A Brief History of Concept Maps

2017 ◽  
pp. 1-20
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Cognitive Styles ◽  
Marshall Mcluhan ◽  
Illuminated Manuscript ◽  
Philosophical Language ◽  
History Of ◽  
Spatial Maps

This section of concept maps will trace the works of Ramon Lull and Peter Ramus by comparing and contrasting their respective diagrams. In retrospect it will be argued that Ramon Lull's maps, which were basically religious in nature, were what we could call today, object maps, because of their colorful, concrete, almost multi-sensory presentation. On the hand, Peter Ramus's maps, according to cognitive styles theory to be discussed in a later chapter, were comparatively highly verbal and abstract. Marshall McLuhan, whose ideas lurk in the background throughout this book would say that according to his “law”, “the medium is the message,” Lull's medium, the illuminated manuscript on vellum, was quite different that Ramus' medium which was the printed book. The chapter ends with the philosophical language of Leibnitz, which has elements of what will be called verbal maps and spatial maps, two definite trends in concept mapping.

Using Concept Maps to Enhance Students' Prior Knowledge in Complex Learning

2010 ◽  
pp. 163-181 ◽  
Author(s):  
Robert Z. Zheng ◽  
Laura B. Dahl
Keyword(s):  
Empirical Study ◽  
Prior Knowledge ◽  
Concept Mapping ◽  
Concept Maps ◽  
Cognitive Styles ◽  
Future Research ◽  
Instructional Tool ◽  
Cognitive Tool ◽  
New Learning ◽  
Before And After

As an instructional tool, concept map has been widely used to teach complex subjects in schools. Research suggests that concept mapping can help bridge learners’ prior knowledge with new learning, reduce the cognitive load involved in learning and improve comprehension, content retention, and knowledge transfer. Existing literature focuses on cognitive features, cognitive styles and differences between instructor provided and student generated concepts. However, little is known about the effects of concept maps as a cognitive tool to influence learners’ learning, specifically before and after the learning takes place. This chapter offers a discussion of general research in concept mapping and theories that support such instruction. Finally, an empirical study is presented with suggestions for future research in concept mapping.

Concept Maps as a Technique for Organizing, Analyzing, and Transforming Knowledge

2021 ◽  
pp. 762-777
Author(s):  
Michael Tang ◽  
Janelle M. Johnson
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Concept Map ◽  
Cognitive Styles ◽  
Thinking Maps ◽  
Academic Fields ◽  
Definition Of ◽  
Mind Maps ◽  
Teaching Learning ◽  
Mapping Theory

The chapter begins with the origins of concept maps as a tool to promote constructivist learning, an educational philosophy and practice, and is followed by a concept map taxonomy. A definition of concept maps is provided and the main differences between Mind Maps©, Thinking Maps®, and Concept Maps are discussed with Thinking Maps classified as a type of concept map that is separate and different from both other maps. The chapter then offers a second definition of the term “concept maps,” with a detailed discussion of Thinking Maps resulting in a new taxonomy of knowledge or concept maps. The authors then investigate integrating concept maps with cognitive styles theory to determine if concept mapping might have a neuro-psychological basis and if mapping theory can be related to different academic fields and professions. The chapter concludes that the use of concept mapping can promote more holistic and effective teaching, learning, and practice in STEM education.

Tentative Taxonomies

2017 ◽  
pp. 76-106
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Cognitive Styles ◽  
The Other ◽  
Spatial Thinking ◽  
Abstract Concepts ◽  
Intellectual Style ◽  
Mapping Techniques ◽  
Specific Concept ◽  
Mind Maps

Because of their extensive generality, concept maps can range from the very intuitive, heuristic and free flowing on one hand to the very analytical, arcane and formulistic on the other hand with mind maps on one end of an intellectual style scale and the use of highly abstract concepts maps in computer science spatial thinking maps on the other. While the very generality of the concept of concept maps may have contributed to its increasing and extensive use in all disciplines, the range and diversity of the concept has not help in its understanding. This chapter proposes to apply two cognitive styles theories to three specific concept mapping techniques to develop tentative taxonomies which may help to increase the understanding of the nature of concept maps and how they are and can be used.

