Presented byDr. B. Victor., Ph. D

Email : bonfiliusvictor@gmail.com

Blog: bonvictor.blogspot.com

Definitions of concept maps, propositions and knowledge.

Components, characteristics and kinds of concept maps.

Purpose of concept mapping. Method of creating concept maps.

Primary elements of knowledge are concepts.

A concept is a generalization drawn from particulars.

Concepts are defined as “perceived regularities in events or objects or record of events or objects, designated by a label” (Novak 1998)

Knowledge is factual or procedural information.

Knowledge is the combined result of learning, experience and training.

Origin of concept mappingOrigin of concept mapping Origin of concept mappingOrigin of concept mapping

Concept mapping was developed by Joseph D. Novak in 1960s.

The idea of concept mapping is based on Meaningful learning theory of Ausubel (1960).

The primary function of the brain is

to interpret incoming information to

make meaning. It is easier for the brain to make

meaning, when information is

presented in vision formats.

Concept map is a visual illustration

displaying the organization of concepts and

outlining the relationship among or between

these concepts. (Hoffman and Novak 2003)

What is a Concept mapWhat is a Concept map ? ?What is a Concept mapWhat is a Concept map ? ?

A concept mapping is a technique used to organize information or thoughts.

Concept maps are two-dimensional, hierarchical diagrams that show the structure of knowledge within a discipline.

Composed of concept labels, each enclosed in a box or oval, a series of labeled linking lines and general-to-specific organization.

Nodes represent concepts.Lines represent relations between concepts.Labels on the lines describe the nature of the relationship. Arrow heads indicate direction of the relationship.

Concept maps have structure -Linear/horizontal ; Hierarchical / non-hierarchical.

Concept maps are based on propositions.

Concept maps represent a particular domain of knowledge.

Concept maps illustrate patterns and relationships among concepts.

Hierarchical maps represent information in a descending order of importance. The key concept is on top and subordinate concepts fall below

Non- hierarchical maps represent information in a cluster or network pattern

Composed of Depends on Is influenced by Is affected by Includes causes

Linking concepts is the most important aspect of concept mapping

Cross-links represent relationships between concepts in different domains of the concept map.

are

Living things

PlantsLiving things

Plants

Dog

First stage

are

eats

GrassCow

is an animal is a plant

is an animal

are

Animals

Final stage

Molecules

States

Gas

WaterMotion

LiquidSolid

have can be

can be can beSimple

concept map

can change

can be

determine

Linking verbsConcept Concept

Linking verbs

Concept Concept

Linking verbs

Unidirectional relationship

Bi-directional relationship

to generate ideas (brain storming, etc.).

to design a complex structure (long texts, hypermedia, large web sites, etc.).

to communicate complex ideas to aid learning by explicitly

integrating new and old knowledge. to assess understanding or diagnose

misunderstanding.

Concept maps allow any body to organize lots of information into a form that is easily understood.

Concept maps allow you to visualize connections within the information.

Concept maps provide you a way to organize your thoughts onto paper.

Whenever you need to organize information - this can vary from person to person.

If you find concept maps useful, then use them.

If you find them confusing, modify them so they become useful to you - asking questions can help you with this process.

1. Clarity Conceptual clarity Visual clarity

2. Order Title - overall pattern

3. BalanceOverall layout of all map elements

4. Unity and HarmonyPleasing look

5. Visual hierarchyRelative importance

A concept mapcan be used to contains

Organize information

Two important components

Vocabulary Ideas Linking words

Major topics

Helps to integrate new words into prior knowledge

Show relationship between the ideas

Describe relationships

between conceptsSubtopic

such as

such as one is the other is

that that branches thatwhich

1. Brainstorming stage

2. Organizing stage3. Layout stage4. Linking stage5. Revising stage6. Finalizing stage

List all terms and concepts associated with the topic of interest.

Write them in one word or phrase per note.

Don't worry about redundancy.

Generate the largest possible list.

