What are Concepts
and propositions?
Primary elements of knowledge are concepts. Knowledge
is factual or procedural information. A concept is a generalization
drawn from particulars. Concepts are
defined as “perceived regularities in events or objects or record of events or
objects, designated by a label” (Novak 1998).Proposition is a pair of concepts with
their linking phrases. Propositions
are knowledge units.
Origin of concept
mapping
Concept mapping was developed by Joseph D. Novak
in 1960s. The idea of concept mapping is based on meaningful
learning theory of Ausubel (1960). Novak (2001) described concept map ‘as tools
for organizing and representing knowledge’.
What is a Concept
map?
Concept map is a visual illustration displaying
the organization of concepts and outlining the relationship among or between
these concepts (Hoffman and Novak 2003). In brief, concept mapping is a
technique to visualize the relations between concepts (Novak 1998).
Objective of
concept mapping
The primary function of the brain is to
interpret incoming information to make meaning. It is easier for the brain to
make meaning, when information is presented in vision formats.
Definition of
concept map
A concept mapping is a technique used to
organize information or thoughts.
Principles of
concept mapping
The key ideas in a concept map are presented in
hierarchical order, which moves from the
most general to more specific concepts. The key ideas are additionally
presented in domains or clusters, which visually define their association and
related boundaries. The nature of interrelationship between the key ideas can
be identified from the use of ‘relationship
lines’. The terminal point of the hierarchical representation of ideas is illustrated
by the use of ‘end examples’. It is
possible to use colors or symbols or
directional arrows to further illustrate the boundaries, relationships and
interrelationships between the key ideas. If necessary, academic references can
be included.
Description of
concept map
Concept maps are
two-dimensional, hierarchical diagrams that show the structure of knowledge
within a discipline. It is composed of concept labels, each enclosed in a box
or oval and a series of labeled linking lines showing general-to-specific
organization.
Components of
concept maps
·
Nodes represent concepts.
·
Lines represent relations between concepts.
·
Labels on the lines describe the nature of the
relationship.
·
Arrow heads indicate direction of the relationship.
Characteristics of
concept maps
Concept maps have structure -Linear/horizontal;
Hierarchical/non-hierarchical.
Concept
maps are based on propositions.
Concept
maps represent a particular domain of knowledge. Concept maps illustrate patterns and relationships
among concepts.
Kinds of concept
maps
Hierarchical maps represent
information in a descending order of importance. The key concept is placed on
the top and subordinate concepts represented below. Non- hierarchical
maps
represent information in a cluster or network pattern.
Purpose: Concept Mapping is
used to generate ideas (brain
storming, etc.), to design a complex structure (long texts, hypermedia, large
web sites, etc.) and to communicate complex ideas. It aids learning by
explicitly integrating new and old knowledge. It helps to assess
understanding or diagnose misunderstanding.
Why create concept maps?
Concept maps allow any body to
organize lots of information on a paper in a form that is easily understood. Concept maps allow you to visualize connections
within the information.
Goals
of Concept map design
1. Clarity - conceptual clarity, visual clarity
2. Order-Title - overall
pattern
3. Balance-overall layout of all map elements
4. Unity and Harmony-pleasing look
5. Visual hierarchy-relative importance
Construction of a
concept map- Stages in the construction of
a concept map
1.
Brainstorming stage
2.
Organizing stage
3.
Layout stage
4.
Linking stage
5.
Revising stage
6.
Finalizing stage
1.
Brainstorming stage- all terms and
concepts associated with the topic of interest is first reviewed and listed in
a paper. Each concept is written in one word or phrase
per note. Don't worry about redundancy. A largest possible
list is generated.
2.
Organizing stage- the concepts can
be spread on a sheet of paper. The most
general (super-ordinate) and least general (sub-ordinate) can be identified. Groups
and subgroups of related items can be created. The items can be grouped to
emphasize hierarchies. The terms that represent higher categories can be
identified. The items can be rearranged and omitted items can be introduced.
3.
Layout stage – the terms can be
arranged based on inter relationships and connections among groupings. Within sub-grouping, closely related items can be
placed nearer to each other.The items can be
connected in the form of a simple sentence that shows the relationship between
them.
4.
Linking phase- Lines with arrows(reading
direction)can be used to connect the items. A word or short phrases can be written over each arrow
to specify the relationship. Many arrows can
originate or terminate on important concepts which display depth of your
knowledge.
5.
Revising stage- the draft concept map is carefully examined to organize information. The concepts can be
rearranged to emphasize organization and appearance. The
organization can be simplified by removing or combining items. Consider adding color or different fonts.
6. Finalizing the concept map- The
arrangement of items that conveys better understanding can be finalized. By using colors,
fonts and shapes the concept map can be improved.
Outline
of concept mapping
·
Identify the key concepts of a topic (i.e., make a list);
·
Rank concepts from broad to specific;
·
Place broadest concept at the top;
·
more specific concepts below;
·
Link concepts with action words;
·
Group closely related concepts;
·
Rework this preliminary concept map by adding,
deleting renaming words and links;
Evaluating concept maps
1. Concept recognition - identifying the relevant
concepts in a given topic
2. Grouping -
appropriate linking of concepts.
3. Hierarchy – more
inclusive concepts at top, more specific concepts at lower end of map.
4. Branching - the
level of differentiation of concepts
5. Propositions
–meaningful sentences
6. Accuracy and
thoroughness – the concept maps are analyzed for correct concept relations,
missing concepts and misconceptions.
7. Organization –It must
be in hierarchical order with a title.
8.
Appearance –It must be neat and orderly.
9. Cross links- the
map show meaningful connections.
10.
Creativity-It must effectively communicate concepts/stimulate
interest.
Practical
applications
·
Easy to take notes during lecture
·
Excellent aid to group brainstorming
·
Planning your lecture / studies / career
·
Providing graphics for your presentation
·
Refine your creativity and critical thinking
Use of concept map
in student learning
·
Improve clarity of thought;
·
Assimilate more information;
·
Achieve deeper understanding;
·
Improve memorization;
·
Improve coherence;
·
Enhance clarity of relations
Educational use
o
Note taking and summarizing
o
Knowledge elicitation
o
Knowledge capturing
o
New knowledge creation
o
Knowledge preservation (retention).
o
Modeling expert knowledge
o Knowledge sharing.
Educational
benefits
·
An instructional tool.
·
A meaningful learning tool.
·
An assessment tool.
·
A curriculum designing guide.
·
A research tool for critical thinking.
References
Novak J D 1991 Clarify with
Concept maps: A tool for students and teachers alike The Science Teacher 58(7)
45-49
Novak J D and D B Gowin 1986
Learning How to learn, Cambridge University Press, London
Moreira M A 1979 Concept maps
as tools for teaching, Journal of Science Teaching VIII(5):283-286
Ausubel, David P. (1968).
Educational Psychology, A Cognitive View. New York: Holt, Rinehart and Winston,
Inc.
Ausubel, David P. (1967).
Learning Theory and classroom Practice. Ontario: The Ontario Institute for studies
In education.
Ausubel, David P. (1963). The psychology
of meaningful verbal learning. New York:
Grune & Stratton.Angelo, T. A. and Cross,
K. P. Classroom Assessment Techniques, A Handbook for College Teachers
(2nd ed., p. 197).
Jossey-Bass, San Francisco, 1993.
Jonassen, D.H., Beissneer K.,
and Yacci, M.A. (1993) Structural Knowledge: Techniques for Conveying,
Assessing, and Acquiring Structural Knowledge. Hillsdale, NJ: Lawrence
Erlbaum Associates.