Explicit teaching of problem categorization using concept mapping, and an exploratory study of its effect on student achievement and on conceptual understanding – the case of chemical equilibrium problems

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Antonios Bakolis ◽  
Dimitrios Stamovlasis ◽  
Georgios Tsaparlis
Keyword(s):  
Student Achievement ◽  
Problem Solving ◽  
Concept Mapping ◽  
Conceptual Understanding ◽  
Chemical Equilibrium ◽  
Concept Maps ◽  
Equilibrium Problems ◽  
Solution Process ◽  
Control Group ◽  
Long Term Memory

Abstract A crucial step in problem solving is the retrieval of already learned schemata from long-term memory, a process which may be facilitated by categorization of the problem. The way knowledge is organized affects its availability, and, at the same time, it constitutes the important difference between experts and novices. The present study employed concept maps in a novel way, as a categorization tool for chemical equilibrium problems. The objective was to determine whether providing specific practice in problem categorization improves student achievement in problem solving and in conceptual understanding. Two groups of eleventh-grade students from two special private seminars in Corfu island, Greece, were used: the treatment group (N = 19) and the control group (N = 21). Results showed that the categorization helped students to improve their achievement, but the improvement was not always statistically significant. Students at lower (Piagetian) developmental level (in our sample, students at the transitional stage) had a larger improvement, which was statistically significant with a high effect size. Finally, Nakhleh’s categorization scheme, distinguishing algorithmic versus conceptual subproblems in the solution process, was studied. Dependency of problem solving on an organized knowledge base and the significance of concept mapping on student achievement were the conclusion.

scholarly journals A theoretical view on concept mapping

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Ray McAleese
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Learning Activities ◽  
Theoretical View ◽  
Concept Representations

Auto-monitoring is the pivotal concept in understanding the operation of concept maps, which have been used to help learners make sense of their study and plan learning activities. Central to auto-monitoring is the idea of a 'learning arena' where individuals can manipulate concept representations and engage in the processes of checking, resolving and confirming understandings. The learner is assisted by familiar metaphors (for example, networks) and the possibility of thinking 'on action' while 'in action'. This paper discusses these concepts, and concludes by arguing that maps are part of the process of learning rather than a manifestation of learning itself. Auto-monitoring is suggested as an appropriate term to describe the process of engaging in the learning arena.DOI:10.1080/0968776940020105

scholarly journals REPERTORY GRID ANALYSIS AND CONCEPT MAPPING: PROBLEMS AND ISSUES

2012 ◽  
Vol 48 (1) ◽  
pp. 91-106
Author(s):  
Thomas J.J. McCloughlin ◽  
Philip S. C. Matthews
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Repertory Grid ◽  
Assessment Procedure ◽  
Research Needs ◽  
Traditional Concept ◽  
Grid Analysis ◽  
Common Structure ◽  
Living Things ◽  
Work Concept

'Repertory grid analysis' was used as a way of constructing representations of learners conceptions of living things; and finding a common structure or understanding; this was described in previous work. 'Concept mapping' has been stated as an appropriate assessment procedure in science curricula in a number of countries. Previous relevant published work describing the benefits of 'concept mapping' as a learning, teaching, and assessing tool is large. However, the existence of a large literature is not justification in itself, and in this work we provide a critique of the current literature. Problems with 'concept mapping' are simply ignored. However, it is thought that 'repertory grid analysis' does overcome some of the recognized problems of 'concept mapping' such as: i) comparison of concept maps between students or between students and educators: in repertory grid this becomes not only possible but a reliable method - this has proven to be one of the more problematic areas in traditional 'concept mapping'; ii) quantification of concept mapping - integer scoring of whole concept maps in 'repertory grid analysis' is eliminated since the arranged structure of the graph produced holds significance for the conceptual structure. More research needs to be done in repertory grid analysis and its implications and applications in curricular research have yet to be fully explored. Key words: concept mapping, conceptual frameworks, repertory grid analysis.

