1. Concept Mapping Bringing Closure to Problems presented on about
Saturday
8 October 2005 by
with
who uses
Hal White
Concept Mapping
Just because we present material in a way that makes sense to us does not mean students assimilate it in the same format. It takes time and reflection for information to acquire structure. This workshop will introduce participants to the theory and practice of concept mapping, a powerful way for students to organize and display what makes sense to them.
I was first introduced to Concept Maps at a national meeting about seven years ago. I found the idea intriguing but it took me about two years before I used a concept map in one of my classes.
How many here are familiar with concept mapping?
How many have constructed a concept map?
How many have given your students the assignment to draw a concept map?
from the
Dept. of Chemistry
and Biochemistry

2. What does it mean when a student says, I understand
What does it mean when a student says, I understand? Does understanding mean the same thing to that student that it does to another student or to you, the professor?..… How can students demonstrate their understanding to others?
I am sure it is a common experience among college faculty to have students say that they understood the material and can’t figure out why they did so poorly on an examination. What does it mean when a student says, I understand?
Assessment of learning/understanding often takes the form of a test on lecture material which students try to memorize at the last minute. Instructors, who thought their presentations were lucid, learn that a large proportion of their students don’t “get it.” Concept mapping is a learning method for students and another way for faculty to assess learning.

3. Good Assignments Provide Accountability
Students can demonstrate what they understand.
Instructors can assess how well students understand.
I am sure it is a common experience among college faculty to have students say that they understood the material and can’t figure out why they did so poorly on an examination. What does it mean when a student says, I understand?
Assessment of learning/understanding often takes the form of a test on lecture material which students try to memorize at the last minute. Instructors, who thought their presentations were lucid, learn that a large proportion of their students don’t “get it.” Concept mapping is a learning method for students and another way for faculty to assess learning.

4. Considerations for PBL Assignments
Individual or group response?
Course/problem content objectives?
General education and PBL goals?
Graded or not?
Difficulty? (Bloom’s Taxonomy)
Interest level for students?
Form of the response?

5. PBL Problem Assignments
Visual Assignment
Prepare a concept map incorporating the major issues related to this problem.

6. What is a Concept Map
“a general method with which one can clarify and describe people’s ideas about some topic in a graphical form”
Katsumoto 1997
What is a concept map?:
A concept map presents the relationships among a set of connected concepts and ideas.
It is a tangible way to display how your mind "sees" a particular topic.
By constructing a concept map, you reflect on what you know and what you don't know.
In a Concept Map, the concepts, usually represented by single words enclosed in a rectangle (box), are connected to other concept boxes by arrows. A word or brief phrase, written by the arrow, defines the relationship between the connected concepts. Major concept boxes will have lines to and from several other concept boxes generating a network.
a pictorial representation that shows the relationships between and among a connected set of concepts and ideas

7. Purposes for Concept Mapping
Generate ideas (brainstorming)
Design complex structures (long texts, web-sites)
Communicate complex ideas
Aid learning by explicitly integrating new and old knowledge
Assess understanding or diagnose misunderstanding

8. Short Assignment Arrange the following three terms and connect them with arrows and linking phrases
It may help understand what a concept map is by doing a quick exercise. Consider the three words in boxes. Think about how they are related. Then follow the instructions.
Bacteria
Pneumonia
Antibiotics

9. Variations on a Theme By reversing the arrows,
Caused by
Pneumonia
Bacteria
Antibiotics
Treated with
Kill
Kill
Treatment for
Can cause
Antibiotics
Bacteria
Pneumonia
Can cause
Bacteria
Pneumonia
This is the mini concept map that I constructed with these three words. Note that the relationships can be stated differently to accompany arrows drawn in the opposite direction. In other words there are multiple ways to represent the relationships between these three words and the representations may different depending on the emphasis or points being made.
By reversing the arrows,
changing the linking words,
and adding color, the focus
and emphasis changes.
Killed by
Treatment for
Antibiotics

