CONCEPT MAPPING
A TEACHING STRATEGY
BY:
NATALIE WOOLDAND, RN, BSN
WHAT IS CONCEPT MAPPING?
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“A concept map is a special form of a web diagram for exploring
knowledge and gathering and sharing information”. (The Graphic
Organizer, n.d.)
“Concept Mapping is the strategy employed to develop a concept map”.
(The Graphic Organizer, n.d.)
“Concept Mapping is a contemporary nursing educational strategy that can
be used to promote motivation y enabling the learner to integrate previous
learning with newly acquired knowledge through diagrammatic mapping,
which facilitates the gaining of complex knowledge with visual links”.
(Bastable, 2008, p. 621)
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A way of representing relations between ideas, images or words, in the
same way that a road map represents the locations of highways, and towns
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Also known as: Semantic networks, cognitive structures, knowledge
structures, conceptual knowledge. (The virtual Institute, n.d)
DESCRIPTION
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A concept map consists of nodes/cells that contain a concept,
item or question and links. The links are labeled and denote
direction with an arrow symbol. The labeled links explain the
relationship between the nodes. The arrow describes the
direction of the relationship and reads like a sentence.
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Identify a focus question that pertains to the problem one
wishes to address on the map. Present in a hierarchal manner,
with general concepts at the top and more specific concepts
below. Should have cross-links that depict a connection or
relationship of knowledge.
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The focus is the relationships among concepts
DESCRIPTION CONT.
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Four major categories of concept maps:
1. Spider Concept Map- organized by placing the
central theme or unifying factor in the center of the map.
Outwardly radiating sub-themes surround the center of the
map.
2. Hierarchy Concept Map- present information in a
descending order of importance. The most important
information is placed on the top.
3. Flowchart Concept Map- organizes information in a linear
format.
4. Systems Concept Map- Organizes information in a
format which is similar to a flowchart with the
addition of inputs and outputs.
EXAMPLE
APPLICATION OF COGNITIVE
LEARNING THEORY
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Cognitive learning, a highly active process largely directed by
the individual, involves perceiving the information,
interpreting it based on what is already known, and then
reorganizing the information into new insights or
understanding. (Bastable, 2008, p. 60)
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Like cognitive theory, concept mapping also involves
interpreting information based on what is already known, and
what is being taught and reorganizing the information into a
new understanding.
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Involves critical thinking and understanding.
APPLICATION TO TEACHING
SITUATION
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Introducing a topic domain or course- At the beginning of a course, or at
the beginning of a major unit or topic within a course, use as a means of
conveying to the students what will be studied and provide them with a bigpicture overview of the topic. Create a map on the board/computer, and
have students follow it and comment on it. Have students create individual
or small-group concept maps based on their understanding of the topic at
that point in time. Use these as a reference point for the course or unit.
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Use as a learning tool- used as an alternative to note taking. Recall is
easier, main ideas are more clearly defined and relative importance of each
idea is clearly indicated, links between concepts are immediately
recognizable, allows for easy addition of new information. Used in lieu of
more traditional classroom outlines.
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Mid-Term assessments and reviews- The presence of concepts and
relationships on a map can provide an instructor with a snapshot of student
knowledge and understanding. The proximity and connection of key
concepts provide insight for instructors attempting to evaluate how ideas
from class are being incorporated.
APPLICATION CONT.
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End-of-course assessments and reviews- allows to see what students are
learning over the course of their collegiate careers and how they can apply
it. Allows for greater synthesis of seemingly disparate topics that the
traditional examination would allow
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Study guides- concept maps are learning tools, a method for focusing the
process of studying in a constructive way.
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Knowledge reflection and integration tool- concept mapping provides a
method for learners’ self-assessment of their own learning.
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Planning tool- they provide a shorthand form for organizing and
sequencing ideas.
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Way of note taking
Aid in group brainstorming
Provides graphics for presentations and term papers
Used in hospital setting to link symptoms to possible diagnosis in complex
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APPROPRIATE SETTINGS
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College level setting
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Nursing School
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Research
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College level classroom
setting
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Hospital
PROS/CONS
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Concept maps are easy to use.
Provide tools for spatial
representations of content, which
helps memory.
Enhances comprehension and the
retention of ideas.