scholarly journals Analyzing the use of linking words in concept maps designed for pathophysiology learning in medicine

2021 ◽  
Author(s):  
Nuno Neuparth ◽  
Marta Fonseca ◽  
Beatriz Oliveira ◽  
Inês Canha ◽  
Hélder Dores ◽  
...  
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Clinical Case ◽  
Visual Display ◽  
Rank Test ◽  
Clinical Vignettes ◽  
Signed Rank ◽  
Signed Rank Test ◽  
The Difference

Pathophysiology at NOVA Medical School adopted the concept mapping methodology to promote the visual display of pathophysiological reasoning and learning, based on clinical vignettes. The objective of this project is to identify and label the linking words, in order to study their role in the structure and organization of the concept maps constructed by the students. We used an adopted classification of linking words, categorized in 5 groups: dynamic, static, illustrative, definition and clinical case information. At the end of the semester the concept maps related to the respiratory (mid-semester) and endocrine systems (end of semester) were analyzed and compared. We found linking words not included in any of the five categories, thus a group named “other” has been created. Statistically significant differences were found in dynamic and “other” categories (p=0,049 and p= 0,011, respectively; Wilcoxon signed-rank test). The dynamic words were the most commonly used, probably reflecting students’ need to better describe pathophysiological mechanisms, and the difference found was probably due an improvement in the learning process and concept maps building technic. It would be interesting next year to conduct a more detailed analysis, increasing the sample and ensuring a more robust dataset. 

scholarly journals EFICACIA DE LOS MAPAS CONCEPTUALES COMO RECURSO DIDÁCTICO EN EL APRENDIZAJE DE LAS CIENCIAS SOCIALES EN LA ESCUELA ACADÉMICO PROFESIONAL DE TURISMO, HOTELERÍA Y GASTRONOMÍA DE LA UNIVERSIDAD ALAS PERUANAS

LOGOS ◽  
2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Mg. Rafael Antonio Garay Argandoña
Keyword(s):  
Social Sciences ◽  
Learning Process ◽  
Concept Maps ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
Teaching Resource ◽  
History Of ◽  
History Of Culture ◽  
Academic School ◽  
Mind Maps

EFICACIA  DE  LOS    MAPAS CONCEPTUALES COMO RECURSO DIDÁCTICO EN EL APRENDIZAJE DE LAS CIENCIAS SOCIALES EN LA ESCUELA ACADÉMICO PROFESIONAL DE TURISMO, HOTELERÍA Y GASTRONOMÍA DE LA UNIVERSIDAD ALAS PERUANAS EFFECTIVENESS OF MIND MAPS AS TEACHING RESOURCE IN THE LEARNING PROCESS OF SOCIAL SCIENCES IN THE PROFESSIONAL ACADEMIC SCHOOL OF TOURISM, HOSPITALITY AND CUISINE OF PERUVIAN UNIVERSITY ALAS PERUANAS RESUMEN Objetivo. El objetivo de la Investigación fue Determinar que el desconocimiento del manejo de los mapas conceptuales como recurso didáctico influye en el aprendizaje de las Ciencias Sociales en los estudiantes del II ciclo de la Escuela Académico Profesional de Turismo Hotelería y Gastronomía UAP Materiales y Métodos. Para la selección de la muestra se consideró a los estudiantes del II ciclo de la escuela, la técnica de muestreo fue sistemático, se trabajó desarrollando clases haciendo uso de mapas conceptuales en la asignatura de historia de la cultura se aplicó la prueba estadística de hi2 teniendo en cuenta la relación de variables Resultados. Como el valor calculado es mayor al de la tabla (24.894 > 16.919), la hipótesis nula es rechazada, aceptándose la hipótesis alterna H1, con lo cual queda demostrada la hipótesis. Conclusión. El manejo de los mapas conceptuales como recurso didáctico influye significativamente en el aprendizaje de los alumnos, produce un auténtico aprendizaje, porque proporciona conceptos de manera coherente y no arbitraria, “construyendo”, de manera sólida los conceptosABSTRACT Objective. The aim of the research was to determine that the lack of management of mind maps as a teaching resource influences in the learning of Social Sciences students in cycle II of the Professional Academic School of Tourism Hospitality and Gastronomy in Alas Peruanas University.  For the selection of the sample, the students of the second cycle school were considered, the sampling technique was systematic, classes were developed making use of concept maps in the history of culture subject statistic hi2 tests were applied taking in account the variables relation. ResultsAs the calculated value is bigger that the table (24,894> 16,919), the null hypothesis is rejected accepting the alternative hypothesis H1whereupon, the hypothesis ends up being demonstrated. In conclusion. The management of mind maps as a teaching resource influences significantly on the student learning process, It produces an effective learning because it provides concepts in a coherent and not arbitrary way by “building” concepts solidly.

