Syntax of Concept Mapping

Four well defined phases of Concept Mapping were evolved after rigorous discussions
with experts in the subject and technique of drawing concept maps. These are
Presentation of Abstraction Propositional Phase Application and Closure
Phase I : Presentation of Abstraction : First the students are presented with a
definition or a generali!ation. "ince a generali!ation arises from common characteristics
of various concepts "econdl# the students are as$ed to identif# various concepts and
sub%concepts. Thirdl# to enlist the# and lastl# the# are as$ed to provide new and unique
examples to judge their understanding of these concepts.
Phases II : Propositional Phase : The teacher guides the learners to arrange the
concepts hierarchicall# in a deductive manner with the broader concepts placed at the top
followed b# less inclusive concepts. These various concepts are lin$ed b# lines and these
lines are supplemented b# words&phrases which indicate meaningful relationship among
various concepts. Thus the whole concept map is viewed as a networ$ of concepts.
Phase III : Application : Then the students appl# their $nowledge b# citing new
examples and reflecting on the present examples
Phase IV : Closure : Closure is a point at which the students come to the formal
conclusions of the lessons. At the closing stage the students summari!e major ideas
involved in the process.
Role of the Concept Maps
A concept map is a graphic organizer, which uses schematic
representation, hierarchically to organize a set of concepts, connected by
means of words in order to build meaningful statements. 't shows
meaningful relationship between concepts in the shape of propositions and it
reveals each student(s comprehension and $nowledge structure )*ova$ and
+owin ,---.. *ova$ and +owin ),--- p. ,. tells us /concept mapping is a
way to help students and educators to see the meanings of learning materials.0
't reveals the wa# in which we could assimilate the concept structure with the
source of $nowledge on which the map prepares. 1hen it is made b# a
wor$ing group and being shared b# all students it gives color full pleasure of
their reflexive thought )*ova$ and +owin ,---. and it can become an
excellent process of building $nowledge in a social environment that is
cooperative and constructivist. To put it briefl# concept maps are excellent
tools for a cooperative activit# that will lead to a ver# meaningful learning
)*ova$ 2332.. 4ut of different t#pes of concept maps spider concept map
ma# be organi!ed b# placing the central concept in the centre of the map and
outwardl# radiating sub concepts lin$ed to it and students ma# easil#
understand the cause&effect relationships of science b# lin$ing interlin$ing sub
concepts and examples with the super concept. Their cognitive structure
increases radiall# b# the collaboration of new and old $nowledge )5eissner
6onassen 7 +rabows$i ,--8.. "pider concept map is a multi flow map in
which multiple outcomes found b# the multiple inputs of concepts sub
concepts )Merrill 7Tenn#son ,--9.. 'n this map the complex cause and effect
relationships can be expressed b# the central event with sub concepts depicted
or both sides( radials help students to branch their $nowledge structure in a
meaningful wa# ):olloffel 7 Tessa 23,,.. "imilarl# the hierarch# concepts
ma# represent the information in the descending order of importance. The most
important information is placed on the top and illustrates the downwards
classification of the concepts. The super concepts should be placed in the top
and the sub concepts are downwardl# depicted to express the total concept in a
true manner );in!e% Fr# 7 *ova$ ,--3..
<
Collaborative and Individual Modes of Concept Mapping
4$ebu$ola 7 4gunni#i ),-=8. studied the learning mode )e.g. cooperative or
individualistic. under concept mapping strateg#. The objective of the stud# was
to $now the student(s achievement after concept mapping strateg#. The
cooperative learning involved the students wor$ing in small heterogeneous
abilit# groups while the individualistic mode involves students wor$ing alone
on an assigned tas$. The# found cooperative mode of concept mapping has
improved student(s misconception and doubt significantl# more than individual
map practices. Cooperative group student(s achievement and retention are
much better than individual learner. Crandell 7 "oderston ,-->. compared
the effect of collaborative concept mapping on elementar# pre service teachers?
anxiet# efficac# and achievement in ph#sical science. The stud# conducted
with pre service teachers )n@,,= ;A "cience. indicated that collaborative
concept map could lower the anxiet# about learning ph#sical science lower all
the trait anxiet# and increase science achievement. ;owever it did not have a
significant effect on anxiet# toward teaching ph#sical science self%efficac#
and outcome expectanc#.
