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Concept mapping was developed by Joseph D. Novak in 1960s. Concept map is a visual illustration displaying the organization of concepts and outlining the relationship among or between these concepts. (Hoffman and Novak 2003)
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Definitions of concept maps, propositions and knowledge.
Components, characteristics and kinds of concept maps.
Purpose of concept mapping. Method of creating concept maps.
Primary elements of knowledge are concepts.
A concept is a generalization drawn from particulars.
Concepts are defined as “perceived regularities in events or objects or record of events or objects, designated by a label” (Novak 1998)
Knowledge is factual or procedural information.
Knowledge is the combined result of learning, experience and training.
Origin of concept mappingOrigin of concept mapping Origin of concept mappingOrigin of concept mapping
Concept mapping was developed by Joseph D. Novak in 1960s.
The idea of concept mapping is based on Meaningful learning theory of Ausubel (1960).
The primary function of the brain is
to interpret incoming information to
make meaning. It is easier for the brain to make
meaning, when information is
presented in vision formats.
Concept map is a visual illustration
displaying the organization of concepts and
outlining the relationship among or between
these concepts. (Hoffman and Novak 2003)
What is a Concept mapWhat is a Concept map ? ?What is a Concept mapWhat is a Concept map ? ?
A concept mapping is a technique used to organize information or thoughts.
Concept maps are two-dimensional, hierarchical diagrams that show the structure of knowledge within a discipline.
Composed of concept labels, each enclosed in a box or oval, a series of labeled linking lines and general-to-specific organization.
Nodes represent concepts.Lines represent relations between concepts.Labels on the lines describe the nature of the relationship. Arrow heads indicate direction of the relationship.
Concept maps have structure -Linear/horizontal ; Hierarchical / non-hierarchical.
Concept maps are based on propositions.
Concept maps represent a particular domain of knowledge.
Concept maps illustrate patterns and relationships among concepts.
Hierarchical maps represent information in a descending order of importance. The key concept is on top and subordinate concepts fall below
Non- hierarchical maps represent information in a cluster or network pattern
Composed of Depends on Is influenced by Is affected by Includes causes
Linking concepts is the most important aspect of concept mapping
Cross-links represent relationships between concepts in different domains of the concept map.
are
Living things
PlantsLiving things
Plants
Dog
First stage
are
eats
GrassCow
is an animal is a plant
is an animal
are
Animals
Final stage
Molecules
States
Gas
WaterMotion
LiquidSolid
have can be
can be can beSimple
concept map
can change
can be
determine
Linking verbsConcept Concept
Linking verbs
Concept Concept
Linking verbs
Unidirectional relationship
Bi-directional relationship
to generate ideas (brain storming, etc.).
to design a complex structure (long texts, hypermedia, large web sites, etc.).
to communicate complex ideas to aid learning by explicitly
integrating new and old knowledge. to assess understanding or diagnose
misunderstanding.
Concept maps allow any body to organize lots of information into a form that is easily understood.
Concept maps allow you to visualize connections within the information.
Concept maps provide you a way to organize your thoughts onto paper.
Whenever you need to organize information - this can vary from person to person.
If you find concept maps useful, then use them.
If you find them confusing, modify them so they become useful to you - asking questions can help you with this process.
1. Clarity Conceptual clarity Visual clarity
2. Order Title - overall pattern
3. BalanceOverall layout of all map elements
4. Unity and HarmonyPleasing look
5. Visual hierarchyRelative importance
A concept mapcan be used to contains
Organize information
Two important components
Vocabulary Ideas Linking words
Major topics
Helps to integrate new words into prior knowledge
Show relationship between the ideas
Describe relationships
between conceptsSubtopic
such as
such as one is the other is
that that branches thatwhich
1. Brainstorming stage
2. Organizing stage3. Layout stage4. Linking stage5. Revising stage6. Finalizing stage
List all terms and concepts associated with the topic of interest.
Write them in one word or phrase per note.
Don't worry about redundancy.
Generate the largest possible list.
