You are on page 1of 5

Concept map

A concept map or conceptual diagram is a


diagram that depicts suggested relationships
between concepts.[1] Concept maps may be used
by instructional designers, engineers, technical
writers, and others to organize and structure
knowledge.

A concept map typically represents ideas and


information as boxes or circles, which it connects
with labeled arrows, often in a downward-
branching hierarchical structure but also in free-
form maps.[2][3] The relationship between An example of a concept map about electricity
concepts can be articulated in linking phrases such
as "causes", "requires", "such as" or "contributes
to".[4]

The technique for visualizing these relationships among different concepts is called concept mapping.
Concept maps have been used to define the ontology of computer systems, for example with the object-role
modeling or Unified Modeling Language formalism.

Differences from other visualizations


Topic maps: Both concept maps and topic maps are kinds of knowledge graph, but topic
maps were developed by information management professionals for semantic
interoperability of data (originally for book indices), whereas concept maps were developed
by education professionals to support people's learning.[5] In the words of concept-map
researchers Joseph D. Novak and Bob Gowin, their approach to concept mapping is based
on a "learning theory that focuses on concept and propositional learning as the basis on
which individuals construct their own idiosyncratic meanings".[6]
Mind maps: Both concept maps and topic maps can be contrasted with mind mapping,
which is restricted to a tree structure.[2] Concept maps can be more free-form,[3] as multiple
hubs and clusters can be created, unlike mind maps, which emerge from a single center.[2]

History
Concept mapping was developed by the professor of education Joseph D. Novak and his research team at
Cornell University in the 1970s as a means of representing the emerging science knowledge of students.[7]
It has subsequently been used as a way to increase meaningful learning in the sciences and other subjects as
well as to represent the expert knowledge of individuals and teams in education, government and business.
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 of David Ausubel, who stressed the importance of prior
knowledge in being able to learn (or assimilate) new concepts: "The most important single factor
influencing learning is what the learner already knows. Ascertain this and teach accordingly." [8] Novak
taught students as young as six years old to make concept maps to represent their response to focus
questions such as "What is water?" "What causes the seasons?" In his book Learning How to Learn,
Novak stated that a "meaningful learning involves the assimilation of new concepts and propositions into
existing cognitive structures."

Various attempts have been made to conceptualize the process of creating concept maps.[9] McAleese
suggested that the process of making knowledge explicit, using nodes and relationships, allows the
individual to become aware of what they know and as a result to be able to modify what they know.[10]
Maria Birbili applied the same idea to helping young children learn to think about what they know.[11]
McAleese's concept of the knowledge arena suggests a virtual space where learners may explore what they
know and what they do not know.[10]

Use

Example concept map created using the IHMC CmapTools computer program

Concept maps are used to stimulate the generation of ideas, and are believed to aid creativity.[4] Concept
mapping is also sometimes used for brain-storming. Although they are often personalized and idiosyncratic,
concept maps can be used to communicate complex ideas.

Formalized concept maps are used in software design, where a common usage is Unified Modeling
Language diagramming amongst similar conventions and development methodologies.

Concept mapping can also be seen as a first step in ontology-building, and can also be used flexibly to
represent formal argument — similar to argument maps.

Concept maps are widely used in education and business. Uses include:

Note taking and summarizing gleaning key concepts, their relationships and hierarchy from
documents and source materials
New knowledge creation: e.g., transforming tacit knowledge into an organizational resource,
mapping team knowledge
Institutional knowledge preservation (retention), e.g., eliciting and mapping expert
knowledge of employees prior to retirement
Collaborative knowledge modeling and the transfer of expert knowledge
Facilitating the creation of shared vision and shared understanding within a team or
organization
Instructional design: concept maps used as Ausubelian "advance organizers" that provide
an initial conceptual frame for subsequent information and learning.
Training: concept maps used as Ausubelian "advanced organizers" to represent the training
context and its relationship to their jobs, to the organization's strategic objectives, to training
goals.
Communicating complex ideas and arguments
Examining the symmetry of complex ideas and arguments and associated terminology
Detailing the entire structure of an idea, train of thought, or line of argument (with the specific
goal of exposing faults, errors, or gaps in one's own reasoning) for the scrutiny of others.
Enhancing metacognition (learning to learn, and thinking about knowledge)
Improving language ability
Assessing learner understanding of learning objectives, concepts, and the relationship
among those concepts[12]
Lexicon development

See also
CmapTools – Software for concept mapping
Concept inventory – Knowledge assessment tool
Conceptual framework – Method of organizing information
Semantic network – Knowledge base that represents semantic relations between concepts
in a network
Level of measurement – Distinction between nominal, ordinal, interval and ratio variables
Group concept mapping – Method of organizing groups of related concepts
Information model – representation of concepts and the relationships, constraints, rules, and
operations to specify data semantics for a chosen domain of discourse
Idea networking – Method of cluster analysis
List of concept- and mind-mapping software
Nomological network – Representation of concepts and relationships between concepts
Personal knowledge base – Knowledge management software

