Concept map
- 1. CONCEPT MAP Dr. Harikrishnan M Guest Lecturer Physical Science Karmela Rani Training College
- 2. INTRODUCTION • Concepts are generalizations drawn from particulars. These are perceived regularities in events or objects or record of events or objects designated by a label (Novak, 1998). • concept mapping technique was developed by Joseph D. Novak at Cornell University.
- 3. Concept Mapping Intro contd.. • Concept maps are two dimensional visual relation chart depicting the hierarchical structure of knowledge. • Concept mapping has become a tool to increase potential of meaningful learning in the sciences and other subjects. • Concept mapping provide clarity, balance, unity, order and visual hierarchy for the brain.
- 4. Introduction Contd.. • Novak’s work was based on the theories of Ausubel • For Novak Meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures. • Concept mapping is a technique for visualizing the relationships among different concepts. • A concept map is a diagram showing the relationships among different concepts
- 5. DEFINITIONS • A concept map is a graphical representation of a person’s (students) knowledge of a domain. (Alpert& Grueneberg, 2001). • Kind of visual road map showing some of the pathways we may take to connect meanings of concepts. Concept mapping is a technique for representing knowledge in graphs (Corbett, 2004)
- 6. Definitions Contd.. • Concept map is a visual illustration displaying the organization of concepts and outlining the relationship among or between these concepts (Hoffman and Novak, 2003) • concept maps reveal the structural pattern in the material and provide the big picture. (Diane Ehrlich, 2006 )
- 7. General Structures of concept mapping • Nodes are representative of concepts- 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. • Lines are drawn between the most nearly associated concepts, and relationships between the connected concepts are named.
- 8. General Structure Contd • Links represent relationship between the concepts involved • The lines designate the relationship between two connected terms • Labels on lines represent the nature of relationship. The relationship between concepts is verbalized through linking phrases viz, “forms” , "gives rise to", "results in", "is required by," or "contributes to”
- 9. General Structure Contd.. • Arrow head represent the directions of relationships - Use straight lines with arrows (single or double-headed) to link terms that are related • no limit to the number of links arising from any one term • Each concept is defined by its relation to other concepts within the topic. • Crosslinks represent link between different concepts domains
- 10. Construction Steps Consist of, → brainstorming stage, → organizing stage, → layout stage, → linking stage, → revising and finalizing stage
- 11. Easy creation of concept map- Steps 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
- 12. Easy creation of concept map- Steps Contd.. 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 Begin with a simple topic, using a small number of concepts. Work in groups, modifying using small notes and divergent thinking can help to develop confidence and facilitates changes.
- 13. Features of concept map • Concept recognition, • grouping appropriate concepts, • hierarchy More general, more inclusive concept should be at the top of the map, and the more specific, less inclusive concepts at the bottom of the map
- 14. Features of concept map Contd.. • branching level of differentiation of concepts- simply associative, Specified, or divided in categories such as causal or temporal relations. • propositions (meaningful sentence)
- 15. concept map Evaluation • for accuracy and thoroughness, • organization, • appearance, • crosslinks • Creativity • Depth of particular topic covered • Appropriateness of cross links
- 16. Learning theories involved hierarchical structure- place new knowledge in framework progressive differentiation- understanding increase more deeper concepts form Progressive differentiation- interrelationship discovered between different concepts. Based on discovery reception and meaningful learning. concept map extend working memory
- 17. Learning theories involved Contd.. • Constructivism- Learner construct knowledge • Concept map is based on the cognitive theories, As Novak reiterates, most important single factor influencing learning is what the learner already knows. Ascertain this and teach accordingly
- 18. 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 help learning by explicitly integrating new and old knowledge To assess understanding or diagnose misunderstanding
- 19. CONCEPT MAPPING IN EDUCATION • Concept mapping scintillates the metacognitive prefecture of brain • Communicate complex ideas vividly • As assessment tool for the learner • Teachers to transact ideas with ease • Increase creative talent of intellectual mind in classroom • Create junctions of personal idea in images concise and precise
- 20. TYPES OF CONCEPT MAPS • Four major categories 1. Spider Organized by placing the central theme in the center of the map sub-themes radiate outwards surround the unifying central theme of the map.
- 22. Types of Concept Map 2. Flowchart Organizes information in a linear format
- 23. Types of concept Map 3. 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
- 25. Types of Flow chart 4. SYSTEMS Organizes information in a format which is similar to a flowchart with the addition of INPUTS and OUTPUTS.
- 27. 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.
- 28. CONCEPT MAPPING AS A STUDENT LEARNING TOOL Contd.. • To integrate material across different courses • Concept mapping can foster a student’s understanding of how different courses relate • 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.
- 29. CONCEPT MAPPING AS A STUDENT LEARNING TOOL Contd.. • Learning can be evaluated before a course begins (to appraise students prior knowledge), during the semester (to estimate changes in the students’ knowledge), mid semester (as the course progresses in pace) and/or at the end of the semester (to weigh the students’ knowledge after all course material has been covered intensively).
- 30. CONCEPT MAPPING AS A STUDENT LEARNING TOOL Contd.. • Concept maps can be used to evaluate changes in learning over timeline and to evaluate end of course knowledge. • A concept map can provide feedback to the student so that he can check her/his understanding of the material to see if any connections are missing
- 31. EXAMPLES
- 32. Examples
- 33. Examples
- 34. Examples
- 35. 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.
- 36. REFERENCES • 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.html
- 37. REFERENCES • http://www- personal.umich.edu/%7ejmargeru/conceptmap/t ypes.html • Use of concept maps in teaching: http://www.fed.cuhk.edu.hk/~johnson/misconce ptions/concept_map/cmapguid.html • Ausubel, D., (1968) EducationalPsychology: A Cognitive View, Holt, Rinehart & Winston, NewYork • Novak, J.D. & Gowin, D.B., (1984)Learning How to Learn, Cambridge University Press, Cambridge