Concept mapping is a technique for visualizing relationships between concepts. Joseph Novak developed concept mapping based on constructivist learning theories. A concept map uses circles or boxes to represent concepts, which are connected by arrows and labeled links to show relationships. Concept mapping can help students actively construct knowledge by integrating new concepts into existing cognitive structures. It has been used as a study tool to increase meaningful learning.

1. CONCEPT
MAPPING
Mr. Surendra Sharma
Assist. Professor
Swift Institute of Nursing

2. A BRIEF HISTORY OF CONCEPT
MAPPING
• Concept mapping is a technique for visualizing the
relationships among different concepts.
• A concept map is a diagram showing the relationships
among concepts. Concepts are connected with labeled
arrows. The relationship between concepts is articulated
in linking phrases, e.g., "gives rise to", "results in", "is
required by," or "contributes to“.
• It has subsequently been used as a tool to increase
meaningful learning in the sciences and other subjects as
well as to represent the expert knowledge of individuals
and teams in education.

3. Concept maps have their origin in the learning movement called
constructivism. In particular, constructivists hold that learners actively
construct knowledge. Novak's work is based on the cognitive theories, who
stressed the importance of prior knowledge in being able to learn new
concepts. "The most important single factor influencing learning is what the
learner already knows. Ascertain this and teach accordingly."
A BRIEF HISTORY OF CONCEPT MAPPING
Key References:
• Ausubel, D., Educational
Psychology: A Cognitive View,
Holt, Rinehart & Winston, (New
York), 1968.
• Novak, J.D. & Gowin, D.B.,
Learning How to Learn,
Cambridge University Press,
(Cambridge), 1984.

4. NOVAK’S CONCEPT MAPPING
TECHNIQUE
 The concept mapping technique was developed by Joseph
D. Novak at Cornell University.
 Novak concluded that "Meaningful learning involves the
assimilation of new concepts and propositions into existing
cognitive structures".
 Novak’s work was based on the theories of Ausubel.
 Novak and Gowan (1984) have developed a theory of
instruction that is based on Ausubel's meaningful learning
principles that incorporates "concept maps" to represent
meaningful relationships between concepts and
propositions.
Corbett, 2004

5.  A cognitive map is a “kind of visual road map
showing some of the pathways we may take to
connect meanings of concepts.”
 According to Novak and Gowan, concept maps
should be hierarchical.
 The more general, more inclusive concepts
should be at the top of the map, and the more
specific, less inclusive concepts at the bottom
of the map.
Corbett, 2004

6. WHAT IS CONCEPT MAPPING?
 Concept mapping is a technique for representing
knowledge in graphs.
 Knowledge graphs are networks of concepts.
 Networks consist of nodes and links.
 Nodes represent concepts and links represent the
relations between concepts.
Corbett, 2004

7.  Concepts and links are labeled.
 Links can be non-, uni- or bi-directional.
 Concepts and links may be categorized. They can be
 simply associative,
 Specified, or
 divided in categories such as causal or temporal relations.
Corbett, 2004

8. DEFINITION
 A concept map is a graphical representation of a
person's (student's) knowledge of a domain. (Alpert
& Grueneberg, 2001).
 The arrangement of major concepts from a text or
lecture into a visual arrangement. Lines are drawn
between associated concepts, and relationships
between the connected concepts are named. These
concept maps reveal the structural pattern in the
material and provide the big picture. ( Diane Ehrlich
2006 )

9. PURPOSES OF CONCEPT MAPPING
Plotnick (1997) lists five purposes of concept
mapping:
 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

10. CONCEPT MAPPING IN EDUCATION
Rationales for concept mapping in education are based on
several connected ideas:
• General writing-to-learn arguments like writing favors
making connections, or writing in a different genre favors
meta-cognitive activities.
• Concept maps can prepare writing, assist in exploration and
reading and be used as planning tools. More precisely:
concept maps can be used as a creativity / brainstorming
tool, as note taking tool, as planning tool for writing (in
particular hypertexts) or project (e.g. conjecture map), as
tool to express and communicate complex ideas.
• Concept maps could an assessment tool for the teacher
and/or could be used as teaching materials.

11. TYPES OF CONCEPT MAPS
Four major categories of concept maps
"Spider": 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.
"Flowchart": Organizes information in a linear format.
"Hierarchical": Presents information in a descending order
of importance. The most important information is placed on
the top. Distinguishing factors determine the placement of the
information.
"Systems": Organizes information in a format which is similar
to a flowchart with the addition of 'INPUTS' and 'OUTPUTS'.

12. MEANINGFUL LEARNING
CONTRASTED WITH ROTE LEARNING
 Rote Learning
Arbitrary, verbatim, non-substantive
incorporation of new knowledge into cognitive
structure.
No effort to integrate new knowledge with existing
concepts in cognitive structure.
Learning not related to experience with events or
objects.
No affective commitment to relate new knowledge
to prior learning.

13.  Meaningful Learning
Non-arbitrary, non-verbatim, substantive
incorporation of new knowledge into cognitive
structure.
Deliberate effort to link new knowledge with higher
order concepts in cognitive structure
Learning related to experiences with events or
objects.
Affective commitment to relate new knowledge to
prior learning.

14. CONCEPT MAPPING AS A STUDENT
LEARNING TOOL
 To learn course material
 Students can use concept maps to take class notes.
 Students can use concept maps to organize class notes or course
material.
 To integrate course content
 Students can use concept maps to connect material learned
throughout the semester.
 To integrate material across different courses
 Concept mapping can foster a student's understanding of how
different courses relate if they map the prominent concepts from
different courses that they have taken (e.g. compose one map of
terms from a statistics class and a research design class).

