Concept mapping
From WikEd
[edit] Descriptions, definitions, synonyms, organizer terms, types of
Concept maps offer a method to represent information visually. Concept maps are a form of graphic organizer or advance organizer.
Concept maps graphically illustrate relationships between information. In a concept map, two or more concepts are linked by words that describe their relationship. A concept map is a special form of a web diagram for exploring knowledge and gathering and sharing information. Concept mapping is the strategy employed to develop a concept map. A concept map consists of nodes or cells that contain a concept, item or question and links. The links are labeled and denote direction with an arrow symbol. The labeled links explain the relationship between the nodes. The arrow describes the direction of the relationship and reads like a sentence.
The technique of concept mapping was developed by Joseph D Novak [1] [2] at Cornell. "Concept maps have their origin in the learning movement called constructivism. In particular, constructivists hold that prior knowledge is used as a framework to learn new knowledge. In essence, how we think influences how and what we learn. Concept maps identify the way we think, the way we see relationships between knowledge." Grayson H. Walker, Concept Mapping and Curriculum Design, Teaching Resource Center, The University of Tennessee at Chattanooga
Concepts maps can be used to:
- Develop an understanding of a body of knowledge.
- Explore new information and relationships.
- Access prior knowledge.
- Gather new knowledge and information.
- Share knowledge and information generated.
- Design structures or processes such as written documents, constructions, web sites, web search, multimedia presentations.
- Problem solve options.
[edit] Kinds of Concept Maps
There are four major categories of concept maps. These are distinguished by their different format for representing information. (College of ACES, 2004)[3]
- 1. SPIDER CONCEPT MAP [4]
- The"spider" concept map is organized by placing the central theme or unifying factor in the center of the map. Outwardly radiating sub-themes surround the center of the map.
- 2. HIERARCHY CONCEPT MAP [5]
- The hierarchy concept map presents information in a descending order of importance. The most important information is placed on the top. Distinguishing factors determine the placement of the information.
- 3. FLOWCHART CONCEPT MAP [6]
- The flowchart concept map organizes information in a linear format.
- 4. SYSTEMS CONCEPT MAP [7]
- The systems concept map organizes information in a format which is similar to a flowchart with the addition of 'INPUTS' and 'OUTPUTS'.
- Also known as a Data Flow Diagram.
Special Concept Maps include the following format types:
- PICTURE LANDSCAPE CONCEPT MAP
- These maps present information in a landscape format.
- MULTIDIMENSIONAL / 3-D CONCEPT MAP
- These describe the flow or state of information or resources which are too complicated for a simple two-dimensional map.
- MANDALA / MANDALA CONCEPT MAP
- Information is presented within a format of interlocking geometric shapes. A "telescoping" factor creates compelling visual effects which focus the attention and thought processes of the viewer.
- FISHBONE CONCEPT MAP [8]
- Dr. Kaoru Ishikawa, a Japanese quality control statistician, invented the fishbone diagram. Therefore, it may be referred to as the :Ishikawa diagram. The fishbone diagram is an analysis tool that provides a systematic way of looking at effects and the causes that :create or contribute to those effects. Because of the function of the fishbone diagram, it may be referred to as a cause-and-effect :diagram. Download this blank Adobe Acrobat fishbone diagram, print and begin immediately. (PDF file) From Glencoe/McGraw-Hill.
- STORYBOARD CONCEPT MAP [9]
- A storyboard is a graphic, sequential depiction of a concept or narrative. Students recall major events of the story, then illustrate :the events in the squares provided.
- VENN DIAGRAMS [10]
- Venn Diagrams are often used in mathematics to show relationships in sets. It can also be used in Language Arts to show differences and similarities in literary pieces. They can also be used to compare and contrasts ideas, concepts, theories.
CONCEPT MAP TEMPLATES - FREE DOWNLOADS in PDF format
- Sequencing Concept Maps
- General Concept Maps
- Miscellaneous Maps
- Venn Diagrams
- University of Oregon Listing of Concept Map Templates A large selection of multiple :types of concept maps groups by subjects: Language Arts, Social Studies, and Science.
A mind map or mindmap is a multicoloured and image centered radial diagram that represents semantic or other connections between portions of learned material. The uniform graphic formulation of the semantic structure of knowledge may help re consolidation of memories. This can make memories more stable and long lasting and may increase motivation to work on a task. The claim to the origin of the mind map has been made by a British popular psychology author, Tony Buzan. He argues that 'traditional' articles rely on the reader to scan left to right and top to bottom, whilst what actually happens is that the brain will scan the entire page in a non-linear fashion. He also uses popular assumptions about the cerebral hemispheres in order to promote the exclusive use of mind mapping over other forms of note making, thereby restricting the range of learning strategies. The structure of a mind map has a similar but simplified radial structure compared to that of the earlier original concept map, which was developed by learning experts in the 1960s. (retrieved May 01, from, http://en.wikipedia.org/wiki/Mind_map).
