energy case: mind map of strategies, Miro,
ChatGPT ............................................. 131
Map 6.9 CO2and energy case: backcasting map of actions, Google
Jamboard . . ........................................... 132
Map 6.10 CO2and energy case: activity map of solar energy, Canva . .... 134
Map 6.11 CO2and energy case: rich picture map of solar panel,
Canva ............................................... 136
Map 6.12 CO2and energy case: decision tree map on devices, Canva .... 137
Map 6.13 CO2and energy case: decision tree map for energy savers,
App.diagrams.net ...................................... 138
Map 6.14 CO2and energy case: rich picture map of solar energy
device,Canva ......................................... 139
Map 6.15 Microplastics case: systems thinking map of pollution,
App.diagram.net ....................................... 142
Map 6.16 Microplastics case: mind map of consequences, Ayoa ........ 143
Map 6.17 Microplastics case: causal cycle map of strategies,
online.visual-paradigm ................................. 145
Map 6.18 Microplastics case: SEA map of pollution,
App.diagrams.netandMiro .............................. 147
Map6.19 Microplasticscase:richpicturemapforCampaign,Canva .... 148
Map 6.20 Microplastics case: rich picture map for filter Production,
Canva ............................................... 150
Map 6.21 General summary map of knowledge maps ................. 151
Map 7.1 Knowledge cartography competencies map ................. 159
Map 7.2 Knowledge cartography community map for sustainability
supported by AI . ...................................... 163
Chapter 1
Knowledge Cartography
Abstract This first chapter outlines three key learning objectives:
1. Understand the concept of knowledge cartography.
2. Recognise the importance of knowledge mapping in historical and contemporary
educational contexts.
3. Identify key methods and tools for mapping knowledge in education including
AI apps used.
Keywords Thinking skills ·Sensemaking ·Decision-making ·Mapping
techniques ·AI apps
Knowledge cartography refers to the practice of creating visual representations of
expertise domains. It involves the art and technique of graphically charting knowledge
concepts, connections, and pathways to enhance understanding and communication.
These visual representations, often referred to as knowledge maps, can take various
forms, including mind maps for brainstorming, concept maps for exploring meanings,
argument maps for developing reasoning, and diagram maps for outlining processes
or workflows, among others.
The purpose of knowledge cartography is to:
•Organise Information: structure and categorise hypermedia and multimodal
content systematically.
•Reveal Relationships: uncover how pieces of information relate to each other by
visually connecting concepts.
•Facilitate Learning: promote a deeper comprehension of complex information
with visual understanding.
•Enhance Action Plans: connect meaningful knowledge and practices to elaborate
a consolidated workplan.
•Expand Creative Thinking: amplify new ideas and connections individually and
collectively.
•Aid Decision-Making: support more informed decisions by clearly laying out
options and pathways.
© The Author(s) 2025
A. Okada, Knowledge Cartography for Young Thinkers, SpringerBriefs in Advanced
Information and Knowledge Processing, https://doi.org/10.1007/978-3-031-54677-8_1
1
2 1 Knowledge Cartography
In essence, knowledge cartography is a field that intersects with education, cogni-
tive psychology, and information science, among others, and is used widely in
academic research, learning, business strategy, and data analysis to make sense of
complex topics and large amounts of information.
Knowledge mapping is an increasingly popular strategy across scientific disci-
plines. A growing number of software tools, methods, and techniques have assisted
researchers in embracing visual thinking, enabling them to envision, analyse, and
generate new knowledge that is vital for decision-making processes (Harley and
Woodward 1987; Liang et al. 2022). Knowledge maps have also found practical
applications in education as pedagogical tools that help students grasp informa-
tion visually through meaningful representations, fostering a deeper understanding
(Okada et al. 2008; 2014).
Undoubtedly, knowledge mapping that is supported by technology has proven
to be helpful for scientists and professionals in solving real-world problems and
exploring uncertainties (MacEachren et al. 2005) while improving the educational
experience in teaching, research, and learning (Cañas et al. 2022, Cañas and Novak
2014). However, there is limited research about the value of mapping as an integrated
knowledge framework to scaffold learning across all levels of education. To explore
this gap, this book delves into the benefits of knowledge maps, discusses their real-
world implementation in schools including local and global challenges and emerging
technologies, engaging learners educators, and experts in authentic problem-solving
scenarios. Such research is essential for promoting meaningful learning among
children and young people, as well as facilitating scientific communication from
scientists.
