Concept Mapping

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Concept Mapping????
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Concepts and Propositions

• Concepts
• as a perceived regularity in events or objects,
  or records of events or objects, e.g., book,
  table, etc
• designated by a label (usually a a word, although
  sometimes we use symbols such as or . )
• Propositions
• statements about some object or event in the
  universe, either naturally occurring or
  constructed.
• contain two or more concepts connected with other
  words to form a meaningful statement. Sometimes
  these are called semantic units,or units of
  meaning.
• E.g., a dog is an animal connects 2 concepts
  dog and animal

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What is Concept Mapping ?

• Concept mapping is a technique for representing
  knowledge in graphs.
• This technique was developed by Prof. Joseph D.
  Novak at Cornell University in the 1960s.

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What is Concept Mapping (continued)?

• Concept Mapping is the process of identifying
  important concepts,
• arranging those concepts spatially,
• identifying relationships among those concepts,
• and labeling the nature of the semantic
  relationships among those concepts.

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http//www.yottkp.edu.hk/hots/concept.htm
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The Components of Concept Mapping

• Knowledge graphs consist of
• nodes (points/vertices)
• links (arcs/edges).
• Nodes represent concepts or ideas
• Links represent the relations between concepts
  (propositions)

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A simple example on concept map of concept map

• Concepts
• Concert Map
• Linking phrases
• Relationships
• Concepts
• Propositions
• A concept map is composed of linking phrases
• A concept map identifies relationships
• Relationships are what between concepts
• A concept map is composed of concepts

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Another example for concept map
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Another Example for Concept Map
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More Detailed One
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Concept Map Reflecting Understanding of
Mathematical Functions
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Exercise One

• Draw a concept map representing the following
  statements
• Faculty of Education belongs The Chinese
  University of Hong Kong (CUHK)
• CUHK is the biggest university in Hong Kong
• CUHK locates at Shatin
• Shatin is in the New Territories of HK.
• CUHK faces Ma On Shan
• Use the following links
• Belongs to
• Is a
• Locates at/in
• Faces/opposite of

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Arrangement of Concepts

• Hierarchical structure
• the most inclusive, most general concepts at the
  top of the map (at the middle)
• the more specific, less general concepts arranged
  hierarchically below.
• with reference to some particular question we
  seek to answer or some situation or event that we
  are trying to understand (since structure also
  depends of the context)

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Links

• Symmetric
• Is opposite of is same as has sibling is
  independent of has synonym is equal to
• Asymmetric Links
• Inclusion Relations,
• eg has part/is part of
• Characteristic Relations
• Has attribute/is attribute of
• Action Relations
• Uses/is used by
• Process Relations
• Has object/ is object of

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Other important characteristic

• Cross-links
• relationships (propositions) between concepts in
  different domains of the concept map.
• help us to see how some domains of knowledge
  represented on the map are related to each other.
• often represent creative leaps on the part of the
  knowledge producer.
• Specific examples of events or objects
• help to clarify the meaning of a given concept.

Ref J.D. Novak. http//cmap.coginst.uwf.edu/info/

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Six Steps to Create Concept Maps

• select key concepts. This is a recognition
  process that activates relevant knowledge, and
  assists in topic identification
• write the key concepts
• make an attribute list of the key concepts
• relate key concepts in a spatial relationship
• rearrange spatial representations
• compare representation to the text.

Holley, C. D., Dansereau, D. F. (1984). Spatial
learning strategies Techniques, applications,
and related issues. Sydney Academic Press.
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Example
Plants have roots Plants have stems Plants have
leaves
Leaves produce food Leaves are usually green
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Example
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Activity 2 Construct a Concept Map

• Construct a concept map for either one of the
  following definitions. Please include only those
  concepts described in the paragraph and no more.
• A WebQuest is an inquiry-oriented activity in
  which some or all of the information that
  learners interact with comes from resources on
  the internet, optionally supplemented with
  videoconferencing. There are at least two levels
  of WebQuests that should be distinguished from
  one another.
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  http//resources.ed.gov.hk/project_work/idea01.htm
  

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Propositions in the first paragraph

• A WebQuest is a kind of activity.
• A WebQuest is inquiry-oriented.
• A WebQuest consists of activities
• In a WebQuest activity, students interact with
  information.
• some or all of the information come from
  resources on the internet,
• A WebQuest activity is optionally supplemented
  with videoconferencing.
• There are at least two levels of WebQuests
• The two levels should be distinguished from one
  another.

