CONCEPT MAPPING

Mr. Surendra Sharma

Assist. Professor

Swift Institute of Nursing

A BRIEF HISTORY OF CONCEPT MAPPING

• Concept mapping is a technique for visualizing the relationships among different concepts.

• A concept map is a diagram showing the relationships among concepts. Concepts are connected with labeled arrows. The relationship between concepts is articulated in linking phrases, e.g., "gives rise to", "results in", "is required by," or "contributes to“.

• It has subsequently been used as a tool to increase meaningful learning in the sciences and other subjects as well as to represent the expert knowledge of individuals and teams in education.

Concept maps have their origin in the learning movement called constructivism. In particular, constructivists hold that learners actively construct knowledge. Novak's work is based on the cognitive theories, who stressed the importance of prior knowledge in being able to learn new concepts. "The most important single factor influencing learning is what the learner already knows. Ascertain this and teach accordingly."

A BRIEF HISTORY OF CONCEPT MAPPING

Key References:• Ausubel, D., Educational Psychology: A Cognitive View, Holt, Rinehart & Winston, (New York), 1968.• Novak, J.D. & Gowin, D.B., Learning How to Learn, Cambridge University Press, (Cambridge), 1984.

NOVAK’S CONCEPT MAPPING TECHNIQUE

The concept mapping technique was developed by Joseph D. Novak at Cornell University.

Novak concluded that "Meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures".

Novak’s work was based on the theories of Ausubel. Novak and Gowan (1984) have developed a theory of

instruction that is based on Ausubel's meaningful learning principles that incorporates "concept maps" to represent meaningful relationships between concepts and propositions.

Corbett, 2004

A cognitive map is a “kind of visual road map showing some of the pathways we may take to connect meanings of concepts.”

According to Novak and Gowan, concept maps should be hierarchical.

The more general, more inclusive concepts should be at the top of the map, and the more specific, less inclusive concepts at the bottom of the map.

Corbett, 2004

WHAT IS CONCEPT MAPPING?

Concept mapping is a technique for representing knowledge in graphs.

Knowledge graphs are networks of concepts. Networks consist of nodes and links. Nodes represent concepts and links represent the

relations between concepts.

Corbett, 2004

Concepts and links are labeled. Links can be non-, uni- or bi-directional. Concepts and links may be categorized. They can be

simply associative, Specified, or divided in categories such as causal or temporal relations.

Corbett, 2004

DEFINITION A concept map is a graphical representation of a

person's (student's) knowledge of a domain. (Alpert & Grueneberg, 2001).

The arrangement of major concepts from a text or lecture into a visual arrangement. Lines are drawn between associated concepts, and relationships between the connected concepts are named. These concept maps reveal the structural pattern in the material and provide the big picture. ( Diane Ehrlich2006 )

PURPOSES OF CONCEPT MAPPING

Plotnick (1997) lists five purposes of concept mapping:

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 MAPPING IN EDUCATION

Rationales for concept mapping in education are based on several connected ideas:

• General writing-to-learn arguments like writing favors making connections, or writing in a different genre favors meta-cognitive activities.

• Concept maps can prepare writing, assist in exploration and reading and be used as planning tools. More precisely: concept maps can be used as a creativity / brainstorming tool, as note taking tool, as planning tool for writing (in particular hypertexts) or project (e.g. conjecture map), as tool to express and communicate complex ideas.

• Concept maps could an assessment tool for the teacher and/or could be used as teaching materials.

TYPES OF CONCEPT MAPS

Four major categories of concept maps

"Spider": 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.

"Flowchart": Organizes information in a linear format.

"Hierarchical": 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.

"Systems": Organizes information in a format which is similar to a flowchart with the addition of 'INPUTS' and 'OUTPUTS'.

MEANINGFUL LEARNING CONTRASTED WITH ROTE LEARNING Rote Learning

Arbitrary, verbatim, non-substantive incorporation of new knowledge into cognitive structure.

No effort to integrate new knowledge with existing concepts in cognitive structure.

Learning not related to experience with events or objects.

No affective commitment to relate new knowledge to prior learning.

Meaningful LearningNon-arbitrary, non-verbatim, substantive

incorporation of new knowledge into cognitive structure.

Deliberate effort to link new knowledge with higher order concepts in cognitive structure

Learning related to experiences with events or objects.

Affective commitment to relate new knowledge to prior learning.

CONCEPT MAPPING AS A STUDENT LEARNING TOOL

To learn course material Students can use concept maps to take class notes. Students can use concept maps to organize class notes or course

material. To integrate course content

Students can use concept maps to connect material learned throughout the semester.

To integrate material across different courses Concept mapping can foster a student's understanding of how

different courses relate if they map the prominent concepts from different courses that they have taken (e.g. compose one map of terms from a statistics class and a research design class).

To assess their own learning. Concept maps can be used to assess changes and growth in the students' conceptual understanding as a result of instruction received in the course. Learning can be evaluated before a course begins (to evaluate

students' prior knowledge), during the semester (to evaluate changes in the students' knowledge), and/or at the end of the semester (to evaluate the students' knowledge after all course material has been covered).