Due to the hyperbole used in the promotion of mind mapping, the learning results may commonly lead to anticlimax or disappointments on the part of the learner. This may explain why the method has not been adopted beyond the flavor of the month. As expectation is an essential part of use and application of learning strategy, it is important to bear in mind the specific uses and expected results of graphic organizers for improving learning performance.
for more information about mind map go MIND TOOLS BUZAN
[edit] Application in classrooms and similar settings
The samples below show some of the kinds of maps students might created in prewriting for various kinds of assignments. Some of the map ideas were provided by Kay Hawes at the University of Memphis, who has put together an interesting set of possible kinds of concept maps.
Problem-Solution Map A fairly straightforward map is a problem-solution map. In this, students have a problem statement, definition, causes, and effects, leading to a possible solution.
When you plan a prewriting activity in which you want students to write a problem-solution essay, you could define the terms to be used or the structure for the map. Depending on your goals, you'll provide more or less structure.
Process Development Map A more involved assignment asks students to create a process for accomplishing a task. There is a beginning and an end, with multiple steps and alternatives at each step. One possible way of structuring this activity would be to provide a blank map structure and ask students to list the steps and alternatives, with results shown by adding text to the links.
Persuasive Argument Is a fairly common type of theme for students, in which they present a persuasive argument. The example shown is highly structured, but your assignment might potentially not be. Note that this type of map translates very easily to a word processing document. Using Inspiration, you can have students fill in the map, then switch to outline view (in the view menu) to export the resulting outline to their word processing program.
Characteristics Here, a much more free-form map might ask students to think about the characteristics of something—say, spaghetti and meatballs. Providing the balloons makes sure that students cover all the ground, but you may want to let them work completely from a blank slate in pre-writing for a descriptive essay.
Research Topic A more research-y take on description asks students to research a topic, adding to the map in who, what, when, where, why, how fashion leading toward the significance of a topic.
Narrative Story Line A narrative story line might look like this, with a setting, set of characters, problem, set of alternative attempts to solve the problem, and a resolution. The map shown is a traditional setting, cast of characters, problem, attempts at solutions, and finally, resolution. Jon Margerum-Leys and The University of Michigan.
[edit] Evidence of effectiveness
Decades of empirical and qualitative research has verified the efficacy of concept maps in tasks such as stimulating new ideas, organizing information, and enhancing metacognition. Concept maps are also believed to aid creativity and increase meaningful learning. "There is research evidence that knowledge stored in the brain is hierarchical, with propositions as the core building blocks. Because concept maps are constructed to reflect these organizational elements of knowledge, they facilitate sense-making and meaningful learning on the part of individuals who make concept maps and those who use them" (Wikipedia).
[edit] Critics and their rationale
[edit] Alternative explanations due to Diversity considerations
[edit] Signed "life experiences", testimonies and stories
Testimonial by Linda Woods
- I think concept maps are a great way for students to organze the material they are learning. Concept maps can be used in a number of different ways. In the agriculture classroom, I like to have the students use concept maps to connect the different topics of agriculture to the bigger concept behind them and to each other.
Testimonial by S. Morrisette
- I used concept maps with my fifth graders as a pre-writing activity. In fifth grade the students have to be able to write either a narrative, persuasive, or informative essay for the ISAT tests. They only have 40 minutes to plan, write, edit, and finish an essay. I noticed after I taught the students to use concept mapping a lot of my students chose this method for the pre-writing activity. -- S. Morrisette
Testimonial by ...
- I have used concept maps in my own classroom. I teach science and they are really good Graphic organizer. We use pencil and paper but have also used the program Kidspiration to do them as well. It is a great skill that all students should know how to do and use. I have used them for homework as well as had a few on my tests. It is just one more way to show students how to organize information and how to classify the material that they have learned.
I have used concept maps with preschool students as a concrete means of showing them how much knowledge they have gained from the beginning of a Project to the end of it. Using the Project Approach, we as teachers create a shared writing experience in which the group of students presents their thoughts, experiences and idea about a topic through concepts mapping with post-it notes. After the students present their ideas, we then categorize their ideas into researchable questions. From there we research, experiment and inquire knowledge about the categories. At the end we review our first web (concept map) and create a new one showing the progression the students have made with the topic. It is a wonderful way to display concrete information and to show growth and understanding. -TYM
I think these serve as a great tool for students. I have been surprised at how much scaffolding is involved in implementing a new graphic organizer. Even for my middle school students, it is not as obvious for how these should be used. Beginning writers have a hard time organizing their ideas and often don't know where to start. Concept maps and graphic organizers can be a good way to do this with appropriate scaffolding and modeling. J. Cappa
Testimonial by Janet Vallowe
- I have also used concept mapping in my science classroom. I have found them very effective at all ability levels. Students in my AP biology course as well as students in my freshmen biology classes have benefited from the making of them. They provide a way to organize lots of information, they allow students to develop relationships between concepts and provide a visual explanation of concepts.
