Concept mapping

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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 mapping is a tool for meaningful learning. In concept mapping, one identifies the important concepts from a subject and describes the relationship between those concepts with linking words (Novak et al., 1984, 1991a).
  • "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.

YouTube Video on Concept Mapping

Concept Mapping

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:

1. PICTURE LANDSCAPE CONCEPT MAP
These maps present information in a landscape format.
2. 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.
3. 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.
4. 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.
5. 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.
6. 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.

CONCEPT MAPPING FREEWARE

3D Topicscape Student Edition 2.0 Freeware
IHMC CmapTools-Freeware
FreeMind-Free Mind Mapping Software


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

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.


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).

Critics and their rationale

Alternative explanations due to Diversity considerations

Signed "life experiences", testimonies and stories

Testimonial by Linda Woods

I think concept maps are a great way for students to organize 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.


In third grade, students learn about the genre of fairy tales and I also use the software Kidspiration as a graphic organizer. My students create webs to retell the story of a particular fairy tale. The graphic organizer helps the students to express their thoughts, organize their information and make visual connections. - Christina Rosario

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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 questions for further research. 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 classroom. 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 training 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 addition 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 didn't 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

We use flow charting in Java it is a great tool, we also storyboard. These tools help direct and organized students understanding of the process within an application. I have used hierarchical ideas when discussing quadrilaterals. It is useful to understand relationships between groups or families of quadrilaterals. I use it as a tool to associate concepts together. One polygon has implied information from a preceding polygon so the information is linked together. A rectangle is always a parallelogram but a parallelogram does not have to be a rectangle. Thus a rectangle has all the attributes of a parallelogram. When students can visualize the mapping of the polygons they can derive implied information from them. G. Van Hoorn

I think concept maps are great for visual learners. It helps the students visually connect the information they are reading. It can be a way to organize the most important information easily. Concept maps can show relationships and be a great study tool. I use concept maps from time to time in my junior high science class. I agree that sometimes using concept maps too frequently, not explaining their importance, or not even teaching how to use them can be detrimental to the students learning. - A. Trewartha

I personally LOVE concept maps. I am one of those people who need to organize her thoughts before writing or beginning any big project. I use concept maps with my students before we start any writing assignments. I also use them as a way to show students how similar or different what they know or feel about topic can be. I really like adding interactive online maps into my lessons when I can find them. One of the sources I use is the ReadWriteThink website. It has some awesome maps that students can work on right on the computer! - Mary Rezk

Concept mapping is a tremendously useful tool in many different disciplines. In my work, as an Ed Tech leader, I have used it in professional development sessions with teachers (in part to model their utility), and with students directly. Many demonstrations of concept mapping that I've seen focus on distilling complex ideas into manageable chunks of information. These chunks can then be tackled one at a time. It is particularly useful in writing projects. A different way to consider a concept map, though, is with very strict or limited concepts. Unlike the process of making concrete abstract ideas, this method helps students get past obvious details. They sometimes take for granted what they know about a particular idea. Using concept mapping, I've seen students start with a physically related map (their neighborhood), and move from this concrete definition of where they live to a more descriptive, poetic version that forced them to rethink the place they came from. I believe that concept maps have tremendous value in the classroom, and beyond. - Joel Hames

The use of concept maps is beneficial to learners of all ages. I use concept maps in my biology classes to organize information after a reading assignment, to show relationships with previously covered content, and to review/help students study. I just attended a professional development where the closing activity was for us to create a concept map of the day's topics and information. We worked in groups and made concept maps on the session's topic of: motivating the students who are not easily motivated or engaged in class. At first, we found the activity to be slightly cheesey, but as we worked, we realized by the presenter had us do the activity. -K. Wyss

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.

References

  • Hong, Gao. (2008). Collaborative concept mapping as an instructional strategy. Saarbrücken, Germany: VDM Verlag
  • Novak, J. D. (1991). Clarify with concept maps. The Science Teacher, 58, 45-49.
  • Novak, J. D. (1991). Concept maps and vee diagrams: Two metacognitive tools to facilitate meaningful learning. Instructional Science, 19,1-25.
  • Novak, J. D. and Gowin, D. B. (1984). Learning How to Learn. New York: Cambridge University Press.
  • 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."
  • Cassata-Widera, Amy (2009). Concept mapping with young children: From representation to metacognition. Saarbrücken, Germany: VDM Verlag
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