Why concept mapping

Although drawing some bubbles with words and lines between them seems easy, some counter-intuitive important principles in concept mapping are hard to master. The best way is to attend some course or webinar where someone can correct your rookie mistakes.

But for starters, let's summarize the basic steps here. A concept map should always be built to answer a particular question, which is called a focus question. Do not interlink them yet! Just place them on the map. For our example question, they can look like this:.

Figure 2: An example set of selected key concepts. This step is the key to meaningful learning. We need to link the new concepts to something familiar. Put closely related concepts near to each other and start linking them.

Always keep in mind that the primary goal of the links is to answer the original focus question. Feel free to remove some concepts if you find them redundant. Figure 4: An example concept map where we arranged the concepts and started interlinking them. The final version of the map can look like in Figure 5 below.

And remember, the goal of concept mapping is the process itself rather than the resulting concept map. Unfortunately, there are only a few such tools:. The essential features of such software are letting you rearrange the concept map as you wish, add links and notes to concepts, and easily share the result. In addition, advanced concept mapping software should automatically provide you with the right related concepts step 3 above to ensure meaningful learning happens.

Of those mentioned, only ContextMinds is trying to do that. There are many different scenarios and use-cases where concept maps can help, like curriculum design, writing, revision, or understanding text. Although you may slightly deviate from the original concept mapping process in some use-cases if you know what you are doing , one thing remains true all the time: concept mapping is most helpful to those actively involved in it and yes, they have to think hard.

Concept maps are visual representations of information. They can take the form of charts, graphic organizers, tables, flowcharts, Venn Diagrams, timelines, or T-charts. Concept maps are especially useful for students who learn better visually, although they can benefit any type of learner. For example, we are all different and have different cognitive styles. Some other people think better with a pen in their hand.

Making one is simple. There is no right or wrong way to make a concept map. The one key step is to focus on the ways ideas are linked to each other. For a few ideas on how to get started, take out a sheet of paper and try following the steps below:.

Example 1 : This example illustrates the similarities and differences between two ideas, such as Series and Parallel Circuits. Notice the similarities are in the intersection of the 2 circles.

Example 2 : This example illustrates the relationship between ideas that are part of a process, such as a Food Chain. Example 3 : This example illustrates the relationship between a main idea, such as climate change, and supporting details. Creating an outline to start your studying will allow you to assess your knowledge base and figure out what gaps you need to fill in.

You can type your outline or create a handwritten, color-coded one as seen in Example 5. Problems and issues in the use of concept maps in science assessment. Journal of Research in Science Teaching, 33 6 : Schau, C. Use of map techniques in teaching statistics courses.

The American Statistician, 51 2 : Wallace, J. The concept map as a research tool: Exploring conceptual change in biology. Journal of Research in Science Teaching, 27 10 : Zeilik, M. Conceptual astronomy II: Replicating conceptual gains, probing attitude changes across three semesters.

Submitted to The American Journal of Physics. Zeilik, M, Schau, C. Conceptual astronomy: A novel model for teaching postsecondary science courses. American Journal of Physics, 65 10 : Skip to main content. Concept Maps A Picture Is Worth a Thousand Words A concept map is a special form of a web diagram for exploring knowledge and gathering and sharing information.

Why Use Concept Maps? Making new relations between already known knowledge. Exploring new questions and solutions As an aid in solving problems. What to Ask When Using Concept Maps What is the central word, concept, research question or problem around which to build the map?

What are the concepts, items, descriptive words or questions that can be associated with the concept, topic, research question or problem? When Working With Concept Maps Use a top down approach, working from general to specific Use a free association approach by brainstorming nodes and then developing links and relationships. Use different colored nodes to identify pre-existing and new information.

Use a cloud node to identify a question. Gather information to a question in the question node. Practical Aplications for Students Note-taking during lecture Group brainstorming Planning studies and career Providing graphics for presentations and term papers Outlining projects, term papers, and presentations. Use pencils instead of pens! Explain that you want them to connect concepts from their list, one pair at a time with directional links and, most importantly, to label the linking lines.

Continue this process until all concepts appear on the map. Give students plenty of time actual amount varies with the level of the class and the difficulty of the question.

Encourage them to include a lot of branching and many levels of hierarchy. Put special emphasis on cross-linking concepts in one area of the map with those in other areas. Note that they may add as many additional concepts as they wish to make their maps unique and personally meaningful.