Concept Mapping

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Concept Mapping????
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Visual Learning

• ideas, concepts, data and other information are
  associated with images and represented
  graphically.
• techniques include webs, concept maps, idea maps
  and plots, such as stack plots and Venn plots,
  are some of the used in visual learning
• enhance thinking and learning skills.

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Examples of Visual Learning

• Webs
• Idea Maps
• Concept Maps
• Plots

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Webs

• visual maps that show how different categories of
  information relate to one another.
• provide structure for ideas and facts
• give students a flexible framework for organizing
  and prioritizing information.
• use webs to brainstorm, organize information for
  writing (pre-writing), as well as to analyze
  stories and characterization.
• an effective technique to use in small group
  settings-- build collaborative webs,
  incorporating the thoughts and contributions of
  each group member.
• Examples Literary Webs, Character webs,
  comparison, prewriting

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Webs Literary Webs

• helps students analyze the various literary
  elements (plot, characterization, theme, etc.) at
  play in any given story.
• By dissecting characters, plots and sequence of
  events, students learn about composition and get
  a better understanding of a story as a whole.

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Webs Character Webs

• Students identify the traits of a central
  character.
• This reinforces the concept of point of view and
  helps students understand a character's actions
  and motivation.

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Webs Comparison

• For example, in a social studies class, students
  may compare and contrast the characteristics of
  one culture with another.
• helps students better understand the groups being
  studied, as well as make unifying connections
  between them.

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Webs Prewriting

• brainstorming and organizing students do before
  writing.
• Once students choose a topic, they type it in the
  center of a web. Then they rapidly add subtopic
  ideas in symbols connected to the main topic.
• Each subtopic can have its own subtopics, which
  can also have subtopics, and so on.

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Idea Maps

• Stimulates students to generate ideas, follow
  them through and develop their thoughts visually.
• Help students brainstorm, solve problems and plan
  their work.
• Examples
• Prior to field trips to help students think about
  what they might see and learn.
• After the field trip, to record their
  observations..

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Concept Maps

• graphically illustrate relationships between
  information.
• two or more concepts are linked by words that
  describe their relationship.
• encourage understanding by helping students
  organize and enhance their knowledge on any topic
• help students learn new information by
  integrating each new idea into their existing
  body of knowledge.

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Concept Maps (cont.)

• ideal for measuring the growth of student
  learning. As students create concept maps, they
  reiterate ideas using their own words.
• Misdirected links or wrong connections alert
  educators to what students do not understand,
• providing an accurate, objective way to evaluate
  areas in which students do not yet grasp concepts
  fully.

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Example of concept maps
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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 (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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Why Concept Mapping?
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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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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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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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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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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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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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Concept Maps used in classrooms
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Concept Map Tools

• Inspiration http//www.inspiration.com/vlearning/i
  ndex.cfm?fuseactionconcept_maps
• 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
• The Brain Visual Information Managementhttp//www.
  thebrain.com/

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Activity 2Construct a concept map showing your
understanding of a Concept

• Start with a concept that you are familiar with.
  Examples are pollution, computers,
  classroom. Treat this as the main concept.
• Think about 3 other concepts that are related to
  the main concept (e.g., air pollution, keyboard,
  student), and link them to the main concept with
  the suitable links. Links must be suitably
  labeled.
• Build on one the newly added concepts, link it to
  3 other new concepts. Again, the links must be
  suitable labeled.
• Arrange the concepts so that the most abstract
  and inclusive one is at the top and the most
  concrete and specific ones are at the bottom.
• Save the export this concept map as a gif file
  and submit it to Moodle.

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References

• ????????????? http//www.yottkp.edu.hk/hots/conce
  pt.htm
• ??? (2002). ?????????????????. http//www.ied.edu.
  hk/apfslt/v3_issue2/sowm/index.htm
• Instructional Strategies Online
  http//olc.spsd.sk.ca/DE/PD/instr/strats/conceptma
  p/index.html
• Novak, J.D., CaThe Theory Underlying Concept
  Maps and How to Construct Them. Institute for
  Human and Machine Cognition. http//web.archive.or
  g/web/20060524112734/cmap.ihmc.us/Publications/Res
  earchPapers/TheoryCmaps/TheoryUnderlyingConceptMap
  s.htm
• Concept Mapping Resource Guide http//www.socialre
  searchmethods.net/mapping/mapping.htm
• ???????. http//www.sherc.net/sherc/application/gn
  tjc.jsp

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