Knowledge Acquisition and
Modelling
Concept Mapping
Knowledge Tools





Technology that enables knowledge generation,
codification transfer
Not all are computer based
Not information management tools
Can manipulate information
Automated information search, retrieval agents, decision
support, document management
Mapping

An active learning strategy





moves from rote memorization to critical thinking.
Provides an explicit, encapsulated representation of
important ideas on one page
Promotes a richer construction of knowledge because
you must organize, select, relate and interpret data.
Requires that you break down component parts to see
how things are put together.
Helps you to see gaps in knowledge and areas of
oversimplification, contradiction or misinterpretation.
Mapping


Visual presentation at some level
Consists of


Concept catalog (allows links to other maps, even with
different lexicons)
Metadata depository (files and links)
Concept Maps - History


Developed in 1972 by J. D. Novak, Cornell University
Powerful aspect


Ability to represent knowledge structure of an individual on
any topic
Knowledge Representation


Concepts represented by nodes
Linked by words that represent a relationship between the
nodes
Concept Maps - History


Developed a project seeking to understand changes in
childrens’ knowledge of science
Based on Ausubel’s learning psychology

Learning takes place by assimilation of new concepts and
propositions into existing concept and propositional
framework
Concept Mapping

Concept mapping can be done for several reasons:





To design complex structures.
To generate ideas.
To communicate ideas.
To diagnose misunderstanding.
Concept mapping can be used in acquisition:





To elicit knowledge
To model knowledge
To communicate knowledge
To interpret knowledge
To gain new knowledge
Concept Mapping

Six-step procedure for using a concept map as a tool:






Preparation.
Idea generation.
Statement structuring.
Representation.
Interpretation
Utilization.
Terminology

Concept







“a perceived regularity or pattern in events or objects
or record of events or objects
a unit of meaning
designated by a symbol usually a word”1
Objects are defined as things
Events are defined as happenings
Help describe the domain in which we are working
1:Concept Mapping using Cmap to
enhance Meaningful Learning, Canas, AJ
Terminology

Concepts are linked



Linking phrases are usually verbs which when read with the
nodes they link form a phrase or proposition
Represent relationships between concepts
Freedom to choose linking phrases distinguishes the concept
map from other maps such as mind maps, process maps, etc
1:Concept Mapping using Cmap to enhance Meaningful Learning, Canas, AJ and novak J.D, in
Knowledge Cartography, Odake, Buckingham, Shum, Sherbourne (eds), Springer-Verlag, 2008
Characteristics

Start with a Focus question


Propositions


a concept map consists of a graphical representation of a set of propositions
about a topic.
Hierarchical structure






the problem or issue the concept map should help to resolve.
most general concepts are at the top of the map and the more specific, less
general concepts are arranged hierarchically below.
tend to be read from the top, progressing down towards the bottom.
Not always true – map can be cyclic as long as there is logical order (e.g. using
arrows or numbers).
Can be more than one root.
Structure depends on context
Cross-Links


relationships or links between concepts in different areas of the concept map.
often represent new insights on the part of the knowledge producer.
Relationships

Static Relationships

help to describe, define, and organize knowledge for a given
domain.





inclusion (part-of),
common membership (belonging to a group)
intersection (members of a group belonging also to another group)
similarity
Dynamic Relationships

describes how the change in one concept affects the other
concept.


Causality (second event is a consequence of first event)
correlation/probability (can indicate a predictive relationship, tendency
to vary together)
Example from
http://http://cmap.ihmc.us/
How to Draw a Concept Map



Start with a focus question
Identify the key concepts
Rank the concepts by placing the broadest and most
inclusive idea at the top of the map.



Be aware of the context of the concepts we are dealing with
or to have some idea of the situation for which these concepts
are arranged.
Work down the paper and add more specific concepts.
This is where elicitation techniques can be useful
How to Draw a Concept Map


Connect the concepts by lines.
Label the lines with action or linking words.





The linking words should define the relationship between the two
concepts so that it reads as a true statement, or proposition.
The connection creates meaning.
Specific examples of concepts can be added below the concept
labels. (e.g., golden retriever is a specific example of a dog
breed.)
As your understanding of relationships between concepts
changes, so will your maps.
Refer to your previous maps to help you visualize the
evolutionary process of your understanding.
J.D. Novak Concept Map of Concept Maps
Create a concept map
about plants using these
concepts
Exercise



Pick a topic
Using elicitation techniques covered last week, generate a
set of concepts and relationships
Build a concept map to reflect