Teaching science using concept maps


Published on

Concept mapping was developed by Joseph D. Novak in 1960s.
Concept map is a visual illustration displaying the organization of concepts and outlining the relationship among or between these concepts. (Hoffman and Novak 2003)

Published in: Education

Teaching science using concept maps

  1. 1. Presented by Dr. B. Victor., Ph. D Email : bonfiliusvictor@gmail.comBlog: bonvictor.blogspot.com
  2. 2.  Definitions of concept maps, propositions and knowledge. Components, characteristics and kinds of concept maps. Purpose of concept mapping. Method of creating concept maps.
  3. 3.  Primary elements of knowledge are concepts. 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)
  4. 4.  Knowledge is factual or procedural information. Knowledge is the combined result of learning, experience and training.
  5. 5. 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).
  6. 6.  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.
  7. 7. What is a Concept map ? Concept map is a visual illustrationdisplaying the organization of concepts andoutlining the relationship among or betweenthese concepts. (Hoffman and Novak 2003)
  8. 8.  A concept mapping is a technique used to organize information or thoughts.
  9. 9.  Concept maps are two-dimensional, hierarchical diagrams that show the structure of knowledge within a discipline. Composed of concept labels, each enclosed in a box or oval, a series of labeled linking lines and general-to- specific organization.
  10. 10. Nodes represent concepts.Lines represent relations between concepts.Labels on the lines describe thenature of the relationship. Arrow heads indicate direction ofthe relationship.
  11. 11.  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.
  12. 12.  Hierarchical maps represent information in a descending order of importance. The key concept is on top and subordinate concepts fall below Non- hierarchical maps represent information in a cluster or network pattern
  13. 13.  Composed of Depends on Is influenced by Is affected by Includes causes
  14. 14.  Linking concepts is the most important aspect of concept mapping Cross-links represent relationships between concepts in different domains of the concept map.
  15. 15. Living First stage things are Living things Plants are areFinal stage Animals Plants is an animal is an animal is a plant eats Dog Cow Grass
  16. 16. Molecule have s can be Motion Water determine can States change Simpleconcept map can be can be can be Solid Gas Liquid
  17. 17. Unidirectional relationship Linking verbs Concept Concept Bi-directional relationship Linking verbsConcept Concept Linking verbs
  18. 18.  to generate ideas (brain storming, etc.). to design a complex structure (long texts, hypermedia, large web sites, etc.). to communicate complex ideas to aid learning by explicitly integrating new and old knowledge. to assess understanding or diagnose misunderstanding.
  19. 19.  Concept maps allow any body to organize lots of information into a form that is easily understood. Concept maps allow you to visualize connections within the information. Concept maps provide you a way to organize your thoughts onto paper.
  20. 20.  Whenever you need to organize information - this can vary from person to person. If you find concept maps useful, then use them. If you find them confusing, modify them so they become useful to you - asking questions can help you with this process.
  21. 21. 1. Clarity Conceptual clarity Visual clarity2. Order Title - overall pattern3. Balance Overall layout of all map elements4. Unity and Harmony Pleasing look5. Visual hierarchy Relative importance
  22. 22. A concept can be used to map contains Organize information Two important components such as such as one is the other is Vocabulary Ideas Major topics Linking wordswhich that that branches thatHelps to integrate Show relationship Describe new words into between the ideas Subtopic relationships prior knowledge between concepts
  23. 23. 1. Brainstorming stage2. Organizing stage3. Layout stage4. Linking stage5. Revising stage6. Finalizing stage
  24. 24.  List all terms and concepts associated with the topic of interest. Write them in one word or phrase per note. Dont worry about redundancy. Generate the largest possible list.
  25. 25.  Spread concepts on a blackboard so that all can be read easily. Create groups and subgroups of related items Group items to emphasize hierarchies Identify terms that represent higher categories. Rearrange items and introduce new items omitted initially.
  26. 26.  Arrange terms based on inter relationships and connections among groupings Within sub-grouping, place closely related items nearer to each other connect the items in the form of a simple sentence that shows the relationship between them.
  27. 27.  Use lines with arrows to connect the items. Write a word or short phrases for each arrow to specify the relationship. Many arrows can originate or terminate on important concepts.
  28. 28.  Carefully examine the draft concept map. Rearrange concepts to emphasize organization and appearance. Remove or combine items to simplify. Consider adding color or different fonts.
  29. 29.  Finalize the arrangement of items that conveys better understanding. Be creative by using colors, fonts and shapes.
  30. 30.  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;
  31. 31.  an instructional tool. a tool to promote meaningful learning. an assessment tool. a curriculum organizing guide in teaching. a mind tool for critical thinking.
  32. 32.  Enable understanding of a topic. Allow to explore new information and relationships Access prior knowledge Gather new knowledge and information Share knowledge and information generated Help thinkers document and describe their thinking
  33. 33. Concept recognition - identifying therelevant concepts in a given topicGrouping - appropriate linking of concepts.Hierarchy – more inclusive concepts at top,more specific concepts at lower end of map.Branching - the level of differentiation ofconceptsPropositions –meaningful sentences
  34. 34. Accuracy and thoroughness 1. Are the concepts and relations correct? 2. Are the important concepts missing? 3. Are any misconceptions apparent?Organization -Does the map show hierarchy? Does it have a title?Appearance - Is it neat and orderly?Cross links- Does the map show meaningful connections?Creativity- does it effectively communicate concepts/stimulate interest?
  35. 35.  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
  36. 36. Improve clarity of thought;Assimilate more information;Achieve deeper understanding;Improve memorization;Improve coherence;Enhance clarity of relations
  37. 37.  easy to use. improve learning improve understanding. Influence knowledge construction
  38. 38. Note taking and summarizingKnowledge elicitationKnowledge capturingNew knowledge creationknowledge preservation (retention).modeling Collaborative knowledge andthe transfer of expert of knowledgeKnowledge sharing.
  39. 39.  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
  40. 40.  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.
  41. 41. Final thoughts Concept maps organize your thinking to improve your memory. Formation of concepts and their use is of critical importance for a learner to be successful in his studies.
  42. 42. • Dr.B.Victor is a highly experienced professor, recently retired from the reputed educational institution- St. Xavier’ s College(autonomous), Palayamkottai, India-627001. He was the dean of sciences, assistant controller of examinations and IQAC co-ordinater. He has more than 32 years of teaching and research experience He has taught a diversity of courses and he has supervised 12 Ph. D research scholars . Send your comments to : bonfiliusvictor@gmail.com