Spread concepts on a blackboard so that

all can be read easily. Create groups and subgroups of related

items Group items to emphasize hierarchies Identify terms that represent higher

categories. Rearrange items and introduce new items

omitted initially.

Arrange terms based on inter relationships and connections among groupings

Within sub-grouping, place closely related items nearer to each other

connect the items in the form of a simple sentence that shows the relationship between them.

Use lines with arrows to connect the items.

Write a word or short phrases for each arrow to specify the relationship.

Many arrows can originate or terminate on important concepts.

Carefully examine the draft concept map.

Rearrange concepts to emphasize organization and appearance.

Remove or combine items to simplify. Consider adding color or different

fonts.

Finalize the arrangement of items that conveys better understanding.

Be creative by using colors, fonts and shapes.

Identify the key concepts of a topic (i.e., make a

list); Rank concepts from broad to specific; Place broadest concept at the top; more specific concepts below; Link concepts with action words; Group closely related concepts; Rework this preliminary concept map by adding,

deleting renaming words and links;

an instructional tool. a tool to promote

meaningful learning. an assessment tool. a curriculum organizing

guide in teaching. a mind tool for critical

thinking.

Enable understanding of a topic.

Allow to explore new information and relationships

Access prior knowledge Gather new knowledge and

information Share knowledge and

information generated Help thinkers document and

describe their thinking

Concept recognition - identifying the

relevant concepts in a given topic

Grouping - appropriate linking of concepts.

Hierarchy – more inclusive concepts at top,

more specific concepts at lower end of map.

Branching - the level of differentiation of

concepts

Propositions –meaningful sentences

Accuracy and thoroughness1. Are the concepts and relations correct? 2. Are the important concepts missing?3. Are any misconceptions apparent?

Organization -Does the map show hierarchy? Does it have a title?

Appearance - Is it neat and orderly?Cross links- Does the map show meaningful

connections?Creativity- does it effectively communicate

concepts/stimulate interest?

Easy to take notes during lecture

Excellent aid to group brainstorming

Planning your lecture / studies / career

Providing graphics for your presentation

Refine your creativity and critical thinking

Improve clarity of thought;Assimilate more information;Achieve deeper understanding;Improve memorization;Improve coherence;Enhance clarity of relations

easy to use. improve learning improve understanding. Influence knowledge construction

Note taking and summarizingKnowledge elicitationKnowledge capturingNew knowledge creationknowledge preservation (retention).modeling Collaborative knowledge and the transfer of expert of knowledgeKnowledge sharing.

Novak J D 1991 Clarify with Concept maps :A tool for students and teachers alike The Science Teacher 58(7) 45-49

Novak J D and D B Gowin 1986 Learning How to learn, Cambridge University Press, London

Moreira M A 1979 Concept maps as tools for teaching, Journal of Science Teaching VIII(5):283-286

Ausubel, David P. (1968). Educational Psychology, A Cognitive View. New York: Holt, Rinehart and Winston, Inc.

Ausubel, David P. (1967). Learning Theory and classroom Practice. Ontario: The Ontario Institute For Studies In Education.

Ausubel, David P. (1963). The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton.Angelo, T. A. and Cross, K. P. Classroom Assessment Techniques, A Handbook for College Teachers (2nd ed., p. 197). Jossey-Bass, San Francisco, 1993.

Jonassen, D.H., Beissneer K., and Yacci, M.A. (1993) Structural Knowledge: Techniques for Conveying, Assessing, and Acquiring Structural Knowledge. Hillsdale, NJ: Lawrence Erlbaum Associates.

Final thoughtsFinal thoughts

Concept maps organize your thinking to improve your memory.

Formation of concepts and their use is of critical importance for a learner to be successful in his studies.

• Dr.B.Victor is a highly experienced professor, recently retired from the reputed educational institution- St. Xavier’ s College(autonomous), Palayamkottai, India-627001.

He was the dean of sciences, assistant controller of examinations and IQACco-ordinater.

He has more than 32 years of teaching and research experience

He has taught a diversity of courses and he has supervised 12 Ph. D research scholars .

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