10. History of Concept Mapping
Developed by Joseph D. Novak at Cornell University in the 1960’s
Based on the ideas of David Ausubel who stressed the importance of prior knowledge for constructing new understanding
David Ausubel is an educational psychologist who was interested in following and understanding the changes in children’s knowledge of science. When do they recognize regularities in the world around them and begin to use words to represent these regularities. After age 3, learning new things come through language-asking questions and getting clarification of relationships between old and new. Hands-on activities very important. These ideas apply to learning of any age in any subject area.
Ausubel made a distinction between rote learning and meaningful learning. Meaningful learning requires:
The material to be learned must be conceptually clear and presented in a language that relates to the learner’s prior knowledge.
Learner must possess relevant prior knowledge.
The learner must choose to learn meaningfully. Motivation is critical here to avoid memorization. Typical objective tests rarely require more than rote learning.
Concept maps can be used as a learning tool and as an evaluation tool.
Working memory can handle between 5 and 9 items at a time, thus it is difficult to think about the relationships among more than a few items at a time. Concept mapping allows one to handle a much larger number of relationships at one time and thus provides larger order structure to learning.
In learning to construct a concept map, it is important to begin with familiar material.

11. Concept Map Showing Key Concepts in Concept Mapping
WORDS
have
are
have
have
LINKING
WORDS
Can be
CONCEPT
LABELS
CONTEXT
DEPENDENT is
HIERARCHY
SYMBOLS
To form
for
To form of
CONCEPTS
PROPOSITIONS
from
represents
are
As stored in
are
are
Are stored in
MOST
GENERAL
MOST
IMPORTANT
form
PERCEIVED
REGULARITIES
RELATIONSHIPS
COGNITIVE
STRUCTURE to
are
Memorized by in in
are
MOST
SPECIFIC
LEAST
IMPORTANT
Achieved by
KNOWLEDGE
CLAIMS
EVENTS
I want to illustrate several concept maps I have drawn and point out some of the features. It is important to do a concept map yourself before you give it to you students. That way you appreciate the difficulties and identify the important issues you expect and those aspects that are less important.
Organizational features: Concepts (usually nouns including modifiers) are placed in boxes. The boxes are connected by arrows that define the relationship between concepts. Each arrow has a couple of words associated with it that describe briefly the relationship.
Layout: The concept map should have a title. The major Concepts should be highlighted in some way. Color, boldface type, and broad borders can be used. Similarly, the arrows can be colored or broader. Major concepts will have multiple arrows converging and diverging on and from them. The result is a web-like structure that shows the interconnectedness of related topics. Concept maps can be come chaotic, so it is important to revise and reposition concepts to simplify and organize them. Maps can be hierarchical or associational
Evaluation: No two concept maps will be alike. Different people will emphasize different relationships. The differences are useful to identify. Compare and discuss. Misconceptions are often revealed.
OBJECTS
LEARNING
Related to
e.g.
e.g.
Can be
RAINING
EXPLOSION
PHOTOSYNTHESIS
DOG
LEAF
WOMAN
ROTE
are
MEANFUL
Perception is
Adapted from: Joseph Novak (1991) Clarify with Concept Maps, The Science Teacher 58(7),

12. Concept Maps CONCEPT MAP OF CONCEPT MAPPING Learning Propositions
Ideas
Linear Text
Study & Revision Aid
may
develop
related by
relate
Concepts
alternative to
Metacognition
used as
awareness of
Classroom
Teachers
consists of
Concept Maps
Learning
Processes
suitable for
used as of
Research &
Assessment Tool
may
increase
to assess
Learning
increasing
Learning
Effectiveness
reveals
address
may
Misconceptions
Note how different this concept map is from the previous one although they are nominally about the same subject. Different things are emphasized in each. This map relates more to the cognitive aspects, while the previous one dealt more with the structure of concept maps.
Enjoyment
improving
Affective
Objectives
Feelings &
Values
to do with
such as
increasing
Motivation
Interest
Adapted from K. S. Taber (1994) Physics Education 29(5)

13. Agricultural Practices
A Concept Map Based on the 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
Contains
Leading to
Malthus 1819
Required
for
Climate
Protein
Human Health
and Survival
Such as in
Eastern
Europe
Politics
Includes
Used by humans as
Can be increased by
Essential Amino Acids
Economics
and
Made by
India
Distribution
Animals
Grains
Legumes
Africa
Note the interconnectedness of this map with loops within loops. Also note that the original proposition requires students to define the food as the unifying topic.
Concept maps are always a work in progress. I revise maps almost every time I look at on I have done. Revision is expected.
Computer software can be helpful because it make things neater, allows modification and revision, enables electronic communication, and simplifies reorganization.
Agricultural Practices
Eaten by
Such as
Possess
Such as
Plants
Pesticides
Genetics & Breeding
Herbicides
Irrigation
Required for
growth of
Symbiotic Bacteria
Fertilizer
Which significantly
supplements naturally
That produce
“Fixed” Nitrogen
Made from
In the By
reducing
J. Chem. Educ. 82:1570 (2005)
NH3
Haber-Bosch Process
Atmospheric N2

