TEACHING SCIENCE USING CONCEPT MAPS
PRESENTATION OUTLINE
Definitions of concept maps, propositions and knowledge.
Components, characteristics and kinds of concept maps.
Purpose of concept mapping.
Method of creating concept maps.
WHAT ARE CONCEPTS?
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)
WHAT IS KNOWLEDGE?
Knowledge is factual or procedural information.
Knowledge is the combined result of learning, experience and training.
"Be curious always, for knowledge will not acquire you; you must acquire it". Sudie Back
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).
OBJECTIVE OF CONCEPT MAPPING
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.
WHAT IS A CONCEPT MAP?
Concept map is a visual illustration displaying the organization of concepts and outlining the
relationship among or between these concepts. (Hoffman and Novak 2003)
DEFINITION OF CONCEPT MAP
A concept mapping is a technique used to organize information or thoughts.
DESCRIPTION OF CONCEPT MAP
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.
COMPONENTS OF CONCEPT MAPS
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.
CHARACTERISTICS OF CONCEPT MAPS
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.
KINDS OF CONCEPT MAPS
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.
LINKING PHRASES
Composed of
Depends on
Is influenced by
Is affected by
Includes
causes
LINKING CONCEPTS
Linking concepts is the most important aspect of concept mapping.
Cross-links represent relationships between concepts in different domains of the concept
map.
PURPOSE 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.
WHY CREATE CONCEPT MAPS?
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.
WHEN DO YOU CREATE A CONCEPT MAP?
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.
GOALS OF CONCEPT MAP DESIGN
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
CONSTRUCTION OF A CONCEPT MAP
STAGES IN THE CONSTRUCTION OF A CONCEPT MAP
1. Brainstorming stage
2. Organizing stage
3. Layout stage
4. Linking stage
5. Revising stage
6. Finalizing stage
[Link] STAGE MAPS
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.
[Link] STAGE
Spread concepts on a blackboard so thatall 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.
[Link] STAGE
Arrange terms based on interrelationships 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.
[Link] PHASE
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.
[Link] STAGE
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.
[Link] THE CONCEPT MAP
Finalize the arrangement of items that conveys better understanding. Be creative by using
colors, fonts and shapes.
SUMMARY CONCEPT MAPPING
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;
EDUCATIONAL BENEFITS
an instructional tool.
a tool to promote meaningful learning.
an assessment tool.
a curriculum organizing guide in teaching.
a mind tool for critical thinking.
USES OF CONCEPT MAPS
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
ESSENTIAL FEATURES OF A CONCEPT MAP
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
HOW TO EVALUATE CONCEPT MAP?
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?
PRACTICAL APPLICATIONS
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
STUDENTS LEARNING FROM CONCEPT MAPS
Improve clarity of thought;
Assimilate more information;
Achieve deeper understanding;
Improve memorization;
Improve coherence;
Enhance clarity of relations
ADVANTAGES OF USING CONCEPT MAPS
easy to use.
improve learning
improve understanding.
Influence knowledge construction
EDUCATIONAL USE OF CONCEPT MAPS
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.
CONCEPT MAPS EXAMPLE
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.
INSTRUCTION AND ASSESSMENT
INSTRUCTION
Refers to the various ways of teaching, teaching styles, approaches, techniques and steps in
delivering the curriculum.
It is a complex activity that requires teachers to use a variety of action to accomplish a variety
of functions.
FACTORS THAT WILL DEPEND ON HOW WELL INSTRUCTION WILL BE DONE:
1. Learner- the center and the one who receives instruction.
2. Teacher- he/she guides the implementation of the plan.
3. Learning Environment- this is where learning Occurs.
4. Subject Matter- this is the content of instruction.
5. Method of Teaching and Learning- this is the heart of instruction.
6 Measurement- this refers to assessment
ASSESSMENT
Will provide the teacher or curriculum makers the value of their work.
It will also tell the general public the quality or kind of product that resulted from a
prerequisite process. Which is instruction.
Gives the quantitative measure of instruction.
INSTRUCTION AND ASSESSMENT SHOULD BE INTERTWINED TO PROVIDE A SYSTEM THAT SUPPORTS
AND ENCOURAGES STUDENTS PROGRESS.
STUDENTS ARE MORE LIKELY TO LEARN SFOCUSED BECAUSE INSTRUCTION IS FOCUSED AND BECAUSE
THEY ARE ASSESSED ON WHAT THEY ARE TAUGHT.
TEACHERS ARE ALSO ABLE TO FOCUS IN MAKING THE BEST USE OF THEIR TIME. BECAUSE
ASSESSMENT INVOLVES REAL LEARNING, THEY CAN INTEGRATE ASSESSMENT INTO DAILY
INSTRUCTION AND CLASSROOM ACTIVITIES.
