You will need paper, pens, and markers. Alternately you can have students draw on a chalk board with colored chalk or a white board with colored markers
If using the Expert Skeleton Map variation, prepare a starting map. Expert Skeleton Maps are a concept map variation in which students are given partially completed maps from an expert in the field. Prepare the starting “Expert Map” and decide on a list of remaining concepts that students will add to the map
Tell students how to make a Hierarchical Concept Map
Identify the main topic or concept and place it at the top center of the map. This is the superordinate concept. It is the most inclusive, general, abstract or is the first stage of a process or sequence.
Identify key concepts (about ten to twenty) from the reading, lecture, or other sources. These are called subordinate concepts.
Write each concept on a small index card or sticky note
Rank, order, or cluster all remaining subordinate concepts. Place the more inclusive, general, broad or abstract concepts higher up and closer to the main concept. Place most exclusive, specific, narrow, or concrete concepts lower on the map. In the case of a process or sequence, order the concepts chronologically. The object is to structure the concepts and their interrelations correctly.
Arrange the concepts in a linkable hierarchy
Draw the entire hierarchy on apiece of paper/board with enclosures around the concepts and linking lines that are labeled to the specific relationship. The linked concepts together with the labeled link are called the proposition
Check for any cross-links (connections across branches), draw in these links as dashed lines and label them
Tell students how to make a Mind Map
Identify the central concept, topic, or idea. Write it in the center of a large piece of paper or on the board. This is the primary idea
Identify up to six closely related concepts, topics, or ideas, such as subordinate concepts, subtopics, properties, or descriptors. These are the secondary ideas. Write each of these secondary ideas at the end of a thick line radiating from the central primary idea.
For each secondary idea, identify up to six closely related concepts, topics, or ideas, such as subordinate concepts, subtopics, properties, or descriptors. These are the tertiary ideas. Write each of these tertiary ideas at the end of a thick line radiating from the secondary idea.
Look for cross-relationships between secondary or tertiary ideas. Drawn thin or dashed lines connecting related ideas
Add color, icons, and other appropriate symbols. Color-code each line and key words by secondary branch
Use the briefest and sharpest expression of each idea
Clearly label each arrow
Have a class disucssion focusing on the structure of the map. Could students envisiona different map with alternate connections, nodes, etc.
Concept Maps make connections between concepts within course material. Students can relate newly learned material to material covered in the past. This tool is great to help visual learners organize concepts.
Free downloadable software for creating concept maps:
Concept maps are a type of two-dimensional graphic organizer consisting of nodes (often drawn as boxes or ovals) that are labeled with a concept name and links drawn between the nodes (Nesbit & Adesope, 2006; Novak & Cañas, 2008). The links are often given a label that expresses the relationship between two concepts and the link may indicate directionality(Nesbit & Adesope, 2006). They can look similar to webs or chains. Concept maps began to gain recognition as an educational method in 1985; since this time, over 500 articles have been published on the topic, most of them after 1997(Nesbit & Adesope, 2006). Novak and Gowin (1984) are credited with first bringing concept maps to the educational world as a study and teaching tool.
How do concept maps help students to learn and retain knowledge? Two recent review papers invoke Ausubel’s (1968) theory of meaningful learning to provide an explanation (Nesbit & Adesope, 2006; Novak & Cañas, 2008). According to Ausubel, learning is the process of assimilating new knowledge into one’s existing knowledge frameworks (Ausubel,1968; Ausubel, Novak, & Hanesian, 1978). Traditional concept maps are hierarchically organized diagrams (i.e., they depict the most general, inclusive concepts at the top and the most specific concepts at the bottom; Novak & Cañas, 2008). Hierarchically-structured maps lend themselves to the integration of new (typically more specific) knowledge with existing concepts. Although Wheeldon and Faubert (2009) contend that not all concept maps need be organized hierarchically, they maintain that the maps should visually depict relationships among constructs, thus providing a structured means by which students can represent their understanding. Whether the concept map is organized hierarchically or not, creating one requires students to deeply think through the components of a topic. People are thought to better understand and remember information that they can make sense of in light of what they already know(Ausubel, 1968; Novak & Cañas, 2008).
Students may be provided with pre-constructed concept maps and asked to consult them as study guides; however, constructing their own concept maps is associated with the best learning outcomes (Nesbit & Adesope, 2006). Students may work individually or in groups. One variation is to provide students with “Expert Skeleton Maps” which are concept maps that have been partially constructed by an expert in the field (Novak & Cañas, 2008). The student’s task is to complete the concept map using a list of remaining concepts, which is provided for them. Another alternative is for the instructor to place the nodes in the correct spots on the concept map but to ask the students to label the linkages between the nodes (Novak & Cañas). Novak and Cañas claim that labeling the linkages, or explaining how concepts are related to each other, is really the crux of what students need to understand.
Concept maps are frequently used as a learning and/or study tool in the sciences (Novak, 1991; Novak & Musonda, 1991; Yarden, Marbach-Ad, & Gershoni, 2004). Published articles documenting the use of concept maps as a learning tool exist in the fields of biology (Yarden, Marbach-Ad, & Gershoni), physics (Martinez, Perez, & Suero, 2013; Nousiainen, 2013), engineering (Martinez, Perez, & Suero), nursing (Harrison & Gibbons, 2013; Lee, Chiang, Liao, Lee, Chen, & Liang, 2013), and algebra (Lapp, Nyman, & Berry, 2010). Concept maps are also used as a tool to train pre-service(Chiu & Lin, 2012; Nousiainen, 2013) and currently working teachers (Greene, Lubin, & Slater, 2013). Because they entail a small amount of written text, concept maps may be particularly effective tools for students with low verbal abilities (Holliday, Brunner, & Donais, 1977; O’Donnell, Dansereau, & Hall, 2002; Stensvold, & Wilson, 1990) or students whose native language is not the language of instruction (Chularat & DeBacker, 2004). There is some evidence that creating concept maps at the end of a unit or lesson is a more effective learning strategy than using them to preview concepts at the beginning of a lesson, in terms of students’ long-term retention of the material (Nesbit & Adesope, 2006).
Concept maps are associated with high rates of student engagement(Nesbit & Adesope, 2006). They are an optimal group activity because, as students work together to create the map, they are actively processing and discussing the material. Because the maps themselves do not involve a lot of written prose, this frees up time for students to discuss the material without getting bogged down in a lot of writing (Nesbit & Adesope). Novak and Cañas (2008) write that a good concept map should go through at least three rounds of revision; in this way, students gain practice working with a product through multiple iterations. A meta-analysis of 55 studies found that students who completed concept maps on a topic had higher levels of knowledge retention and transfer compared to students who read passages of text, attended lectures, or participated in classroom discussions on the topic (Nesbit & Adesope). The same meta-analysis found that completing concept maps was only slightly more effective than engaging in other summary-making learning strategies, such as creating lists or outlines, which suggests that other methods that prompt students to generate summary-level findings, and to understand the relationships between important concepts, may be equally effective.
Written by Julia Hayden Galindo, Ed.D., Harvard Graduate School of Education
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