Concept maps can be used to evaluate changes in learning over time and to evaluate end of course knowledge.

A concept map can provide feedback to the student so that s/he can check her/his understanding of the material to see if any connections are missing.

HOW TO CREATE A CONCEPT MAP

1. Identify the important terms or concepts that you want to include on your map

2. Arrange concepts in a pattern that best represents the information

3. Use circles or ovals to enclose an important term or concept within the topic

4. Use straight lines with arrows (single or double-headed) to link terms that are related

5. Use a word or phrase of words as labels along the lines to designate the relationship between two connected terms

1. IDENTIFY THE IMPORTANT TERMS OR CONCEPTS THAT YOU WANT TO INCLUDE ON YOUR MAP

There are three strategies to identify important concepts to include concepts on a concept map: An instructor generated list and students are not

permitted to add their own concepts An instructor generated list but the students are allowed

to add their own concepts to the list An entirely student-generated list of concepts on a

particular subject For novice concept mappers, it is probably best to

have the terms provided.

2. ARRANGE CONCEPTS IN A PATTERN THAT BEST REPRESENTS THE INFORMATION

One can choose to use a hierarchical or non-hierarchical structure.

The use of hierarchical or non-hierarchical maps may have different benefits in terms of pedagogy and assessment.

Novice mappers may want to create their concept maps using post-it notes so that they can easily change the location of any concept before a final version is constructed.

3. USE CIRCLES OR OVALS TO ENCLOSE AN IMPORTANT TERM OR CONCEPT WITHIN THE TOPIC

Each circle or oval should enclose only one term or concept. However, terms can be more than one word.

4. USE STRAIGHT LINES WITH ARROWS (SINGLE OR DOUBLE-HEADED) TO LINK TERMS THAT ARE RELATED

Each line should link only two concepts. However, there is no limit to the number of

links stemming from any one term. Pay close attention to the direction of the

arrowheads on the linking lines when labeling them.

Each concept is defined by its relation to other concepts within the topic. Relations include: superset, subset, attribute, part-whole.

5. USE A WORD OR PHRASE OF WORDS AS LABELS ALONG THE LINES TO DESIGNATE THE RELATIONSHIP BETWEEN TWO CONNECTED TERMS

Each line should have a label that describes the relationship between the two terms it connects.

Example:Important

term

Important term

Important term

Important term

relationship link

relationship link

mutual relationship link

mutual relationship

link

feedback loop link

EXAMPLES OF CONCEPT MAPS

HOW TO MAKE CONCEPT MAPPING A FRUITFUL EXERCISE

Students need to producing maps; the more they do it, the better they’ll understand the process.

Begin with a simple topic, using a small number of concepts. Work through example(s) with the group, modifying the map

where necessary – using post-it notes can help to develop confidence and facilitates changes.

Emphasize importance of thinking about all possible links. Emphasize importance of writing down the nature of the links. Emphasize that there is no single “correct” answer; often more

than one appropriate link. Emphasize importance of using arrows and their direction in

describing the proposition.

STEPS IN CONCEPT MAP CARE PLANNING

The nursing process is foundational to developing and using the concept map care plan or any other type of nursing care plan. The nursing process involves assessing, diagnosing, planning, implementing, and evaluating nursing care.

These steps of the nursing process are related to the development of concept map care plans and the use of care plans during patient care in clinical settings.

Cont….

STEPS IN CONCEPT MAP CARE PLANNING

Step 1: Develop a Basic Skeleton Diagram Step 2: Analyze and Categorize Data Step 3: Analyze Nursing Diagnoses Relationships Step4: Identifying Goals, Outcomes, and

Interventions Step 5: Evaluate Patient’s Responses

STEP 1: DEVELOP A BASIC SKELETON DIAGRAM

STEP 2: ANALYZE AND CATEGORIZE DATA

STEP 3: ANALYZE NURSING DIAGNOSES RELATIONSHIPS

STEP4: IDENTIFYING GOALS, OUTCOMES, AND INTERVENTIONSSTEP 5: EVALUATE PATIENT’S RESPONSES

SOME RESEARCH ON CONCEPT MAPS Freeman and Urbaczewski (2002??): 62

undergraduate telecommunication students created 3 maps during Spring 2001 semester; maps increased in size/complexity, and similarity to “expert map”

BouJaoude and Attieh (2003):60 Grade 10 Chemistry student created maps for homework; females and low achievers scored higher on their post-tests

REFERENCES 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.

Novak, J.D. (1991) "Clarify with Concept Maps: A tool for students and teachers alike," The Science Teacher, 58 (7), pp. 45-49.

http://cmap.coginst.uwf.edu/info/ http://users.edte.utwente.nl/lanzing/cm_home.htm http://www-personal.umich.edu/%7ejmargeru/conceptmap/types.htm Use of concept maps in teaching:

http://www.fed.cuhk.edu.hk/~johnson/misconceptions/concept_map/cmapguid.html