Suggested Solution can be found in the course
website.
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Things to avoid

• Sentences in the boxes
• String Maps

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What to do if you find it hard to add linking
words

• This shows that you only poorly understand the
  relationship between the concepts
• Try write out a sentence that represents the
  relationship between the two concepts as
  accurately as possible
• Pick out a word or a phrase as the label of the
  relationship.

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Why Concept Mapping?

• Knowledge is organized Ideas (Schemata) are
  inter-connected as networks according to the
  meaning that defines them.
• Meaningful Leaning anchoring new ideas or
  concepts with previous defined knowledge in a
  non-arbitrary way
• Concept Mapping helps meaningful learning

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Construction of Concept Maps enables

• The reorganization of knowledge
• Explicit descriptions of concepts and their
  interrelationships
• Deep processing of knowledge promote better
  remembering/retrieving/applying
• Relating new concepts to existing concepts and
  ideas improves understanding

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It can be used to

• generate ideas (brain storming, etc.)
• design a complex structure (long texts,
  hypermedia, large web sites, etc.)
• communicate complex ideas
• aid learning by explicitly integrating new and
  old knowledge
• assess understanding or diagnose
  misunderstanding.

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Examples of Using Concept Map as Mindtools

• Study Guide
• Students identify the most important concepts in
  a chapter and generate a semantic net as a
  reviewing strategy.
• Maps drawn can then be compared with other
  students maps from different chapters can be
  combined
• Students using this score better than others.
• It is absolutely essential for the students to
  construct these nets.
• Reflection and Integration
• Forces students to reflect on what they know and,
  reflect about their own lack of understanding and
  about the difficulties in construction of a
  meaningful knowledge framework

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Examples of Using Concept Map as Mindtools

• Planning
• Group Project generating a semantic net can
  provide the organization and impetus for
  completing the project
• Organizing ideas
• Assessing Learning
• Comparing maps generated before and after
  instruction reflects the growth of knowledge.
• Comparing maps generated by students to those by
  experts reflects as a criterion-reference measure.

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Modes for Evaluating Concept Maps

• Scoring
• any relationships that are valid score 1 mark
  each
• every valid level of hierarchy scores 5 marks
  each
• cross links if valid score 10 marks each. If the
  cross link is valid but does not illustrate a
  synthesis between sets of related concepts and
  propositions it only scores 2 points
• examples score 1 mark each.
• Compare Learners Map with experts
• of similarity between the concept map with that
  of an expert
• Determine Learners Knowledge Growth
• Compare the maps before and after

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Instructional Steps when you need to teach
concept mapping to your students

• begin with a simple topic, familiar to students
  so that it is easier for them to concentrate on
  the learning process. Ensure that a small number
  of terms are involved
• model the construction of a concept map to the
  class. encourage students to think of all
  possible links and to write down the nature of
  each link
• it is unlikely that students will produce good
  maps on their first attempt. Provide constructive
  criticism
• you may provide a suggested layout the first
  time, but it is important to remove these prompts
  from subsequent maps
• tell students that there is not a single correct
  answer to the task.

White, R., Gunstone, R. (1992). Probing
understanding. London The Falmer Press.
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Activity 3Evaluate your concept map

• Compare the concept map you created in Activity 1
  and compare with the one given by your
  instructor.
• Scores of identical links

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Semantic Networking Tool

• An Example - Inspirations
• assists you and your students in
• Brainstorming
• Planning
• Organizing
• Outlining
• Prewriting
• Diagramming
• Concept Mapping
• Webbing

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Advantages of Computer Support for Concept
Mapping

• Ease of adaptation and manipulation
• Dynamic Linking
• Conversion
• Communication
• Storage

Also see Visual learning
http//www.inspiration.com/vlearning/index.cfm
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• http//www.sherc.net/sherc/application/gntjc.jsp

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Examples

• http//www.yottkp.edu.hk/hots/f5math.htm

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Concept Map Tools

• IHMC CmapTools http//cmap.ihmc.us/download/
• Decision Explorer http//www.banxia.com/dexplore/i
  ndex.html
• Mindjet http//www.mindjet.com/en-US/default.aspx

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Activity 4Construct a concept map for your
Webquest project part of your individual
assignment

• Think of a topic you are going to work on your
  Webquest project (e.g. pollution)
• Identify and select the key concepts in the
  chosen topic (e.g., air pollution, water
  pollution)
• Rank the concepts from the most abstract and
  inclusive to the most concrete and specific.
• Link the concepts by propositions to construct a
  concept map
• Include this concept map into your individual
  assignment.

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References

• http//www.inspiration.com/vlearning/index.cfm?fus
  eactionconcept_maps
• http//www.yottkp.edu.hk/hots/concept.htm

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