Spread concepts on a blackboard so that
all can be read easily. Create groups and subgroups of related
items Group items to emphasize hierarchies Identify terms that represent higher
categories. Rearrange items and introduce new items
omitted initially.
Arrange terms based on inter relationships and connections among groupings
Within sub-grouping, place closely related items nearer to each other
connect the items in the form of a simple sentence that shows the relationship between them.
Use lines with arrows to connect the items.
Write a word or short phrases for each arrow to specify the relationship.
Many arrows can originate or terminate on important concepts.
Carefully examine the draft concept map.
Rearrange concepts to emphasize organization and appearance.
Remove or combine items to simplify. Consider adding color or different
fonts.
Finalize the arrangement of items that conveys better understanding.
Be creative by using colors, fonts and shapes.
Identify the key concepts of a topic (i.e., make a
list); Rank concepts from broad to specific; Place broadest concept at the top; more specific concepts below; Link concepts with action words; Group closely related concepts; Rework this preliminary concept map by adding,
deleting renaming words and links;
an instructional tool. a tool to promote
meaningful learning. an assessment tool. a curriculum organizing
guide in teaching. a mind tool for critical
thinking.
Enable understanding of a topic.
Allow to explore new information and relationships
Access prior knowledge Gather new knowledge and
information Share knowledge and
information generated Help thinkers document and
describe their thinking
Concept recognition - identifying the
relevant concepts in a given topic
Grouping - appropriate linking of concepts.
Hierarchy – more inclusive concepts at top,
more specific concepts at lower end of map.
Branching - the level of differentiation of
concepts
Propositions –meaningful sentences
Accuracy and thoroughness1. Are the concepts and relations correct? 2. Are the important concepts missing?3. Are any misconceptions apparent?
Organization -Does the map show hierarchy? Does it have a title?
Appearance - Is it neat and orderly?Cross links- Does the map show meaningful
connections?Creativity- does it effectively communicate
concepts/stimulate interest?
Easy to take notes during lecture
Excellent aid to group brainstorming
Planning your lecture / studies / career
Providing graphics for your presentation
Refine your creativity and critical thinking
Improve clarity of thought;Assimilate more information;Achieve deeper understanding;Improve memorization;Improve coherence;Enhance clarity of relations
easy to use. improve learning improve understanding. Influence knowledge construction
Note taking and summarizingKnowledge elicitationKnowledge capturingNew knowledge creationknowledge preservation (retention).modeling Collaborative knowledge and the transfer of expert of knowledgeKnowledge sharing.
Novak J D 1991 Clarify with Concept maps :A tool for students and teachers alike The Science Teacher 58(7) 45-49
Novak J D and D B Gowin 1986 Learning How to learn, Cambridge University Press, London
Moreira M A 1979 Concept maps as tools for teaching, Journal of Science Teaching VIII(5):283-286
Ausubel, David P. (1968). Educational Psychology, A Cognitive View. New York: Holt, Rinehart and Winston, Inc.
Ausubel, David P. (1967). Learning Theory and classroom Practice. Ontario: The Ontario Institute For Studies In Education.
Ausubel, David P. (1963). The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton.Angelo, T. A. and Cross, K. P. Classroom Assessment Techniques, A Handbook for College Teachers (2nd ed., p. 197). Jossey-Bass, San Francisco, 1993.
Jonassen, D.H., Beissneer K., and Yacci, M.A. (1993) Structural Knowledge: Techniques for Conveying, Assessing, and Acquiring Structural Knowledge. Hillsdale, NJ: Lawrence Erlbaum Associates.
Final thoughtsFinal thoughts
Concept maps organize your thinking to improve your memory.
Formation of concepts and their use is of critical importance for a learner to be successful in his studies.
• Dr.B.Victor is a highly experienced professor, recently retired from the reputed educational institution- St. Xavier’ s College(autonomous), Palayamkottai, India-627001.
He was the dean of sciences, assistant controller of examinations and IQACco-ordinater.
He has more than 32 years of teaching and research experience
He has taught a diversity of courses and he has supervised 12 Ph. D research scholars .
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