Concept map

Draft

Definition

• A concept map is a graphical representation of a person's (student's) knowledge of a domain. (Alpert & Grueneberg, 2001).

• The arrangement of major concepts from a text or lecture into a visual arrangement. Lines are drawn between associated concepts, and relationships between the connected concepts are named. These concept maps reveal the structural pattern in the material and provide the big picture. ( Diane Ehrlich retrieved 21:08, 3 July 2006 (MEST))

• Concept mapping is a technique for visualizing the relationships between different concepts. A concept map is a diagram showing the relationships in between concepts. Concepts are connected with labelled arrows, in a downward-branching hierarchical structure. The relationship between concepts is articulated in linking phrases, e.g., "gives rise to", "results in", "is required by," or "contributes to". ( Wikipedia - Concept Map retrieved 21:08, 3 July 2006 (MEST) )

Typology of concept maps

• Spider-like maps
• Hierarchical maps (like mind maps)
• Formal maps (like UML, Topic Maps, ...)
• Concept definition map [1]

Concept mapping in education

Rationales for concept mapping in education are based on several connected ideas:

1. The general writing-to-learn argument (writing favors making connections)
2. Concept maps can prepare writing and assist in exploration and reading.
3. Concept maps are an assessment tool for the teacher.

“Concept map tools should be able to represent multiple types or forms of knowledge, not merely text-based propositions. Specifically, incorporating multimedia in concept mapping software should (a) provide for greater cognitive fidelity in student-constructed concept maps, allowing students to more comprehensively represent their knowledge in ways similar to their own cognitive representations; (b) offer the illustrative advantages of dynamic visual imagery and audio to students learning new concepts and domains; (c) provide the capability of reifying concepts with concrete instances that can be seen and heard; (d) offer richer expressive power for concept map authors; (e) provide for a more engaging student experience; and (f) better capitalize on functionality available in modern personal computers.” (Alpert & Grueneberg, 2001), retrieved, 17:17, 15 September 2006 (MEST).

“[...] the primary rationale for concept mapping is that students must establish connections between bits of given information, again in a visible medium. Concept mapping can stimulate students to demonstrate relationships among facts and concepts, demonstrate relationships between lower-order and higher-order concepts, and demonstrate relationships between old and new information within the students' own cognitive structures. It is noteworthy that writing of any kind, not just journaling or concept mapping, makes many of the same demands and that the literature on cohesion in writing (Halliday & Hasan, 1976; Lovejoy & Lance, 1991) complements the literature on concept mapping. Concept maps, then, not only serve the same ends as writing (making connections) but also serve as a valuable means to writing (as a prewriting or planning tool) and as a valuable means for the teacher to assess learning-in-progress.” (Germann & Young-soo, 2001:321).

However, findings reported from these authors who studied whether electronic journaling plus electronic concept mapping lead to heigtheing reflection in science classes for future science teachiers, are not overwhelming: “It was hoped that use of electronic journaling and concept mapping would promote sustained reflection (as demonstrated in the quality of revised concept maps and quality of revised drafts of the culminating paper). On the surface we were disappointed. [...] This lack of demonstrated changed in their concept maps leads us to believe that most students were doing all they could to absorb new ideas and begin to make sense of them. If, however, reflection stems from certain habits of questioning and from heightened skepticism and discrimination of sources of evidence, then most students displayed many behavioral change”. (Germann & Young-soo, 2001: 327).

Software

• IHMC CmapTools. Freeware, multi-platform (tested by DSchneider, works nicely!)
• FreeMind is a free mind mapping application written in Java. Integrates with some Wikis .
• PIViT
• [VUE] from the Visual Understanding Environment (VUE) project at Tufts UIT Academic Technology. VUE provides a visual environment for structuring, presenting, and sharing digital information. Using VUE's concept mapping interface, faculty and students design semantic networks of digital resources drawn from digital libraries, local and remote file systems and the Web. The resulting content maps can then be viewed and exchanged online.
• Inspiration

Links

• Introduction to Concept Maps. Includes tips for learners.
• http://en.wikipedia.org/wiki/Concept_Map

References

Alpert, Sherman R. and Keith Grueneberg (2001), Multimedia in Concept Maps: A Design Rationale and Web-Based Application, Proceedings of ED-MEDIA 2001, HTML

• Germann, P., & Young-soo, K. (2001). Heightening reflection through dialogue: A case for electronic journaling and electronic concept mapping in science classes. Contemporary Issues in Technology and Teacher Education, [Online serial], 1 (3) . Available: HTML/PDF

• Halliday, M.A.K., & Hasan, R. (1976). Cohesion in English . London: Longman.

• Lovejoy, K.B., & Lance, D.M. (1991). Information management and cohesion in the study of written discourse. Linguistics and Education, 3, 251-273.