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Questioned

15. Stages in the Construction of a Concept Map
Brainstorming Stage
Organizing Stage
Layout Stage
Linking Stage
Revising Stage
Finalizing Stage

16. Brainstorming Stage
List any and all terms and concepts associated with the topic of interest.
Write them on Post It Notes, one word or phrase per note.
Don't worry about redundancy, relative importance, or relationships at this point.
The objective is to generate the largest possible list.

17. Organizing Stage
Spread concepts on a table or blackboard so that all can be read easily.
Create groups and sub-groups of related items. Try to group items to emphasize hierarchies.
Identify terms that represent higher categories and add them.
Feel free to rearrange items and introduce new items omitted initially.
Some concepts will fall into multiple groupings. This will become important in the linking stage.

18. Layout Stage
Arrange terms so that they represent your collective understanding of the interrelationships and connections among groupings.
Use a consistent hierarchy in which the most important concepts are in the center or at the top.
Within sub-grouping, place closely related items near to each other.
Think in terms of connecting the items in a simple sentence that shows the relationship between them.
Feel free to rearrange things at any time during this phase.
Do not expect your layout to be like that of other groups.

19. Linking Stage
Use arrows to connect and show the relationship between connected items.
Write a word or short phrase by each arrow to specify the relationship.
Many arrows can originate or terminate on particularly important concepts.
Linking Stage:
Use lines with arrows to connect and show the relationship between connected items.
Write a word or short phrase by each arrow to specify the relationship.
Many arrows can originate or terminate on particularly important concepts.

20. Revising Stage Carefully examine the draft concept map.
Rearrange sections to emphasize organization and appearance.
Remove or combine items to simplify.
Consider adding color or different fonts.
Discuss any aspects where opinions differ

21. Finalizing the Concept Map
After your group has agreed on an arrangement of items that coveys your understanding, convert the concept map into a permanent form that others can view and discuss.
Be creative in a constructive way through the use of colors, fonts, shapes.
Finalizing the Concept Map:
After your group has agreed on an arrangement of items that coveys your understanding, you need to convert the concept map into a permanent form that others can view and discuss.
Be creative in a constructive way through the use of colors, fonts, shapes, border thickness, etc. to communicate your group's understanding.
Give your concept map a title.
If you want to construct your final concept map on a computer, try using PowerPoint.

22. Peer Evaluation of Concept Maps
Compare the concept maps and rank order them with respect to the following criteria:
Accuracy and Thoroughness. Are the concepts and relationships correct? Are important concepts missing? Are misconceptions apparent?
Organization. Is the concept map laid out in a way that higher order relationships are apparent and easy to follow? Does it have a title?
Appearance. Is 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?
It is not necessary to grade concept maps but it is useful for students to compare and evaluate each others maps. This can become a rather formalized process. In my experience, students rate and rank maps similarly to me except when the maps are chaotic or hard to read. Then appearance rather than substance provides the basis for evaluation.

23. Where does Concept Mapping Fit Into PBL? Library & Internet Resources
depends on
Problem-Based
Learning
Cooperative
Learning Groups
Individual
Accountability
uses
working on
expected by
reflected in
need
has
tied to
Group
Accountability
Problems
Faculty
Students
Society
Grades
Learning Goals
that are
Content
Objectives
including
Process
Skills
based on
Real World
Open-ended
Complex
achieved with
Examinations
Group
Assignments
reflected in
including
Peer Evaluation
such as
Writing
Assignments
seen in
to promote
should limit
that address
and minimize
Individual
Learning
Divide and Conquer
Strategies
Concept
Mapping
Note how color can provide points of focus in an otherwise complicated concept map.
Also note that the previous concept map is represented here by a single box. Many items in this map could be expanded or be the starting point for a separate concept map.
Academic
Dishonesty
such as
that display
Scholarly Synthesis
Organization
Disciplinary Rhetoric
Student Voice
that incorporate
Leadership
Communication
Conflict Management
Sharing Information
Accepting Information
Peer Evaluation
Term Papers
PBL Problems
Case Studies
that access
Revision
informed by
Peer Feedback
Library & Internet Resources