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.

scholarly journals КОНЦЕПТ-КАРТА ЯК ДІЄВИЙ ЗАСІБ НАВЧАННЯ ІНОЗЕМНОЇ МОВИ

2020 ◽  
Vol 15 ◽  
pp. 22-25
Author(s):  
Nataliia Borysova
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Concept Maps ◽  
Concept Map ◽  
Hierarchical Organization ◽  
Conceptual Mapping ◽  
Approximate Description ◽  
The Difference ◽  
Mind Maps

The article reveals the concept of conceptual mapping in the process of learning a foreign language. It is stated that a concept map is a diagram that shows the relationships between notions. Such maps are graphical tools for organizing and presenting knowledge. It is emphasized that the most useful form of a concept map for teaching and learning is one that is placed in a hierarchical organization, where more general and comprehensive notions are at the top of the map and more specific at the bottom. The difference between concert cards and mind maps is given. It is emphasized that despite a similarity of mind maps and concept maps, these two methods differ in many respects, in particular, concept maps are characterized by clear links between the described ideas and are more structured than mind maps, as a formally approximate description, which places ideas in some sequence and organizes them hierarchically by levels of importance.

Concept Mapping and Formative Assessment

2010 ◽  
pp. 449-473 ◽  
Author(s):  
Jeffrey Beaudry ◽  
Polly Wilson
Keyword(s):  
Collaborative Learning ◽  
Formative Assessment ◽  
Concept Mapping ◽  
Learning Strategies ◽  
Concept Maps ◽  
Collaborative Group ◽  
High School Science ◽  
Coastal Zones ◽  
Understanding Of Science ◽  
Definition Of

From the authors observations and those of Kinchin (2001) teachers may know about concept mapping but they do not seem to use it as a consistent, effective strategy. The authors argue that the concept mapping may be better understood by using an expanded definition of traditional literacy, listening, speaking, reading and writing; to include visualizing, visual representation, and technological literacy Sinatra (1986). This ethnographic case study examines the use of concept mapping and collaborative learning strategies in the content area of marine ecology in high school science classrooms. To support students’ understanding of science concept and the improvement of writing students began with a field trip to study inter-coastal zones and follow-up laboratory activities, use of digital image analysis, and collaborative group work. Key vocabulary were identified to begin concept maps, and more vocabulary was added to support multiple revisions of concept maps with concept map software, and culminated with students’ writing. Concept mapping integrated with collaborative learning was used to engage students to construct and re-construct their understanding of a complex scientific concept, the energy cycle. The results showed that students benefited from the combination of collaborative learning and concept maps to focus their writing on key ideas, to organize their ideas, and include specific details. However, the interpretation and integration of quantitative data and laboratory results was not as consistent. Most importantly, initial concept maps and revisions provided the teacher with evidence of student learning in the form of formative assessment products, to guide teachers’ focused feedback and clarify specific ideas for re-teaching, as well as students’ self-assessment. The authors provide examples of concept maps and graphic organizers as formative assessment of students’ knowledge, what Novak (1998) calls heuristic or “facilitative tools,” and as visual representations and structures to provide flexible ways supporting learners’ meaningful learning through speaking, writing and in visual forms (Sinatra, 2000; Mintzes, Wandersee, and Novak, 2004).

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.

A Peer Tutoring-Based Concept Mapping Approach to Improving Students' Learning Achievements and Attitudes for a Social Studies Course

2018 ◽  
Vol 8 (1) ◽  
pp. 1-12
Author(s):  
Chien-Wen Chuang ◽  
Gwo-Jen Hwang ◽  
Wen-Jen Tsai
Keyword(s):  
Social Studies ◽  
Technology Acceptance ◽  
Concept Mapping ◽  
Peer Tutoring ◽  
Concept Maps ◽  
Concept Map ◽  
Learning Performance ◽  
Control Group ◽  
Mapping Approach ◽  
Acceptance Levels

Concept maps are well recognized as being an effective tool for helping students organize and construct their knowledge. However, previous studies have also indicated the difficulty encountered by young students in concept mapping. Therefore, how to provide an efficient strategy for enhancing students' learning achievement using concept mapping is worth studying. The purpose of this study is to explore the effects of the peer tutoring-based concept mapping approach on students' learning performance. A 5-week experiment was conducted in an elementary school social studies course in southern Taiwan. The participants were two classes of fifth graders. One class was the experimental group consisting of 33 students provided with a computerized concept map learning model based on peer tutoring, whereas the other class was the control group consisting of 32 students learning with a conventional computerized concept mapping approach. It was found that the learning achievements and the concept map scores of the students who learned with the peer-tutoring strategy were significantly higher than those students who learned with the conventional computerized concept mapping approach. Meanwhile, the result also indicated that the innovative approach is significantly helpful for improving the students' learning attitudes and technology acceptance levels.

scholarly journals Meaningful learning using concept maps as a learning strategy

2017 ◽  
Vol 7 (3) ◽  
pp. 313 ◽  
Author(s):  
Carmen Romero ◽  
Moisés Cazorla ◽  
Olga Buzón
Keyword(s):  
Student Satisfaction ◽  
Concept Maps ◽  
Learning Strategy ◽  
Concept Map ◽  
Natural Sciences ◽  
Assessment Tests ◽  
Level Of Satisfaction ◽  
Teaching Learning ◽  
High Level ◽  
Previous Session

This work presents a proposal for the teaching-learning of the concept map technique applied to the Natural Sciences course in the second year of Compulsory Secondary Education (ESO, according to its initials in Spanish). Two sessions have been designed, one of which is an instructor-led session to learn the technique and another is a session in which the students independently create a concept map, applying what they have learned in the previous session. To determine the effectiveness of the proposal, the concept maps created by the students during the two sessions have been evaluated, the grades obtained on the assessment tests for the unit before the concept map experience have been compared to those obtained on the assessment tests for the unit carried out using this technique, and a survey was written to find out the level of student satisfaction with the training received and the usefulness of the concept map technique. The results show that more than 65% of students earned grades between 7 and 9.5 on the concept maps created independently during the two academic years in which the proposal has been implemented. The study carried out allows us to conclude that the students have learned how to create concept maps, and evidences the usefulness of the methodology used and the need to implement more sessions for the creation of concept maps in the Natural Sciences course so that this technique is transformed into a learning strategy. The students have expressed a high level of satisfaction with the training received and the tool they have learned how to use.

