Teaching science using concept maps

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)

1. Presented by
Dr. B. Victor., Ph. D
Email :
[email protected]
Blog: bonvictor.blogspot.com

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. 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. Knowledge is factual or procedural
information.
Knowledge is the combined result of
learning, experience and training.

5. Origin of concept mappingOrigin 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. 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. Concept map is a visual illustration
displaying the organization of concepts and
outlining the relationship among or between
these concepts. (Hoffman and Novak 2003)
What is a Concept mapWhat is a Concept map ? ?

8. A concept mapping is a
technique used to organize
information or thoughts.

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. 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.

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. 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. Composed of
Depends on
Is influenced by
Is affected by
Includes
causes

14. Linking concepts is the most
important aspect of concept
mapping
Cross-links represent relationships
between concepts in different
domains of the concept map.

17. are
Living
things
Plants
Living
things
Plants
Dog
First stage
are
eats
GrassCow
is an animal
is a plant
is an animal
are
Animals
Final stage

18. Molecule
s
States
Gas
Water
Motion
LiquidSolid
have can be
can be can be
Simple
concept map
can
change
can be
determine

19. Linking verbs
Concept Concept
Linking verbs
Concept Concept
Linking verbs
Unidirectional relationship
Bi-directional relationship

20. 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.

21. 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.

22. 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.

23. 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

24. A concept
map
can be used to contains
Organize information
Two important
components
Vocabulary Ideas Linking wordsMajor topics
Helps to integrate
new words into
prior knowledge
Show relationship
between the ideas
Describe
relationships
between concepts
Subtopic
such as such as one is the other is
that
that branches thatwhich

26. 1.Brainstorming
stage
2.Organizing stage
3.Layout stage
4.Linking stage
5.Revising stage
6.Finalizing stage

27. List all terms and concepts
associated with the topic of
interest.
Write them in one word or
phrase per note.
Don't worry about
redundancy.
Generate the largest possible
list.

28. 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.

29. 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.

30. 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.

31. 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.

32. Finalize the arrangement of items
that conveys better understanding.
Be creative by using colors, fonts
and shapes.

33. 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;

34. an instructional tool.
a tool to promote
meaningful learning.
an assessment tool.
a curriculum organizing
guide in teaching.
a mind tool for critical
thinking.

35. 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

36. Concept recognition - identifying the
relevant concepts in a given topic
Grouping - appropriate linking of concepts.
Hierarchy – more inclusive concepts at top,
more specific concepts at lower end of map.
Branching - the level of differentiation of
concepts
Propositions –meaningful sentences

37. 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?

38. 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

39. Improve clarity of thought;
Assimilate more information;
Achieve deeper understanding;
Improve memorization;
Improve coherence;
Enhance clarity of relations

40. easy to use.
improve learning
improve understanding.
Influence knowledge construction

41. Note taking and summarizing
Knowledge elicitation
Knowledge capturing
New knowledge creation
knowledge preservation (retention).
modeling Collaborative knowledge and
the transfer of expert of knowledge
Knowledge sharing.

45. 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

46. 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.

47. 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.

48. •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 :
[email protected]