The Concept map: A cognitive framework for the meaningful learning

AEME in-conference workshop 2014

Dr Mukhtiar BaigProf of Clinical Biochemistry/

Medical EducationistHead of Assessment Unit,

Faculty of Medicine, Rabigh, KAU, Jeddah, KSA

drmukhtiarbaig@yahoo.com

“I hear and I forget. I see and I remember. I do and I understand.”

(Confucius)

Objectives

• What is concept map?• What is the importance of concept

map?• What are the steps of construction

of concept map?

How do you study?• Do you read a chapter over the night

before a test, hoping you will remember all the information the next day?

• Do you try to memorize notes? • You are learning by rote memorization. • By rote memorization, information is

stored in your short-term memory.

Making a concept map helps you to:• Find relationships between ideas• Transfer information from short-term

memory to long-term memory.

Concept Map• The technique for visualizing

relationships among different concepts is called "Concept mapping".

• A diagram showing the relationships among concepts.

• A graphical tool for organizing and representing knowledge.

The reflectors of conceptual understanding of the topic.

• 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 visual formats.

• A picture is worth a thousand words.

• Concept maps offer a method to represent information visually.

• Concept maps help students to learn more meaningfully.

• Joseph D. Novak and his colleagues at Cornell University developed the concept mapping technique in the early 1970s.

There are two essential skills for student success.

Learning to think. Learning to learn. The concept mapping is among the

very best methods for teaching students of all ages how to think, and how to learn.

• A characteristic of concept maps is that the concepts are represented in hierarchical fashion.

• With the most inclusive, most general concepts at the top of the map.

• The more specific, less general concepts arranged hierarchically below.

• Concepts, usually enclosed in circles or boxes of some type.

• Relationships between concepts are indicated by a connecting line linking two concepts.

• Words on the line referred to as linking words or linking phrases, specify the relationship between two concepts.

• e.g., “gives rise to”, “results in”, “is required by”, or “contribute to” etc.

Importance of concept map technique

Clarify thinking. • Students see how ideas are connected• How information can be grouped or

organized. • Enable them to devote more of their

time to conceptual understanding rather than rote learning.

Reinforce understanding. • Students recreate, in their own words,

what they've learned. • This helps them absorb and internalize

new information, giving them ownership of their ideas.

Identify misconceptions. Just as a concept map shows what

students know, misdirected links or wrong connections reveal what they don't understand.

Steps of construction of concept map

1. Select key concepts. 2. Write the key concepts.3. Make an attribute list of the key

concepts.

4.Relate key concepts in a spatial relationship.

5. Rearrange spatial representations 6. Compare representation to the text.7.Review your concept map for

completeness.8. Review your concept map for clarity;

use arrows, colors, etc.

9. Review your concept map for form; check the positioning of each concept and link; make the whole picture compelling, attractive and inviting.

10. Show it to others.

11. Revise and improve as necessary.

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Homeostasis

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autocrine

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Mechanism of action peptides

steroids

Glycoproteins

Amines& eicosanoids

Water soluble

Lipid soluble

Intra cellular

Cell surface

Cell surface receptors

Act by binding to

Intracellular receptors

Gene trans- cription

Act via

Second messengers

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Subclassified asSubclassified as

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Sequential map

Topic

Examples: time lines, schedules, sequence of events or steps

Cyclical map

Topic

Examples: nutrient cycle, water cycle, air cycle

Hierarchical map

Topic

Category

Information

Information

Information

Category

Information

Category

Information

Information

Examples: Heredity, food chain, etc

Concept map

Topic

Cate-gory

Cate-gory

Cate-gory

Cate-gory

Concept Maps

IdeasPropositions

Concepts

Research & Assessment Tool

Misconceptions

Feelings &Values

Affective Objectives

Learning

Interest

Enjoyment

Motivation

Learning Effectiveness

LearningProcesses

Metacognition

Study & Revision AidLinear Text

ClassroomTeachers

K. S. Taber (1994) Physics Education 29(5) 276-281

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Concept map of concept mapping

Activity 1

• Construction of a concept map (paired activity)

Activity 2• Critique on constructed concept map (group activity)

Available software's

• A popular software used to create Concept Maps is Inspiration. http://www.inspiration.com.

• IHMC CmapTools is a multiplatform freeware

• Compendium is a freeware concept mapper, written in Java

Final message

• “It is not enough to do your best; you must know what to do, and THEN do your best.”

(W. Edwards Deming)

References • Bentley, B.J.F., et al. 2011). How not to lose your students with concept

maps, Journal of College of Science and Technology, 41(1), 61-68.• Bramwell S, (2014). The effects of using concept mapping for improving

advanced level biology students' lower- and higher-order cognitive skills. International Journal of Science Education, 36(5) 839-864.(2011 

• Kumar S., (2011). Benefits of testable concept maps for learning about pathogenesis of disease, Teaching &. Learning in Medicine 23(2),137-143.

• Lee, W. et al. (2013). The longitudinal effect of concept map teaching on critical thinking of nursing students, Nurse education today, 33(10),1219-23.

• Novak, J. D. & Cañas A. J. (2007). Theoretical origin of concept map, how to construct them, and use in education, Reflecting education, 3(1), 29-42.

• Novak, J., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them (Technical report IHMC CmapTools 2006-01 Rev 01-2008). Pensacola, FL: Institute for Human and Machine Cognition.

• Torre, D.M., Daley, B., Stark-schweitzer, T. (2007). A qualitative evaluation of medical student learning with concept maps, Medical Teacher, 29(9),949-55. 

Thank you for your attention