STUDENTS
Often are
challenged with
 Summarizing
critical information,
 Describing
concepts, and/or
 Organizing ideas in
useful ways
PURPOSES OF CONCEPT MAPPING
• 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
CORBETT, 2004
HOW TO CREATE A CONCEPT MAP
1.
Select text and choose/list key concepts
2.
Organize concepts (hierarchy)
3.
Construct map using rank-ordered concepts (usually
need to “rework” maps)
4.
Include valid links (propositions), cross-links, and
examples (events or objects)
5.
Evaluate
USE CIRCLES OR OVALS TO ENCLOSE AN
IMPORTANT TERM OR CONCEPT WITHIN THE
TOPIC
Each circle or oval should enclose only one term
or concept. However, terms can be more than
one word.
CORBETT, 2004
CONCEPT MAPS VS. OUTLINES
Concept maps:
•
LINK subordinate with superordinate showing relationship
•
show relationships VISUALLY
• provide visual CROSS REFERENCING using cross links
HOW DO I CREATE CONCEPT MAPS?
Step 1

Start by placing your Main Idea in the
center circle or graphic.
Main Idea
LAYOUT STAGE
• Arrange terms so that they represent your collective
understanding of the interrelationships and connections
among groupings.
• Use a consistent hierarchy in which the most important
concepts are in the center or at the top.
• Within sub-grouping, place closely related items near to each
other.
• Think in terms of connecting the items in a simple sentence
that shows the relationship between them.
• Feel free to rearrange things at any time during this phase.
• Do not expect your layout to be like that of other groups.
USE STRAIGHT LINES WITH ARROWS (SINGLE
OR DOUBLE-HEADED) TO LINK TERMS THAT ARE
RELATED
•
•
•
•
Each line should link only two concepts.
However, there is no limit to the number of links
stemming from any one term.
Pay close attention to the direction of the
arrowheads on the linking lines when labeling
them.
Each concept is defined by its relation to other
concepts within the topic. Relations include:
superset, subset, attribute, part-whole.
LINKING PHASE
• Use lines with arrows to connect and show
the relationship between connected items.
• Write a word or short phrase by each arrow
to specify the relationship.
• Many arrows can originate or terminate on
particularly important concepts.
STEP 2 LOOKS LIKE THIS:
Large topic
Large topic
Main Idea
Large topic
Large topic
USE A WORD OR PHRASE OF WORDS AS LABELS
ALONG THE LINES TO DESIGNATE THE RELATIONSHIP
BETWEEN TWO CONNECTED TERMS
• Each line should have a label that describes
the relationship between the two terms it
relationship
connects.
link
relationship
Example:
link
Important
term
feedback
loop link
Important
term
mutual
relationship
link
Important
term
Important
term
mutual
relationship
link
subtopics
Large topic
Large topic
subtopics
Main Idea
Large topic
Large topic
subtopics
subtopics
REVISING STAGE
• Carefully examine the draft concept map.
• Rearrange sections to emphasize organization and
appearance.
• Remove or combine items to simplify.
• Consider adding color or different fonts.
• Discuss any aspects where opinions differ
FINALIZING THE CONCEPT MAP
• After your group has agreed on an arrangement of items
that coveys your understanding, convert the concept
map into a permanent form that others can view and
discuss.
• Be creative in a constructive way through the use of
colors, fonts, shapes.
WHAT IF I DON’T GET IT?
• If you are having problems, try working in reverse.
• Start with the most specific information and divide it into
broader topics until you reach the center circle.
• If you are still having problems, ask for assistance.
2 Colum Notes
2 COLUM NOTES
Each student was required to use a notebook as their
laboratory journal.
The guideline for journal writing is double-entry:
• Students use the right-hand side for constructing content
knowledge,
• The left-hand side for reflection on personal knowledge
and recalling thoughts/feelings they had during the
process of learning.
Adapted from :
Syh-Jong, J. (2007). A study of students’ construction of science knowledge: talk and writing in a
collaborative group. Educational Research, 49(1), 65-81. doi: 10.1080/00131880701200781
2 COLUM NOTES
•
•
•
•
Think actively about the topic
Making connections and developing new insights
When your section of the course is completed come
together as a whole class to present findings.
If there are disagreements about the findings or
methods, intellectual autonomy rested with the
students themselves, and students were required to
negotiate their differences and work towards
achieving a consensus.
EACH WEEK
•
Each week you will be given a set of terms. You are to define the terms after
completing the weeks activities. Write the formal explanation of the weeks terms
in the right hand column and your interpretation/ questions/ discussion of the
topic in the left side column.
•
The grade for this activity will be based on using all terms in the concept map
accurately and by accurately defining all terms in the right hand side of the two
Colum notes and by including your interpretation and connections in the left hand
column.
Your
interpretations
and questions
Formal
explanation
WEEK 1 TERMS
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•
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•
•
•
•
•
•
Relative dating
Absolute dating
Radioactive decay
Half-life
Law of superposition
Law of original horizontality
Crosscutting relationships
Stratagraphic sequence correlation
Faunal succession
Geologic time