Addressing sustainability challenges, now more than ever, requires crucial part-
nerships across various sectors. We are confronted with complex global issues,
including climate change, rapid technological advancement, economic competi-
tion, social inequalities, educational gaps, and misinformation. The Independent
Group of Scientists appointed by the UNESCO Secretary-General (2023) highlights
this era as a pivotal moment in advancing towards the United Nations’ sustain-
able development goals. Effective local action on these global issues necessitates
collaboration among students, educators, scientists, professionals, business leaders,
citizens, and policymakers, supported by emancipatory artefacts. As proposed by
Okada and Gray (2023), approaches such as eco-governance, eco-entrepreneurship,
and eco-leadership demand the use of emerging technologies, participatory method-
ologies, and the intellectual contributions of both young visionaries and experi-
enced experts. This book explores these combined efforts, supported by a form of
collective and individual knowledge mapping, which are essential in navigating and
addressing the complex digital landscape. Knowledge mapping in education aims
to equip learners with visual scientific reasoning and collaborative problem-solving
approaches, connecting STEAM disciplines with education and science commu-
nication to address real societal challenges such as climate action, technological
advancements, and social issues. By integrating mapping techniques and tools in
educational settings, this book aims to enrich learning processes for communities of
1.1 Transdisciplinary Value 3
learners, educators and experts who seek to advance the United Nations’ sustainable
development goals.
1.1 Transdisciplinary Value
Mapping knowledge supports individuals in visually articulating their thoughts, tran-
scending traditional textual methods. Historical precedents, such as geographical
maps, underscore the innate human capacity to visually represent and categorise
information—a practice that predates written and numerical systems (Wolodtschenko
and Forner 2007). Contemporary applications of knowledge maps offer multi-
disciplinary strategies for organising ideas and conducting investigative inquiries,
reinforcing their relevance across educational spectra.
Historically, there have been renowned scientists who utilised visual art as a
means of communicating scientific ideas, by simplifying info to communicate clearly.
The physicist Stephen Hawking (2009), for instance, became famous for his works
on theoretical physics, such as “A Brief History of Time.” His books frequently
incorporated diagrams and illustrations to elucidate intricate scientific concepts for
a general audience.
Conversely, in the realm of art, artists harness science to express their imaginative
and inventive minds. While primarily celebrated as an artist, Leonardo da Vinci
was also a scientist and inventor. He produced numerous diagrammatic maps and
sketches that seamlessly combined his artistic prowess with scientific observations.
These included detailed anatomical drawings and elaborate depictions of machinery
and inventions.
In the field of mathematics, Escher (2000), although primarily renowned as an
artist, often integrated intricate mathematical and optical concepts into his works. His
tessellations and impossible objects stand as examples of how he intertwined mathe-
matical and scientific ideas within his art. Within the realm of STEM, Fuller (1980),
an architect, engineer, and designer, is known for his geodesic domes. He extensively
employed geometric diagrams and models to illustrate his design principles.
In AI-based media art, such as ‘Unsupervised’ and ‘Glacier Dreams’, the artist
Refik Anadol utilises artificial intelligence to map and reinterpret extensive art
databases. Anadol (2020)’s AI digital creations consistently produce new and surreal
forms, immersing viewers in a dynamic, large-scale installation, displayed in public
spaces. His work not only prompts contemplation of AI’s role in creativity but
also invites millions to participate in cocreating within his dynamic artistic realm
(Map 1.1).
Generative AI boasts capabilities such as creative content generation, automa-
tion, and continuous interactions for sensemaking and personalisation but also poses
challenges, including bias, transparency, quality control, integrity, and ethics. The
critical use of generative AI is essential for maximising its positive aspects and
mitigating potential risks (Holmes and Porayska-Pomsta 2023;Miao2022;Miao
and Holmes 2021; Miao et al. 2021; Luckin and Holmes 2016). With this in mind,