Concept Mapping:
An Approach to Meaningful
Learning in the Health Sciences
Melanie St. James, Ed.M.
Senior Interactive Media Designer
UIT – Academic Technology
melanie.stjames@tufts.edu
workflow
Meaningful learning
“...memorizing trivial detail is not a goal of
science learning. A more useful approach is
for the learner to construct a well-ordered
overview of the big ideas and their
interrelations, combined with skill in knowing
how to find more information as needed.”
Mapping Biology Knowledge (2000) K. Fisher,
J.H. Wandersee, D.E. Moody
Concept Mapping
Builds on 40 years of cognitive science research
• Active Learning / Constructivist Approach
• Meaningful Learning
• Individual differences
• Structure new knowledge - seek relationships
• Connect new knowledge to existing knowledge
Hierarchical map
(Concept map)
Radial map
(Mind map)
CM: Political Science
CM: PBL
CONCEPT MAP
for Integration & Summary
Statement of the Problem
CENTRAL CONCEPT
Concept Map for Integration &
Summary
What we know
Case
Want to know
Hypotheses
LQ?
Statement of
the Problem
Learners
CENTRAL CONCEPT
Biological
Behavioral
Population
Care
BIOLOGICAL
Pleural Malignancy
POPULATION
PSYCHOSOCIAL
lethargy
unemployment
hypoxia + shortness
of breath
peripheral
edema
males entering
7th decade
CARE SYSTEM
BIOLOGICAL
Pleural Malignancy
POPULATION
lethargy
exudative
pleural effusion
WWII
compression
of right lung
ship-building
industry
hypoxia + shortness
of breath
peripheral
edema
PSYCHOSOCIAL
unemployment
family
problems
males entering
7th decade
CARE SYSTEM
BIOLOGICAL
Pleural Malignancy
POPULATION
lethargy
exudative
pleural effusion
WWII
compression
of right lung
pulmonary
artery
pressure
right sided
cardiac failure
peripheral
edema
PSYCHOSOCIAL
ship-building
industry
ventilation/perfusion
(V/Q) mismatch
hypoxia + shortness
of breath
asbestos
exposure
unemployment
stress
family
problems
males entering
7th decade
CARE SYSTEM
BIOLOGICAL
Pleural Malignancy
mesothelioma
POPULATION
PSYCHOSOCIAL
lethargy
exudative
pleural effusion
WWII
compression
of right lung
pulmonary
artery
pressure
right sided
cardiac failure
peripheral
edema
ship-building
industry
ventilation/perfusion
(V/Q) mismatch
hypoxia + shortness
of breath
asbestos
exposure
unemployment
stress
family
problems
males entering
7th decade
CARE SYSTEM
BIOLOGICAL
Pleural Malignancy
mesothelioma
POPULATION
PSYCHOSOCIAL
lethargy
exudative
pleural effusion
WWII
compression
of right lung
pulmonary
artery
pressure
right sided
cardiac failure
peripheral
edema
ship-building
industry
ventilation/perfusion
(V/Q) mismatch
hypoxia + shortness
of breath
asbestos
exposure
unemployment
stress
family
problems
males entering
7th decade
CARE SYSTEM
BIOLOGICAL
Pleural Malignancy
mesothelioma
POPULATION
PSYCHOSOCIAL
lethargy
exudative
pleural effusion
WWII
compression
of right lung
pulmonary
artery
pressure
right sided
cardiac failure
peripheral
edema
ship-building
industry
ventilation/perfusion
(V/Q) mismatch
hypoxia + shortness
of breath
asbestos
exposure
reduction in
work capacity
unemployment
stress
family
problems
males entering
7th decade
CARE SYSTEM
BIOLOGICAL
Pleural Malignancy
mesothelioma
POPULATION
PSYCHOSOCIAL
lethargy
exudative
pleural effusion
WWII
compression
of right lung
pulmonary
artery
pressure
right sided
cardiac failure
peripheral
edema
ship-building
industry
ventilation/perfusion
(V/Q) mismatch
hypoxia + shortness
of breath
asbestos
exposure
reduction in
work capacity
unemployment
stress
family
problems
males entering
7th decade
CARE SYSTEM
dependence on
Medicaid/ other
financial assistance
BIOLOGICAL
Pleural Malignancy
mesothelioma
POPULATION
PSYCHOSOCIAL
lethargy
exudative
pleural effusion
WWII
compression
of right lung
pulmonary
artery
pressure
right sided
cardiac failure
peripheral
edema
ship-building
industry
ventilation/perfusion
(V/Q) mismatch
hypoxia + shortness
of breath
asbestos
exposure
reduction in
work capacity
unemployment
stress
family
problems
males entering
7th decade
mesothelioma incidence
expected to peak in
2000, then decline
CARE SYSTEM
dependence on
Medicaid/ other
financial assistance
Class Activity
1.
2.
3.
Model how to create a concept map
Assign concept mapping after first or second class. Ask
students to keep building their map throughout semester.
(save new version each week to see progression)
Provide feedback, class discussions
Help with concept mapping integration:
Maria A. Blanco
Assistant Dean for Faculty Development
Office of Educational Affair
Assessment
1.
2.
3.
Maps are iterative
Feedback is required
Assessing maps is best done using a rubric
No “master map”
Rubric categories
1.
2.
3.
4.
Are all key concepts represented?
Are links describing relationships?
Is the knowledge structure changing over time?
Is information presented clearly and allows for a high level
of understanding?
Challenges
Student:
• Don’t see value: Disconnect from how they are tested
• Time consuming
• Difficult to do (gets easier over time)
Instructor:
•
•
•
•
New thing to learn
Doesn’t fit in traditional course & assessment model
Assessment / feedback might take longer
Student resistance
Challenges
Institutional level:
• Taking ownership and leadership
(implementing across curriculum)
• Promote alternative modes of assessment
• Provide support to faculty and students (technical,
instructional design)
If goal is integrative learning, who will assign, assess and
provide feedback on maps that represent students’
knowledge reflecting an entire unit?
Solutions
In the classroom:
•
Discuss learning challenges inherent to profession
(metacognitive awareness)
•
What we know about learning (cognitive therory)
•
Use regularly
•
Include as assessment method
Solutions
Institutional Level:
• Provide concept mapping training to students and
instructors
• Recognize concept mapping as valid assessment method
• Mandate concept mapping integration across curriculum
CM: Political Science
CM: Political Science
"When my students look at their concept
maps two or three years from now, they
will remember the concepts. They might
have forgotten the facts, but they will
remember the important concepts."
- Ronnie Olesker
Overview
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•
•
•
•
•
•
Concept / content mapping tool
Based at Tufts University
Supported by the Andrew W.
Mellon Foundation
Open Source (FREE!)
Cross-platform Desktop Application
(Mac, Windows)
OKI compliant
Usability: Apple Human Interface
Guidelines
http://vue.tufts.edu
Resources / OSIDs
• Fedora
• Flickr
• Jstor
• Museum of Fine Arts, Boston
• PubMed (NCBI)
• Sakai
• Summize Twitter Search
• Wikipedia (searched by Yahoo)
• Yahoo