15.  To assess their own learning. Concept maps can be used to
assess changes and growth in the students' conceptual
understanding as a result of instruction received in the
course.
 Learning can be evaluated before a course begins (to evaluate
students' prior knowledge), during the semester (to evaluate
changes in the students' knowledge), and/or at the end of the
semester (to evaluate the students' knowledge after all course
material has been covered).
 Concept maps can be used to evaluate changes in learning over time
and to evaluate end of course knowledge.
 A concept map can provide feedback to the student so that
s/he can check her/his understanding of the material to see
if any connections are missing.

16. HOW TO CREATE A CONCEPT MAP
1. Identify the important terms or concepts that you want
to include on your map
2. Arrange concepts in a pattern that best represents the
information
3. Use circles or ovals to enclose an important term or
concept within the topic
4. Use straight lines with arrows (single or double-
headed) to link terms that are related
5. Use a word or phrase of words as labels along the lines
to designate the relationship between two connected
terms

17. 1. IDENTIFY THE IMPORTANT TERMS OR
CONCEPTS THAT YOU WANT TO INCLUDE ON
YOUR MAP
 There are three strategies to identify important
concepts to include concepts on a concept map:
An instructor generated list and students are not
permitted to add their own concepts
An instructor generated list but the students are allowed
to add their own concepts to the list
An entirely student-generated list of concepts on a
particular subject
 For novice concept mappers, it is probably best to
have the terms provided.

18. 2. ARRANGE CONCEPTS IN A PATTERN THAT BEST
REPRESENTS THE INFORMATION
 One can choose to use a hierarchical or non-
hierarchical structure.
 The use of hierarchical or non-hierarchical maps
may have different benefits in terms of pedagogy
and assessment.
 Novice mappers may want to create their concept
maps using post-it notes so that they can easily
change the location of any concept before a final
version is constructed.

19. 3. USE CIRCLES OR OVALS TO ENCLOSE AN
IMPORTANT TERM OR CONCEPT WITHIN THE
TOPIC
 Each circle or oval should enclose only one
term or concept. However, terms can be more
than one word.

20. 4. USE STRAIGHT LINES WITH ARROWS (SINGLE
OR DOUBLE-HEADED) TO LINK TERMS THAT ARE
RELATED
 Each line should link only two concepts.
 However, there is no limit to the number of
links stemming from any one term.
 Pay close attention to the direction of the
arrowheads on the linking lines when labeling
them.
 Each concept is defined by its relation to
other concepts within the topic. Relations
include: superset, subset, attribute, part-
whole.

21. 5. USE A WORD OR PHRASE OF WORDS AS LABELS
ALONG THE LINES TO DESIGNATE THE RELATIONSHIP
BETWEEN TWO CONNECTED TERMS
 Each line should have a label that describes
the relationship between the two terms it
connects.
 Example:
Important
term
Important
term
Important
term
Important
term
relationship link
relationship link
mutual
relationship link
mutual
relationship
link
feedback
loop link

22. EXAMPLES OF CONCEPT MAPS

24. HOW TO MAKE CONCEPT MAPPING A
FRUITFUL EXERCISE
 Students need to producing maps; the more they do it, the better
they’ll understand the process.
 Begin with a simple topic, using a small number of concepts.
 Work through example(s) with the group, modifying the map
where necessary – using post-it notes can help to develop
confidence and facilitates changes.
 Emphasize importance of thinking about all possible links.
 Emphasize importance of writing down the nature of the links.
 Emphasize that there is no single “correct” answer; often more
than one appropriate link.
 Emphasize importance of using arrows and their direction in
describing the proposition.

25. STEPS IN CONCEPT MAP CARE PLANNING
 The nursing process is foundational to developing and
using the concept map care plan or any other type of
nursing care plan. The nursing process involves
assessing, diagnosing, planning, implementing, and
evaluating nursing care.
 These steps of the nursing process are related to the
development of concept map care plans and the use of
care plans during patient care in clinical settings.
Cont….

26. STEPS IN CONCEPT MAP CARE PLANNING
 Step 1: Develop a Basic Skeleton Diagram
 Step 2: Analyze and Categorize Data
 Step 3: Analyze Nursing Diagnoses Relationships
 Step4: Identifying Goals, Outcomes, and
Interventions
 Step 5: Evaluate Patient’s Responses

27. STEP 1: DEVELOP A BASIC SKELETON DIAGRAM

28. STEP 2: ANALYZE AND CATEGORIZE DATA

29. STEP 3: ANALYZE NURSING DIAGNOSES
RELATIONSHIPS

30. STEP4: IDENTIFYING GOALS, OUTCOMES, AND
INTERVENTIONS
STEP 5: EVALUATE PATIENT’S RESPONSES

31. SOME RESEARCH ON CONCEPT
MAPS
 Freeman and Urbaczewski (2002??): 62
undergraduate telecommunication students created 3
maps during Spring 2001 semester; maps increased
in size/complexity, and similarity to “expert map”
 BouJaoude and Attieh (2003):60 Grade 10 Chemistry
student created maps for homework; females and low
achievers scored higher on their post-tests

32. REFERENCES
 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.
 Novak, J.D. (1991) "Clarify with Concept Maps: A tool for students and teachers alike," The
Science Teacher, 58 (7), pp. 45-49.
 http://cmap.coginst.uwf.edu/info/
 http://users.edte.utwente.nl/lanzing/cm_home.htm
 http://www-personal.umich.edu/%7ejmargeru/conceptmap/types.htm
 Use of concept maps in teaching:
http://www.fed.cuhk.edu.hk/~johnson/misconceptions/concept_map/cmapguid.html