Integrating concept maps into a medical student oncology curriculum.

2019 ◽  
Vol 37 (15_suppl) ◽  
pp. 10506-10506
Author(s):  
Sam Brondfield ◽  
Allen Seol ◽  
Katherine Hyland ◽  
Arianne Teherani ◽  
Gerald Hsu
Keyword(s):  
Medical Student ◽  
Concept Mapping ◽  
San Francisco ◽  
Concept Maps ◽  
Assessment Tool ◽  
Clinical Performance ◽  
Pearson Correlation ◽  
Concept Map ◽  
Knowledge Retention ◽  
Cancer Type

10506 Background: Proliferating knowledge domains have prompted medical schools to reconsider how best to facilitate multidisciplinary learning. Concept maps promote knowledge retention and integration; however, the feasibility and utility of integrating concept maps into a medical student oncology curriculum as a learning and assessment tool have not previously been described. Methods: In 2015-2016, all 152 second-year University of California, San Francisco (UCSF) medical students in a hematology/oncology course produced a concept map about a single cancer type over four weeks. Two of three graders independently scored each map using a standard rubric. We used linear regression to calculate the Pearson correlation coefficient between graders and between concept map scores and preclinical examination scores, USMLE Step 1 scores, and clerkship grades. We sent course evaluations to 50 randomly selected students (as is typical in the UCSF curriculum) and performed an inductive content analysis of open-ended comments about concept mapping. Results: We graded all 152 concept maps. Inter-rater reliability was excellent ( r = 0.95 or greater between the graders). Concept map scores did not correlate with preclinical or clinical performance. 43 of 50 students (86%) rated the helpfulness of concept mapping on a 5-point agreement scale (1=strongly disagree; 5=strongly agree). The median rating was 3, and the mean (SD) rating was 2.81 (1.44). 22 of 50 (44%) students submitted comments about concept mapping. Some (9 of 22) found concept mapping useful, expressing themes such as “learning the material better” and delving into the “details.” Others (7 of 22) did not, expressing themes such as preferring “other study methods” and feeling that concept mapping was “busy work” or “stressful.” Conclusions: Integrating concept maps into a medical student oncology curriculum was feasible, and we demonstrated reliability evidence as an assessment tool. Future studies should explore whether integrating concept maps earlier in medical school, producing multiple concept maps over time with training and feedback, or developing concept maps collaboratively may increase utility as a learning and assessment tool.

scholarly journals Collaborative and Multilingual Approach to Learn Database Topics Using Concept Maps

2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
Ana Arruarte ◽  
Iñaki Calvo ◽  
Jon A. Elorriaga ◽  
Mikel Larrañaga ◽  
Angel Conde
Keyword(s):  
Engineering Education ◽  
Concept Mapping ◽  
Concept Maps ◽  
Basque Country ◽  
Concept Map ◽  
Mapping Technique ◽  
Cognitive Tools ◽  
Computer Engineering ◽  
The University ◽  
Multilingual Approach

Authors report on a study using the concept mapping technique in computer engineering education for learning theoretical introductory database topics. In addition, the learning of multilingual technical terminology by means of the collaborative drawing of a concept map is also pursued in this experiment. The main characteristics of a study carried out in the database subject at the University of the Basque Country during the 2011/2012 course are described. This study contributes to the field of concept mapping as these kinds of cognitive tools have proved to be valid to support learning in computer engineering education. It contributes to the field of computer engineering education, providing a technique that can be incorporated with several educational purposes within the discipline. Results reveal the potential that a collaborative concept map editor offers to fulfil the above mentioned objectives.

scholarly journals CONCEPT MAPPING;

2012 ◽  
Vol 19 (05) ◽  
pp. 588-596
Author(s):  
Junaid SARFRAZ KHAN
Keyword(s):  
Concept Mapping ◽  
Learning Process ◽  
Concept Maps ◽  
Learning Theories ◽  
Definition Of

The explanations of different concepts of learning are called theories and approaches towards the learning process. Thedifference of concepts is based on interpretations of learning rather than the definition of learning. Five major learning theories: behaviorists,humanists, cognitivists, social cognitivists and constructivists exist, which explore the process of learning. In this paper, the concept maps of allthese theories will be discussed separately. The overarching linkages between the theories shown in the concept maps will also be explained.

scholarly journals Developing higher-order thinking skills with concept mapping: A case of pedagogic frailty

2017 ◽  
pp. 348-365 ◽  
Keyword(s):  
Critical Thinking ◽  
Locus Of Control ◽  
Concept Mapping ◽  
Concept Maps ◽  
Reflective Thinking ◽  
Concept Map ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

Concept maps have been proposed as a tool that can help develop and exercise higher-order thinking skills, including critical thinking, reflective thinking, synthesis, analysis, among others. In this paper, we review how the different aspects of constructing a concept map can help develop and exercise these skills, and discuss why most students never reach the level of concept mapping skills required to exercises their higher-order thinking skills, in what we propose is a case of pedagogic frailty involving the ‘Pedagogy and Discipline’ and ‘Locus of Control’ dimensions.

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