Use of concept mapping in an undergraduate introductory exercise physiology course

2012 ◽  
Vol 36 (3) ◽  
pp. 197-206 ◽  
Author(s):  
Kim Henige
Keyword(s):  
Blood Pressure ◽  
Student Success ◽  
Concept Mapping ◽  
Concept Maps ◽  
Exercise Physiology ◽  
Learning Opportunities ◽  
Acute Response ◽  
Acute Increase ◽  
Cardiorespiratory Endurance ◽  
Physiology Students

Physiology is often considered a challenging course for students. It is up to teachers to structure courses and create learning opportunities that will increase the chance of student success. In an undergraduate exercise physiology course, concept maps are assigned to help students actively process and organize information into manageable and meaningful chunks and to teach them to recognize the patterns and regularities of physiology. Students are first introduced to concept mapping with a commonly relatable nonphysiology concept and are then assigned a series of maps that become more and more complex. Students map the acute response to a drop in blood pressure, the causes of the acute increase in stroke volume during cardiorespiratory exercise, and the factors contributing to an increase in maximal O2 consumption with cardiorespiratory endurance training. In the process, students draw the integrative nature of physiology, identify causal relationships, and learn about general models and core principles of physiology.

Smart Manufacturing and Industry 4.0: A Preliminary Approach in Structuring a Conceptual Framework

2021 ◽  
Vol 18 ◽  
pp. 27-36
Author(s):  
Eleni Didaskalou ◽  
Petros Manesiotis ◽  
Dimitrios Georgakellos
Keyword(s):  
Conceptual Framework ◽  
Concept Mapping ◽  
Industry 4.0 ◽  
Concept Maps ◽  
Production Systems ◽  
Software Tool ◽  
Smart Manufacturing ◽  
Future Research ◽  
Key Concepts ◽  
Comprehensive Framework

Engineering concepts usually, are complex concepts, thus many times are difficult for infusing into curriculums or to be comprehensive for practitioners. A concept that still now is not fully understandable is that of Industry 4.0, an approach that increases the complexity of production systems. Nowadays production systems are facing new challenges, as physical productions systems and internet technologies are directly linked, hence increasing the complexity but also the productivity of the systems. The paper introduces an approach of visualizing the concept of smart manufacturing in the context of Industry 4.0, as the term is not clearly specified, although has attracted attention both academicians and businesses. Concept mapping is a method of capturing and visualizing complex ideas. Concept maps are graphical tools for organizing, representing and communicating complex ideas by breaking them into more key concepts. As Industry 4.0 is a factor that can boost innovation and competitiveness of business, all parties involved in shaping the strategy of an organization, should perceive the issues to be covered. Furthermore, learners must be prepared to meet these challenges and knowledgebuilding activities may enhance their process of learning. The paper makes an interesting and valuable contribution, by identifying key concepts within the subject of smart manufacturing and Industry 4.0, using the method of concept mapping. Taking into consideration these concepts a conceptual framework will be introduced, by using the software tool CmapTools. The map can be used as a basis for future research in constructing a more comprehensive framework and identifying the concepts that describe smart manufacturing in the context of Industry 4.0, in a more thorough manner.

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