A way to demonstrate understanding and seek new knowledge Concept Maps A way to demonstrate understanding and seek new knowledge

What Are Concept Maps? Concept maps are graphical tools for organizing and representing knowledge, and seeking new knowledge.

What Do They Look Like? Concept maps include: Concepts, usually enclosed in circles or boxes of some type Relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts.

Propositions The combination of two nodes and a labeled line is called a proposition. It is the basic unit of meaning in a concept map The simplest concept map would be two concepts connected by a linking word to form a proposition (Novak & Gowin, 1984, p. 15) For example, “seeds grow into plants.”

Concept maps, then, purport to represent some important aspects of a person's declarative knowledge in a content domain (e.g., physics).

What is a Concept? We define concept as a perceived regularity in events or objects, or records of events or objects, designated by a label. The label for most concepts is a word, although sometimes we use symbols such as + or %, and sometimes more than one word is used.

Propositions are statements about some object or event in the universe, either naturally occurring or constructed. Propositions contain two or more concepts connected using linking words or phrases to form a meaningful statement. Sometimes these are called semantic units, or units of meaning.

Hierarchy A characteristic of concept maps is that the concepts are represented in a hierarchical fashion with the most inclusive, most general concepts at the top of the map the more specific, less general concepts arranged hierarchically below.

Cross-Links Cross-links are an important characteristic of concept maps. These are relationships or links between concepts in different segments or domains of the concept map. Cross-links help us see how a concept in one domain of knowledge represented on the map is related to a concept in another domain shown on the map.

New Knowledge In the creation of new knowledge, cross-links often represent creative leaps on the part of the knowledge producer.

New Knowledge These two features are important in the facilitation of creative thinking: The hierarchical structure The ability to search for and characterize new cross-links.

Clarifying We may add specific examples of events or objects that help to clarify the meaning of a given concept. Normally these are not included in ovals or boxes They are specific events or objects and do not represent concepts.

The Process Brainstorming Organizing Layout Linking Finalizing identify facts, terms, and ideas that you think are in anyway associated with the topic Organizing Spread out your concepts (Post-It® notes) on a flat surface so that all can be read easily and, together, create groups and sub-groups of related items. Layout On a large sheet of paper, try to come up with an arrangement (layout) Linking Use lines with arrows to connect and show the relationship between connected items. Finalizing convert the concept map into a permanent form that others can view and discuss.

Context It is important to begin with a domain of knowledge that is very familiar to the person constructing the map. Concept map structures are dependent on the context in which they will be used. Best to identify a particular problem or question that one is trying to understand. This creates a context that will help to determine the hierarchical structure of the concept map. It is also helpful to select a limited domain of knowledge for the first concept maps

The Focus Question A good way to define the context for a concept map is to construct a Focus Question. A question that clearly specifies the problem or issue the concept map should help to resolve. Every concept map responds to a focus question, and a good focus question can lead to a much richer concept map.

Beginning the Map Given a selected domain and a defined question or problem in this domain, the next step is to identify the key concepts that apply to this domain. Usually 15 to 25 concepts will suffice.

Parking Lots We refer to a list of concepts waiting to be added to a concept map as the parking lot of concepts. The starting point for the construction of the concept map can be a list of concepts that the teacher wants to make sure all students include in their map.

Parking lot of Ideas

We then start with the most general concept and work toward the most specific adding connecting arrows and linking words.

Note: Not all the words in the parking lot were used, and these are yet to be added.

The Process Brainstorming Organizing Layout Linking Finalizing identify facts, terms, and ideas that you think are in anyway associated with the topic Organizing Spread out your concepts (Post-It® notes) on a flat surface so that all can be read easily and, together, create groups and sub-groups of related items. Layout On a large sheet of paper, try to come up with an arrangement (layout) Linking Use lines with arrows to connect and show the relationship between connected items. Finalizing convert the concept map into a permanent form that others can view and discuss.

What is a Good Concept Map Accuracy and Thoroughness. Are the concepts and relationships correct? Are important concepts missing? Are any misconceptions apparent? Organization. Was the concept map laid out in a way that higher order relationships are apparent and easy to follow? Does it have a title? Appearance. Was the assignment done with care showing attention to details such as spelling and penmanship? Is it neat and orderly or is it chaotic and messy? Creativity. Are there unusual elements that aid communication or stimulate interest without being distracting?

Seasons “Why do we have seasons?” Only eleven concepts, properly organized are needed to understand why we have seasons, One arrangement of these concepts is shown in the Figure.

Agricultural Practices Proposition: Without the industrial chemical reduction of atmospheric nitrogen, starvation would be rampant in third world countries. Starvation and Famine FOOD Deprivation leads to Requiring more Population Growth Predicted by Can be limited by and Contains Malthus 1819 Required for Climate Protein Human Health and Survival Such as in Eastern Europe Politics Includes Can be increased by Used by humans as Essential Amino Acids Economics and Made by India Distribution Animals Grains Legumes Africa Agricultural Practices Eaten by Such as Such as Plants Possess Pesticides Genetics & Breeding Herbicides Irrigation Required for growth of Symbiotic Bacteria That produce Fertilizer Which significantly supplements naturally “Fixed” Nitrogen Haber Process Used for Atmospheric N2 NH3

Monarch Butterfly Example Where do we start?

Word brainstorm Monarch butterfly Food source generations flowers milkweed north metamorphosis Fall migration direction temperature For example, you could start off by doing a group activity similar to what they would be doing on their own. This is a word wall for a Journey North unit. Now as a team, let’s ‘map” these terms. I have cards that represent each of these terms, plus blank ones for others that we have come up with. instinct Mexico south chrysalid Fall day length caterpillar egg Mountain top February 31

What is next?

Either way, start to build the map by making relationships between the words development pesticide migration and Mexico does and Threatened by insect Missouri Monarch butterfly Is a includes needs habitat Is a caterpillar includes metamorphosis Leads to chrysalid milkweed 33

Parts of the concept map Dead end development pesticide migration and Mexico does node and Threatened by insect Missouri node Monarch butterfly Is a includes Point out the NODE, ARROW and LINKING TERM needs habitat Is a caterpillar Linking word line includes metamorphosis Leads to chrysalid milkweed 34

agriculture East Coast logging development Mexico In herbicides spring North to South to herbicides spring fall Roosts in and in in lost to pesticides Oyamel fir migration lost to does Threatened by Is winter Monarch butterfly Three body parts needs have More sophisticated mamp habitat eats Is an insect lays become Improved by on eggs Is found in become milkweed contain Go through Butterfly gardens caterpillar metamorphosis 35

Problems? What might be some things that could be improved with this concept map?

Sources http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm http://www.udel.edu/chem/white/teaching/ConceptMap.html