Chan defines a concept map as, “...a hierarchical form of structure diagram that illustrates conceptual knowledge and their relationships within a specific topic from general to specific concepts (Chan, 2009).” Each concept label is placed into a box and connected to each other with lines to signify a relationship and direction. These maps are most often used when brainstorming new ideas in both classrooms and the business world. Common terms for concept maps are flow charts and mind maps (Chan, 2009).

Concept Map Structure from http://goo.gl/FpJ56j

The idea of concept mapping was based on the cognitive theories of David Ausubel. One educational challenge is how to make learning new concepts meaningful. Ausubel’s theories stressed the important role prior knowledge plays in gaining a deeper understanding of new concepts. Concept maps, therefore, help students relate new concepts to what they already know and result in a deeper and more meaningful understanding (Chan, 2009).

A concept map can be used to gain an understanding of new information, access prior knowledge, organize plans for written documents (website, presentations, essays), problem solve and share knowledge with others (“What are concept maps?”).

Another challenge in education is that it is often difficult to understand how students organize their knowledge. Through the process of creating a concept map, teachers can observe their students analyze concepts (by listing all concepts that might be related to another topic) as well as synthesize concepts (by organizing them and showing relationships between them). Since concept maps graphically display a student’s knowledge, it is easier to identify misconceptions. 

When creating a concept map, teachers should either assign students a general topic or theme or let them choose their own. This topic should be vague and concise. For my example I will use the topic “Fruits.”

Next, students should brainstorm and list any and all topics and concepts related to the main theme. These can range from vague to specific concepts. My list for “Fruits” may include items like: color, green, yellow, banana, apple, orange, etc.

After students have exhausted their list, they must now evaluate which concepts are the “most general and inclusive” or “most important” and the “least general and inclusive” or “least important (“Classroom assessment…”).”

After the list of related concepts has been created, decide on the style of concept map you would like students to use: Spider or Hierarchical. In a Spider concept map, the main topic/theme is located in the center of the page and concepts wrap around it/branch out from it. The items closest to the center are the more general and inclusive ones and the items furthest from the center are the least general and inclusive. In a Hierarchical concept map, the main topic/theme is located at the top of the page and related concepts are listed below. The items closest to the top of the page are the more general and inclusive ones and the items toward the bottom are the least general and inclusive. A hierarchy concept map presents information in a descending order of importance with the most important information is placed at the top. Distinguishing factors determine the placement of the information.

While students can choose the type of concept map that works best for them in organizing their concepts, typically there are a few advantages and disadvantages to both. Spider maps are easy to create since a sub-concept can be added anywhere on the page (no specific order or ranking), it it can be difficult to clearly show relationships between concepts without the map getting messy from many cris-crossed lines. This map works well for brainstorming activities. Hierarchical maps display clear patterns and relationships (with levels of importance) but do not display as much interrelationships between concepts (since they become so specific). These maps work well for chronology and systems/processes (such as parts of the respiratory system).

In the following image we can see the same information for a medical syndrome displayed in a spider map style (left) and hierarchical style (right). In this case, the hierarchical style better communicates the relationships of these concepts related to the syndrome.

VonRecklinghausen Syndrom Concept Maps from http://goo.gl/mQHQbu

Once a style is selected, have students write their main topic/theme on the paper (at the top or center). Have them add the other topics around the main one, signifying a relationship between two items with a line. Words or phrases may also be added to a line to specify the type of relationship. In my example, a hierarchical style is used. Fruits that can be more than one color (apples) have a relationship line connected to each color that applies.

Simple Fruit Concept Map created by Kaitlin Fajks with Poplet app

Through this process, students are able to better understand the relationships between related concepts. Organizing information in this manner help them synthesize information in order to better see the “big picture.” Even concept maps with incorrect relationship connections can help a teacher identify misconceptions and better understand a student’s thought process and reasoning.

Joseph Novak developed the idea of concepts maps in 1972 based off of the learning theories of David Ausubel. The fundamental idea of Ausubel’s cognitive psychology is that learning takes place by the assimilation of new concepts into existing concepts and frameworks that the learner was previously aware of (Novak & Cañas, 2008).