Testimonial by M. Roberts
- I use concepts maps on a regular basis in my sixth grade classoom. I really enjoy concept maps as they serve as a learning tool that students can use on their own. Project CRISS training turned me on to concept maps.
Testimonial by N. Meeker
- I use concept maps in my classroom quite often. I have found that student learn in so many different ways that I try to use as many methods of instruction as possible. Many are visual learners. I will often draw a picture of something I am attempting to figure out- my own crude concept map. They help to organize a student's ideas. I recently took traing on the software program Inspiration and it is a tool I would like to use in my classroom frequently next year. It is a visual that will allow students to see organization in a variety of ways.
Testimonial by Timothy Zorn
- I use concept maps in my classroom for very complex interactions. As a biology teacher I've found that concept maps can help students gain a better understanding of interactions in large systems. Concept maps can be used to understand the nitrogen cycle, interactions between organ systems, or even interactions between different aspects of the nervous system. In addtion to helping students, I have often used concept maps to help me better organize lessons and lectures. Often going through this process, I have found better, more logical ways of presenting information to students.
Testimonial by Mindy Waters
- Although I have not used concept maps in the classroom with my students, I have used it as a student. A course that I took once led me to do research on concept maps and I decided to try it out for myself. Making a concept map about molecular orbital theory turned out to be a not-so-trivial task. It was difficult and required a lot of "brain energy," but I found it to be so beneficial that when I have to study for an exam, I always draw up a concept map. Once it is finished, I bring it to my instructor during office hours and have him/her look it over. Because a concept map is a visual representation of my cognitive schema, my instructors can usually spot inconsistencies or deficiencies in my understanding of the subject.
Testimonial by Jamie Brewczynski
- When I was a freshman in high school we had to draw concept maps for my biology class. In this case you had to have a pretty clear understanding of the material and how to classify it. The maps helped to clarify the things you didnt understand by seeing it visually laid out. It was also made it easier to remember the material because of the graphic representation.
I have found that some concept maps, or an overuse of concept maps can lead to confusion amongst students. The learning curve for using the mapping devices needs to be addressed first. Some maps also can make things more confusing just by their design and the needs of the student. I think mapping is a great tool, but the individual needs of the students need to be addressed first.
MM
[edit] References and other links of interest
Links
Concept Mapping Resource Guide As the name suggests, this site provides an exhaustive listing of articles, tutorials, presentations, downloads and Internet links.
ConceptDraw MINDMAP - MindMapping Software
[http://cmap.coginst.uwf.edu/info/printer.html The Theory Underlying Concept Maps and How To Construct Them]
Inspiration Software Concept Maps
Education World: The Concept-Mapping Classroom.
There is also a link to a IHMC Cmap tool. I have dowloaded the shareware and played with it for a while. It has wide potential to built a extensive detailed schematick graph of your knowledge and add links, images,text, and other information to it. You can graph your knowledge, research, ... and see the relationships and conection between various segments. for example:this is a graph from Cmap of a Thailand's national knowledge. Note it makes a referance to concept mapping. This is just an image of the databes. To be able to access all the data links you have to be using Cmap and be conceted to the system.
https://netfiles.uiuc.edu/mnovak1/shared/Demonstration%20Project%2362761.jpg
References
College of Agricultural, Consumer, and Environmental Sciences. "Kinds of Concept Maps." Retrieved December 2004 from http://classes.aces.uiuc.edu/ACES100/Mind/c-m2.html
Dargan, Cherie Post. (January 2001). Literature Review - The Use of Concept Maps and Other Visuals:Considerations for the Instructional Designer. Retrieved December 2004 from http://www.hawkeye.cc.ia.us/faculty/cpost/cog%20map%20paper.htm
O'Neil, H., Jr., & Schacter, J. (1997). Test specifications for problem-solving assessment. Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing. Retrieved July 14, 2003, from http://www.cse.ucla.edu/CRESST/Reports/TECH463.PDF In this 1997 Center for Applied Research in Educational Technology (CARET) study, O?Neil and Schacter determined that "Students need to have instruction and practice with electronic concept mapping as a prerequisite skills prior to engaging in the type of computerized assessments for content understanding and problem solving skills outline in this report."
The Institute for the Advancement of Research in Education. (2003, July). Graphic organizers: A review of scientifically based research. Retrieved August 25, 2003, from http://www.inspiration.com/vlearning/research/index.cfm "Research cited in this literature review shows that a research base exists to support the use of graphic organizers for improving student learning and performance across grade levels, with diverse students, and in a broad range of content areas."
Ruzic, R. & O'connell, K. (n.d.). Concept maps. Retrieved July 14, 2003, from http://www.cast.org/ncac/ConceptMaps1669.cfm This report on the National Center on Accessing the General Curriculum (CAST) website looks at "research on the use of concept maps to support and enhance learning." The authors "located 28 studies altogether, 26 of which found that the use of concept maps was associated with higher student performance."
