“Y” Concept Maps?

“Y” Water? Activity

© 2007 CDHS/Research Foundation of SUNY/BSC

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Concept Mapping Concept mapping can promote critical thinking through the

visual representation of relationships among ideas or suppositions (Hsu, 2004; Plotnick, 2001) procedures, or principles (Akinsanya & Williams, 2004).

New meanings are constructed regarding events or objects based on the professional’s prior beliefs or experiences (All, et al, 2003).

The theoretical framework for concept mapping comes from the Constructivist learning theory, Cognitive continuum theory, and Experiential learning theory (Sewchuk, 2005)

Concept mapping is suggested as an easy teaching strategy when complex material or circumstances are at issue (Fonteyn, 2007)

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Concept Maps

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Concept Maps Four basic concept maps are described in the

literature (All et al., 2003; Ferrario, 2004; Glendon & Ulrich, 2004)

Basic Maps Hierarchical Spider Flowchart Systems concepts

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All & Huycke (2007)

Example of a spider concept map that shows system relationships

Loss

Strain

Trauma

Tension

Stress

Antecedents

Psychology

Integrated health care

Disciplines

Depression

Attributes

consequences

Empirical Referents

Weight loss or gain

Fatigue UnhappinessDecreased interest in activities

Suicidal ideation

Hopelessness

Insomnia or hypersomnia

Beck’s Inventory Epidemiologic

Studies Depression Scale

Zung Depression Scale

Hamilton Rating Scale of Depression

Sociology

suicide

Self-neglect

death

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The map highlights the distinction between recognition and meta-cognitive processes (shaded boxes). The meta-cognitive levels exert control over the recognition levels.

The R/M model is dynamic and interactive and explains how experienced decision makers are able to exploit their experience in a specific domain and at the same time handle uncertainty and novelty.

Example of a hierarchy concept map

Real World

Situation Model

Plan

Quick Test

Is cost of delay acceptableIs the cost of an error high?

Is the situation unfamiliar or problematic

If YES, inhibit

ReviseIf YES

If none…

Critiquing

If none…

Look forIncompleteness:Missing arguments

Look for Conflict:Arguments

w/contradictory conclusions

Correcting1. Collect more data

2. Shift focus/retrieve knowledge

3. Add/drop assumptions

Look for Unreliability:Arguments that

depend on unconsidered assumptions

Verify

Cohen & Freeman, 1997

© 2007 CDHS/Research Foundation of SUNY/BSC

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Flow chart concept map example

NutritionEducation

System Environmental &

Policy Change

Food Shopping Practices & Resource

Management

Food SafetyDietary Quality

andPhysical Activity

Health

IndependenceFood Safety

Inputs Outputs Outcomes

Activities Participants Short Medium Long

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Stimulus requiring judgment

Requires Critical Thinking

Make Decision/Clarify position/Use judgment

ASSUMPTIONS

POINT OF VIEW

INFERENCES

CLARIFYCONCERN

ArgumentAnalysis

EVALUATION OF INFORMATION

IMPLICATIONS

Impact of Bases and Traps

EgocentricTendencies

Gerras, 2006

Often the first step

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(Medeiros, et al., 2005)

INPUTS OUTPUTSActivities Participation

OUTPUTS-ImpactShort Term Medium Term Long Term

The goal of community nutrition is to provide

educational programs that increase the likelihood of people making healthy food choices consistent

with the most reflected in the Dietary Guidelines for Americans and the Food Guide Pyramid, w/special

attention to people w/limited budgets

Individuals…

Dietary Quality Indicator Examples

Plan menus/choosefoods using Pyramid

Improve intake of food group servings

Decrease chronic disease risk factors

Food Security Indicator Examples

Food Safety Indicator Examples

Able to practice personal hygiene

Increase practice of personal hygiene

Decrease illness due to food contamination

Identify emergencyfood sources

Enroll in non emergency food programs

Reduce anxiety related to food security

Solve community problems

Indicators show: evidence of improved conditions related to core elements

Develop plans

Indicators show: Community group actions to adopt plans addressing core elements

Gain awareness

Indicators show: involvement of community groups in actions to address core elements

Identify & define issues

Indicators show: Identification of issues related to core elements

Work toward needed changes

Indicators show: Actions to address charges needed in core elements

Revise laws, policies and practices

Indicators show: Evidence of policy changes related to core elements

Agency partners…

Policy makers…

List available food resources

Use three careful shopping practices

Reduce reliance on others for food

Shopping Behavior/Food Resource Management Indicator Examples

Gain awareness knowledge & skills

Incorporate skillschange behaviors

Decrease risk factors for health problems

SITUATION

PRIORITIES

-Financial resources

-Planning processes

-Materials

-People

Individuals & household level

Educational programs on core elements using direct & indirect methods

Food Stamp individuals & households those eligible for Food Stamps

Community partnerships related to core elements

Agency Partners

Efforts to create/revise social systems & public policies related to core elements

Policy Makers

Communities & Institutions Level

Social Structures, policies, practices

ASSUMPTIONS EXTERNAL FACTORS

VUE

OKI

FEDORA

DRAPI

Learning Theories- Constructivism - Active Learning - Individualized Learning

DigitalRepository

OKI-FEDORA Bridge

VUE Overview

Technical Infrastructure

Support- Faculty needs- Learners needsExtend- Digital Libraries- OKI Standards

DR Implementations

DigitalRepository

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Concept Maps