Concept Mapping in the Classroom
Concept Maps
have
Concept labels
Linking words
Hierarchy
Concept Maps:
External Congnitive Structure
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Represent meaningful relationships
Visually represent conceptual understanding
Active learning
Connect new information with old
Learning How to Learn
By: Novak and Gowin (1984)
Concept maps:
•“visual road map” of cognitive organization
•Tool for educational research
•Strategy for curriculum planning
Some Research on Concept Maps
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Freeman and Urbaczewski (2002??): 62 undergraduate
telecommunication students created 3 maps during
Spring 2001 semester; maps increased in
size/complexity, and similarity to “expert map”
BouJaoude and Attieh (2003):60 Grade 10 Chemistry
student created maps for homework; females and low
achievers scored higher on their post-tests
How to Create a Concept Map
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Select text and choose/list key concepts
Organize concepts (hierarchy)
Construct map using rank-ordered
concepts (usually need to “rework” maps)
Include valid links (proposistions), crosslinks, and examples (events or objects)
Evaluate
What IS and what is NOT
a Concept Map
Concept Maps vs. Outlines
Concept maps:
 LINK subordinate with superordinate
showing relationship
 show relationships VISUALLY
 provide visual CROSS REFERENCING using
cross links
Evaluating a Concept Map
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Hierarchy
 5 points for Valid Hierarchy Levels
Links
 1 point per Valid Link/Relationship
Cross-Links
 10 points per Valid and Significant Cross-Links
 2 points per Valid Cross-link without creative synthesis
Examples
 1 point per valid event or object example
Concept Map of Darwin Timeline
Microevolution Concept Map
genetic change within a population
References
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BouJaoude and Attieh (2003) The Effect of Using
Concept Maps as Study Tools on Achievement in
Chemistry. Presented at the annual meeting of the
National Association for Research in Science Teaching
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Freeman and Urbaczewski (2002??) Concept Maps as an
Alternative Technique for Assessing Students’
Understanding in Telecommunications. Proceedings of
the 17th Annual Conference of the International Academy
for Information Management
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Novak and Gowin (1984) Learning How to Learn.
Cambridge University Press
Hickman, C. Roberts, L. and Larson A. (2001) Integrated
Principles of Zoology McGraw Hill
Reconstruction of
genera of horses
from Eocene to
present