Concepts are identified by children early on in their development. They observe the regularities of their world and assign labels to them. As they develop, children notice that there are relationships between these regularities. By age three, learning new concepts is heavily dependent upon language- obtain new knowledge/meanings by asking questions and receiving clarification (Novak & Cañas, 2008). This learning process is made easier through the use of props and pantomimes with children, or “hands on learning,” such as using a spoon to show children how to eat with one. “Hands on learning” strategies are effective even throughout adulthood since the process helps make the learning more meaningful.

Ausubel discovered that meaningful learning requires three things:

-The material to be learned must be conceptually clear and presented with language and examples relatable to the learner’s prior knowledge.

-The learner must possess relevant prior knowledge.

-The learner must choose to learn meaningfully (Novak & Cañas, 2008).

In this image from http://goo.gl/0TSla2 , we see how concept mapping aligns with meaningful learning strategies as opposed to rote ones.

Concept mapping provides students with a path to meaningful learning. When new concepts are mapped, students are able to relate the new concept to ones from their prior knowledge as well as organize this new information in a conceptually clear way. The new concept is therefore not thought of as a separate and independent being (such as when it is presented in a rote learning method such as flashcards for memorizing definitions).

Concept mapping also aligns with the Seven Affordances Framework developed by Dr. Bill Cope & Dr. Mary Kalantzis.

The most common way for teachers to utilize concept mapping is when introducing a new concept in class. One example, for a Biology class, would be the idea of the six kingdoms. If this is the first time students have completed a concept map, it would be most helpful to start the assignment as a whole class.

The teacher can write on the board “Six Biological Kingdoms” and then as students what we want to know about this concept, writing each one on the board as well. Students should list items like “title of each kingdom,” “examples,” “characteristics,” etc. After the general concepts have been established, ask students to begin expanding on each concept and providing specific examples (they may use reference materials and prior knowledge).

Once the list has expanded, ask students to then evaluate each of the items on the board- ranking them from most general and inclusive to least. Then begin brainstorming how to best organize these concepts with the most general concepts closest to the main concept in the center, and the least general concepts on the outside. The teacher may choose one of the six kingdoms to model, demonstrating how the line between concepts shows a relationship. Students should then work individually or with partners to develop their own map using the concepts on the board.

After students have completed their maps they should share them with their classmates to compare and contrast. The teacher may provide them with prompts like- What concepts are on one map but missing from yours? Is there a better way to organize your map then how you originally had?

Example of student work created on Popplet app

When you collect these maps, you can assess each student’s understanding of the main concept. Note correct and incorrect relationships and the clearness of the design. For future assignments a rubric like this one can help students better understand what to include on their map.

Teachers may also help guide their students in creating a concept map as a first step in organizing a writing assignment. The teacher may assign the main topic/concept and have students create a concept map of all related topics. They can then choose the ones that will best support the topic and develop them into paragraphs.

There are many websites and apps dedicated to creating and sharing concept maps online. The benefits of these programs is that they are automatically saved online, are collaborative with multiple students and teacher in real-time, contain multiple map design choices and are shared easily online (to the teacher or embedded on an ePortfolio).

Here are a few of the most popular programs:

• Creately (web)
• Inspiration (software)
• Lucid Chart (web)
• bubbl.us (web and iPad)
• Popplet (web and iPad)
• Mindomo (Android)
• Mindmeister (web, iPad, Android)

Introducing new concepts in the classroom can be made much more meaningful when they are learned the right way. Utilizing concept mapping can help accomplish this. This process requires students to recall prior knowledge, relate it to new concepts and then visually organize it logical format. While teachers must first model this process, and non-visual learner might initially be frustrated by this method of thinking, it is a very effective way for new content to be understood and remembered.

I recommend using a technology tool when creating concept maps with students. Since technology lets students easily edit and revise their work, work in real-time, collaboratively with other students and easily share maps with others it helps make the concept map tool even more effective as a learning strategy.

Chan C. (2009). Types of assessment methods: Concept map assessments. Retrieved from

http://ar.cetl.hku.hk/am_cm.htm.

Classroom assessment techniques: Concept mapping. Retrieved from

http://www.flaguide.org/cat/conmap/conmap3.php.

Novak, J. D., & Cañas, A.J. (2008). The Theory Underlying Concept Maps and How to Construct Them.

Retrieved from

http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf.

What are concept maps? Instructional Strategies Online. Retrieved from

http://olc.spsd.sk.ca/de/pd/instr/strats/conceptmap/index.html