References
1. Peter J. Hager, Nancy C. Corbin. Designing & Delivering: Scientific, Technical, and
Managerial Presentations, 1997, p. 163.
2. Lanzing, Jan (January 1998). "Concept mapping: tools for echoing the minds eye". Journal
of Visual Literacy. 18 (1): 1–14 (4). doi:10.1080/23796529.1998.11674524 (https://doi.org/1
0.1080%2F23796529.1998.11674524). "Although Novak originally started with the idea of
hierarchical tree-shaped concept maps. This idea is not continued by the followers of
Novak's technique or has either been dropped altogether. ... The difference between concept
maps and mind maps is that a mind map has only one main concept, while a concept map
may have several. This means that a mind map can be represented in a hierarchical tree
structure."
3. Romance, Nancy R.; Vitale, Michael R. (Spring 1999). "Concept mapping as a tool for
learning: broadening the framework for student-centered instruction". College Teaching. 47
(2): 74–79 (78). doi:10.1080/87567559909595789 (https://doi.org/10.1080%2F87567559909
595789). JSTOR 27558942 (https://www.jstor.org/stable/27558942). "Shavelson et al.
(1994) identified a number of variations of the general technique presented here for
developing concept maps. These include whether (1) the map is hierarchical or free-form in
nature, (2) the concepts are provided with or determined by the learner, (3) the students are
provided with or develop their own structure for the map, (4) there is a limit on the number of
lines connecting concepts, and (5) the connecting links must result in the formation of a
complete sentence between two nodes."
4. Novak, Joseph D.; Cañas, Alberto J. (2008). The theory underlying concept maps and how
to construct and use them (https://cmap.ihmc.us/docs/theory-of-concept-maps.php)
(Technical report). Pensacola, FL: Institute for Human and Machine Cognition. 2006-01 Rev
2008-01. Retrieved 24 November 2008.
5. Garrido, Piedad; Tramullas, Jesús (September 2004). "Topic maps: an alternative or a
complement to concept maps?" (https://cmc.ihmc.us/Papers/cmc2004-226.pdf) (PDF). In
Cañas, Alberto J.; Novak, Joseph D.; González García, Fermín María (eds.). Concept maps:
theory, methodology, technology: proceedings of the first International Conference on
Concept Mapping, CMC 2004, Pamplona, Spain, Sept 14–17, 2004. Pamplona: Dirección
de Publicaciones de la Universidad Pública de Navarra. CiteSeerX 10.1.1.469.1803 (https://
citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.469.1803). ISBN 9788497690669.
OCLC 433188714 (https://www.worldcat.org/oclc/433188714).
6. Novak & Gowin 1984, p. 7.
7. "Joseph D. Novak" (https://www.ihmc.us/users/user.php?UserID=jnovak). Institute for
Human and Machine Cognition (IHMC). Retrieved 2008-04-06.
8. Ausubel, D. (1968). Educational Psychology: A Cognitive View. Holt, Rinehart & Winston,
New York.
9. Al-Kunifed, Ali; Wandersee, James H. (1990). "One hundred references related to concept
mapping", Journal of Research in Science Teaching', 27: 1069–75.
10. McAleese, R. (1998). "The knowledge arena as an extension to the concept map: reflection
in action", Interactive Learning Environments, 6(3), p.251–272.
11. Birbili, M. (2006). "Mapping knowledge: concept maps in early childhood education" (http://e
crp.uiuc.edu/v8n2/birbili.html) Archived (https://web.archive.org/web/20100914133528/http://
ecrp.uiuc.edu/v8n2/birbili.html) 2010-09-14 at the Wayback Machine, Early Childhood
Research & Practice, 8(2), Fall 2006.
12. Mazany, Terry. "Science Framework for the 2015 National Assessment of Educational
Progress" (https://www.nagb.gov/content/nagb/assets/documents/publications/frameworks/s
cience/2015-science-framework.pdf) (PDF). Retrieved 1 November 2020.

Further reading
Novak, J.D. (2009) [1998]. Learning, Creating, and Using Knowledge: Concept Maps as
Facilitative Tools in Schools and Corporations (2nd ed.). Routledge. ISBN 9780415991858.
Novak, J.D.; Gowin, D.B. (1984). Learning How to Learn (https://archive.org/details/learningh
owtolea00jose). Cambridge: Cambridge University Press. ISBN 9780521319263.
Moon, B.M.; Hoffman, R.R.; Novak, J.D.; Cañas, A.J. (2011). Applied Concept Mapping:
Capturing, Analyzing, and Organizing Knowledge (https://www.routledge.com/Applied-Conc
ept-Mapping-Capturing-Analyzing-and-Organizing-Knowledge/Moon-Hoffman-Novak-Cana
s/p/book/9781439828601) (1st ed.). Boca Raton: CRC Press. ISBN 9781439828601.

External links
Example of a concept map from 1957 (https://web.archive.org/web/20100621023942/http://w
ww.mind-mapping.org/images/walt-disney-business-map.png) by Walt Disney.

Retrieved from "https://en.wikipedia.org/w/index.php?title=Concept_map&oldid=1153747450"

You might also like