Chiu ;uang 7 Chang )2333. studied the collaborative concept mapping
process mediated b# computer. The subjects learned and constructed concept
map during instruction and the researchers identified that the four patterns of
computer%mediated collaborative concept map should process informationB ),.
concept introductionC )2. limited concept introductionC )D. less lin$
establishmentC and )8. proposition construction orientation. Collaborative
concept map practice is a useful practice among students. Ean 5oxtel et al
,--9 compared the stud# of collaborative construction of conceptual
understanding interaction processes and learning outcomes in emerging from
a concept mapping and a poster and collaborative concept mp approach is a
suitable technique for classroom management. "imilarl# +ilbert 7 +reene
)2332. investigated the college students? collaborative use of concept map as
inspiration generation to learn educational technolog#. ,F higher education
ps#cholog# students were the sample of the stud#. After concept map learning
among students cooperativel# to educational technolog# the researchers found
that the concept maps are most stimulating activit# among the samples. The
cooperative concept map has positive effect on students learning. 'nspiration b#
the teacher is not directl# influence the achievement of the students but
collaborative concept map has directl# promotes meaningful learning. 'n fact
:eal# 233,C Ean 5oxtel et al 2332 studied the $nowledge maps and their use
in computer%based collaborative learning environments. ,D higher education
biolog# students are the purposive samples of the stud#. The purpose of the
stud# was to stud# the effect of concept map on achievement of the students
through computer based collaborative learning. The findings of the stud# stated
that there exists significant difference in achievement scores between
collaborative learners and collaborative concept map learners.
Constructivist Approach use through Concept Maps
:ostoovich et al 2339 observed from their stud# concept map as a
constructivist tool for student(s learning and $nowledge evaluation. The#
found concept map might serve as potentiall# useful tool in ph#sics studied
among medical students. "imon 7 "chifter ,--, investigated the using of
constructivist approach with online concept mapB relationship between theor#
and nursing education. This stud# described an online course that used concept
maps and self%reflective journals to assess student(s thin$ing processes. The use
of concept map with reflective journal provided a learning experience that
allowed students to integrate content consistent
with a constructivist paradigm. This integration is a developmental process
influenced b# the personal preferences of students concept map design and
content complexit#. This developmental process provides earl# evidence that
the application of concept mapping in the online environment along with
reflective journal allows students to ma$e new connections integrate previous
$nowledge and validate existing $nowledge. "imilarl# Ait$en 7 Gea$er233=
examined concept map as constructivist tool for student(s learning and
$nowledge evaluation.
This stud# indicated that concept mapping might serve as a potentiall# useful
tool in ph#sics studies with medical students b# helping them better to
understand the underl#ing ph#sics concept. Huantitative anal#sis revealed that
almost all students in the intervention groups emphasi!ed concept map
stimulates the understanding of the conceptC enables s#stematic repetition of
concepts. ;owever qualitative anal#sis of students( answers to the open%t#pe
question highlighted that concept mapping helped studentsB s#stemati!e their
ph#sic $nowledge develop their conceptual understanding of the nature and
structure of ph#sics concepts and develop their understanding through
collaborative learning );ane# 7 C!ernia$ 233D..
Concept Map provides Meaningful Learning
4$ebu$ola 7 6egede ),-==. studied on cognitive preference and learning mode
as the determinant of meaningful learning through concept mapping. All
students on the programme had ta$en 5iolog# Chemistr# Ph#sics
Mathematics and Anglish course as their requirements. The primar# t%test
revealed no significant difference between the mean pre test scores on
achievement of experimental and control group. *ova$ ),--3. observed from
the stud# concept maps as diagram of two meta%cognitive tools facilitates
meaningful learning. The finding of the stud# indicated that concept mapping is
a meaningful strateg# in learning. "imilarl# 4$ebu$ola ),--3. studied the
effect of concept mapping techniques on training meaningful learning of
concept genetics and ecolog#. 4verall result indicated that concept mapping is
significantl# better than no treatment but the two together are significantl#
better than either alone. Concept map serves as a tool to help learners to
organi!e their cognitive frame wor$s into more powerful integrated pattern
)Fraser 7 Adward ,-=9C "chemid 7 Telaro ,--3..
,.Cooperative hierarchical concept map on chemical reaction