Demonstrate the
interconnectedness of ideas.
Improve problem-solving
performance in learners.
Promotes deep processing of
knowledge, and better
understanding.
Promotes the ability to apply
knowledge in new situations.
Develops students; capacity to
learn independently.
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Can not truly map ones mind, just
what we think is in the mind.
Have a limited ability to represent
casual relationships
The knowledge the concept map
represents is dynamic, it changes
with the experiences and
backgrounds of those producing
the maps.
ADAPTATION
Rules to govern the construction of concept maps.
1. Concepts are located in rectangles or other geometric forms. Concepts can
be represented by single key words or phrases or simple drawings. Arcs
are lines used to connect the concepts. Linking works are sometimes
written on the arcs to describe the relationship between the two concepts.
2. The linking words should specifically explicate the relationship between the
two concepts. Together with the two concepts, the linking words form a
proposition. It should be noted that the literature views these linking
words is optional in terms of concept map construction.
3. No right map exists, as all maps are idiosyncratic to each individual.
4. The interconnections between concepts give rise to the power of the
concept map. More interconnections and cross-linkages are an indication
of a greater complexity and sophistication of understanding.
5. Determine the topic or domain of interest to be modeled, write that term
(concept) in the middle of a sheet of paper, think of related concepts to
that initial one and begin writing them down on the paper near the first
term, connect related concepts with lines, and keep adding more
concepts and relationship lines to the map as it grows.
EVALUATION
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The number of nodes indicates the breadth of the map. The number of node/link
combinations indicate completeness. The ratio of instances to concepts is an
indicator of how well integrated the concepts in the domain are embedded. The
depth can be measured by levels of nodes represented, is the linking valid? Are the
relationships clear and descriptive? Is accuracy of the information included in the
map?
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Evaluated and graded according to the use of hierarchal organization, progressive
differentiation, and integrative reconciliation of concepts.
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The presence of concepts and relationships on a map can provide an instructor with
a snapshot of student knowledge and understanding. The proximity and connection
of key concepts provide insight for instructors attempting to evaluate how ideas
from class were absorbed by students. Aids the instructor in assessing what
students understand and how they relate the material to the overall course goals.
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Counting the total number of concepts, counting the total number of relationships,
measuring the map complexity, comparing the maps to that of an expert or an
instructor, or comparing the maps from the beginning or middle of the semester to
the maps created at the end of the semester.
CONCLUSION
Concept maps will enhance learning and promote the use of
various critical thinking cognitive skills, such as analysis,
interpretation, inference, explanation, and self-regulation. It
will challenge students to think more critically, and prepare
them for the high-stake demands in nursing that often require
time-constrained novel problem solving. There are many
occasions where the concept map is an appropriate tool for
assessing learning and synthesis of major areas, ether as an
additional tool to use alongside more traditional assessment
methods or as a replacement for them. Concept maps are also
a helpful tool for the instructor to use in representing material
to the class.
REFERENCES
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Bastable, S. (2008). Nurse as Educator: Principles of Teaching
and Learning for Nursing Practice (3rd ed.). Sudbury, MA.
Chiou, C.C. (2008). The Effect of concept Mapping on
Students’ Learning Achievements and Interests. Innovations in
Education and Teaching International, 45(4), 375-387.
Retrieved April 9, 2009, from Academic Search Premier
database.
Croasdell, D.T., Freeman, L.A., & Uraczeqski, A. (2003).
Concept Maps for Teaching and Assessment. Communications
of the Association for Information Systems, 12, 396-405.
Retrieved April 10, 2009, from
www.acis.pamplin.vt.edu/faculty/tegarden/3516/handouts/CAI
S2003-Croasdell.pdf.
REFERENCES CONT.
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The Graphic Organizer. (n.d.). Concept Maps.
Retrieved April 9, 2009, from
www.graphic.org/concept.html
The Virtual Institute. (n.d.). Concept Maps. Retrieved
April 10, 2009, from
www.ettc.net/techfellow/inspir.htm
Vacek, J.E. (2009). Using a Conceptual Approach
with concept Mapping to Promote Critical Thinking.
Educational Innovations, 48(1), 45-48. Retrieved
April 10, 2009, from CINAHL with Full Text
database.