SUPPORT MATERIALS
Questions and Answers
1. What are the challenges facing integration of concept maps into the teaching
environment?
Familiarizing oneself with concept map theory, taking the time required to teach concept map
construction so it is student-led, teacher-modeled while knowing ways to use them in the
classroom are some of the key challenges to meaningful integration. The concept map model
used in this chapter’s case study requires a time commitment, which can further restrict use of
mapping strategies in the classroom setting. Some digital concept mapping programs can be
expensive, which also might have an impact on successful integration into the teaching
environment if funds are not available to purchase the software.
2. What changes in the teaching environment are necessary to bring concept maps into the
mainstream of the teaching continuum?
Concept map use provides an opportunity for the student to dig deeper into what he or she is
learning and apply it to what is already known (prior knowledge). In order to embrace this
model in the classroom changes in teaching style and content timelines will require
alterations. Less is more applies to the use of concept maps to support meaningful learning.
3. Where could these changes be made?
Theses changes could be made in the approach the teacher takes to instruct and then to assess
what each student is learning. Instead of informal assessments, concept maps could be used
as determiners to reveal content understanding and misconceptions. A teacher would need to
be willing to slow the teaching down, dig into content and let the student’s voice be heard
through the use of concept maps.
4. Would teachers need to adapt to a different model of teaching and student learning (rote
to meaningful learning) in order to make use of concept maps as a pedagogical tool?
Concept maps as a pedagogical tool suggests a shift in the teaching culture of the classroom.
Students take ownership over the process, share in the outcomes and engage more with their
classmates, the teacher and their learning. This necessitates the teacher revising his/her role
from instructor to facilitator. Instruction continues to be necessary but in a support role when
using concept maps as a part of the learning process.
5. How to start the process?
Becoming familiar with concept map theory by investigating some of the resources listed in
this chapter is one way to begin the process. Test the process in class with the students.
Experiment with teaching approaches, does the model described in this chapter seem like a
good fit in your educational setting? Trust the research, other’s experiences and the process.
Let it work its way into your teaching and your students’ learning.
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Epilogue
The case study described in this chapter has shined a small albeit a bright light, on the importance
and applicability of concept maps at the elementary level to support the learning of science. The
benefits of this teaching approach were apparent as students responded enthusiastically and with
strong motivation to the inclusion of concept maps in their studies. Motivation plays an important
part in the learning environment. When students are motivated to achieve a goal, their investment
in the learning activities reflects that energy. Concept maps added to the element of motivation
throughout the watershed study.
The integration of student-constructed concept maps in science class over time supports and
enhances the process whereby students self-reflect on their own knowledge organization while
providing the teacher with a pedagogical tool displaying student misconceptions within the
content and structure of each student’s concept map.
A watershed as a system comprised of many distinct (visible to the students) and non-distinct (not
immediately apparent to the students) parts that are interconnected and interdependent with each
other was a concept third grade students in this study had not previously encountered, as the
science curriculum K – 2 embraced different topics and focus. Taking the students to a place of
understanding whereby they could envision how so many individual parts could add up to a
system was a long process. It was not until the class undertook to construct 3-D models of their
local watershed system that the concept of one system made up of many parts, such as lakes,
streams, ponds, bogs, and other elements of the water cycle, could be simultaneously seen and
understood as one thing, and as many things.
Long-range effects of this case study would suggest more research is needed on concept maps in
other educational settings, as well as exploring its use in other grades. Additionally, further
research with different populations of learners from the early years to post-secondary warrant
investigation as well as. Also ways of using concept maps should be examined. This case study
has provided an example of alternative assessment protocols in science education at the
elementary level whereby misconceptions are revealed and where the learner is actively engaged
the construction of personal knowledge. This case study demonstrates benefits of concept
mapping to support student learning and ways to implement concept maps into the teaching of
science at the elementary level.
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Lessons Learned
1. Redefining the Concept Map Evaluative Rubric for greater sensitivity to concept
map changes, including color-coding and the use of embedded or nested notes.
The CMER as it was designed for use in this case study caught a range of information on
each concept map. However, as each map was evaluated and discussed among the raters
and during student interviews, it became apparent that so much more was included in
each map that was not showing up on the CMER.
2. Teachers need support through professional development to find ways to integrate
concept maps into their teaching programs and to understand the connection
between concept maps and meaningful learning.
Professional development workshops can explain the benefits of concept maps in ways
accessible to those in the field of education. Through professional development
opportunities, the gap between concept map theory and meaningful ways to use concept
maps can be bridged.
3. Concept map use as a teaching and assessment strategy can flourish in educational
settings if all stakeholders are brought on board.
If all stakeholders have a voice in the process whereby different models for teaching and
assessment are introduced, then implementation of a new teaching or assessment protocol
within the educational community will have a better chance of succeeding rather than if
change occurs in isolation. To have an opportunity to speak out about concerns and share
questions is key to the process of transition and change in the classrooms of our
educational institutions.
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List of Resources for Further Study

Institute for Human and Machine Cognition - http://www.ihmc.us/

www. Merrilleducationalconsultant.com

COSEE – OS - http://cosee.umaine.edu/

Inspiration® - http://www.inspiration.com/

Inspiration® Maps™ - https://itunes.apple.com/us/app/inspiration-maps/id510173686

Ausubel, D. P. (2000). The acquisition and retention of knowledge. Dordrecht: Kluwer

Hay, D., Kinchin, I., & Lygo-Baker, S. (2008) Making learning visible: The role of
concept mapping in higher education. Studies in Higher Education, 33, 295-311.

Kinchin, I. M. (2000) Using concept maps to reveal understanding: A two-tier analysis.
School Science Review, 81, 41-46.

Novak, J. D. (1990). Concept mapping: A useful tool for science education. Journal of
Research in Science Teaching, 27, 937-49.

Novak, J. D. (2010). Learning, creating and using knowledge: Concept maps as
facilitative tools in schools and corporations. New York: Routledge

Novak, J. D. & Cañas, A. J. (2006). The theory underlying concept maps and how to
construct them (Technical Report IHMC CmapTools 2006-01 Rev 01-2008) Florida
Institute for Human and Machine Cognition.
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