Difference between revisions of "Concept mapping"
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'''Source:''' [[National approaches and strategies for Nuclear Knowledge Management]] | '''Source:''' [[National approaches and strategies for Nuclear Knowledge Management]] | ||
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| + | ===Constructing good concept maps=== | ||
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| + | In learning to construct a concept map, it is important to begin with a domain of knowledge that is very familiar to the person constructing the map. Since concept map structures are dependent on the context in which they will be used, it is best to identify a segment of a text, a laboratory or field activity, or a particular problem or question that one is trying to understand. This creates a context that will help to determine the hierarchical structure of the concept map. It is also helpful to select a limited domain of knowledge for the first concept maps. | ||
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| + | A good way to define the context for a concept map is to construct a Focus Question, that is, a question that clearly specifies the problem or issue the concept map should help to resolve. Every concept map responds to a focus question, and a good focus question can lead to a much richer concept map. When learning to construct concept maps, learners tend to deviate from the focus question and build a concept map that may be related to the domain, but which does not answer the question. It is often stated that the first step to learning about something is to ask the right questions. | ||
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| + | Given a selected domain and a defined question or problem in this domain, the next step is to identify the key concepts that apply to this domain. Usually 15 to 25 concepts will suffice. These concepts could be listed, and then from this list a rank ordered list should be established from the most general, most inclusive concept, for this particular problem or situation at the top of the list, to the most specific, least general concept at the bottom of the list. Although this rank order may be only approximate, it helps to begin the process of map construction. We refer to the list of concepts as a parking lot, since we will move these concepts into the concept map as we determine where they fit in. Some concepts may remain in the parking lot as the map is completed if the mapmaker sees no good connection for these with other concepts in the map. | ||
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| + | The next step is to construct a preliminary concept map. This can be done by writing all of the concepts on Post-its(TM), or preferably by using the IHMC CmapTools (Cañas et al., 2004b, http://cmap.ihmc.us) computer software program described below. Post-its allow a group to work on a whiteboard or butcher paper and to move concepts around easily. This is necessary as one begins to struggle with the process of building a good hierarchical organization. Computer software programs are even better in that they allow moving of concepts together with linking statements and the moving of groups of concepts and links to restructure the map. When CmapTools is used in conjunction with a computer projector, two or more individuals can easily collaborate in building a concept map and see changes as they progress in their work. CmapTools also allows for collaboration between individuals in the same room or anywhere in the world, and the maps can be built synchronously or asynchronously, depending on the mapmakers’ schedules. | ||
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| + | It is important to recognize that a concept map is never finished. After a preliminary map is constructed, it is always necessary to revise this map. Other concepts can be added. Good maps usually result from three to many revisions. This is one reason why using computer software is helpful. | ||
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| + | Once the preliminary map is built , cross-links should be sought. These are links between concepts in different segments or domains of knowledge on the map that help to illustrate how these domains are related to one another. Cross-links are important in order to show that the learner understands the relationships between the sub-domains in the map. | ||
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| + | Figure 6. A “string” map created by a fourth grade student following a class field trip to a paper mill. The class identified concepts in the parking lot on the left, but this student was not successful in using many of these and her map makes little sense. This student was a good oral reader, but she had very poor reading comprehension and was a committed rote learner (see Novak & Gowin, 1984, page 108). | ||
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| + | (click on image for a larger view) | ||
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| + | After a preliminary map is constructed, cross-links should be sought. These are links between concepts in different segments or domains of knowledge on the map that help to illustrate how these domains are related to one another. Cross-links are key to show that the learner understands the relationships between the sub-domains in the map. | ||
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| + | It is important to help students recognize that all concepts are in some way related to one another. Therefore, it is necessary to be selective in identifying cross-links, and to be as precise as possible in identifying linking words that connect concepts. In addition, one should avoid “sentences in the boxes”, that is, full sentences used as concepts, since this usually indicates that a whole subsection of the map could be constructed from the statement in the box. “String maps” illustrate either poor understanding of the material or an inadequate restructuring of the map. Figure 6 shows an example of a string map. | ||
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| + | Students often comment that it is hard to add linking words onto the “lines” of their concept map. This is because they poorly understand the relationship between the concepts, or the meanings of the concepts, and it is the linking words that specify this relationship. Once students begin to focus-in on good linking words, and on the identification of good cross-links, they can see that every concept could be related to every other concept. This also produces some frustration, and they must choose to identify the most prominent and most useful cross-links. This process involves what Bloom (1956) identified as high levels of cognitive performance, namely evaluation and synthesis of knowledge. Concept mapping is an easy way to encourage very high levels of cognitive performance, when the process is done well. This is one reason concept mapping can also be a very powerful evaluation tool (Edmondson, 2000). | ||
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| + | Finally, the map should be revised, concepts re-positioned in ways that lend to clarity and better over-all structure, and a “final” map prepared. When computer software is used, one can go back, change the size and font style, and add colors to “dress up” the concept map. | ||
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| + | Thus, we see that concept maps are not only a powerful tool for capturing, representing, and archiving knowledge of individuals, but also a powerful tool to create new knowledge. | ||
===Outcome=== | ===Outcome=== | ||
Revision as of 13:30, 31 May 2014
Contents
Definition
Concept mapping is The process of organizing and representing knowledge using concept maps.
Summary
One paragraph.
Description
Mapping
- Concept mapping is designed to transform new concepts/propositions into the existing cognitive structures related to knowledge capture;
- It is an effective way for a group to function without losing their individuality;
- Concept mapping can be done for several reasons:
- To design complex structures;
- To generate ideas;
- To communicate ideas;
- To diagnose misunderstanding.
- Six-step procedure for using a concept map as a tool:
- Preparation;
- Idea generation;
- Statement structuring;
- Representation;
- Interpretation;
- Utilization.
- Similar to Semantic net
Source: National approaches and strategies for Nuclear Knowledge Management
Constructing good concept maps
In learning to construct a concept map, it is important to begin with a domain of knowledge that is very familiar to the person constructing the map. Since concept map structures are dependent on the context in which they will be used, it is best to identify a segment of a text, a laboratory or field activity, or a particular problem or question that one is trying to understand. This creates a context that will help to determine the hierarchical structure of the concept map. It is also helpful to select a limited domain of knowledge for the first concept maps.
A good way to define the context for a concept map is to construct a Focus Question, that is, a question that clearly specifies the problem or issue the concept map should help to resolve. Every concept map responds to a focus question, and a good focus question can lead to a much richer concept map. When learning to construct concept maps, learners tend to deviate from the focus question and build a concept map that may be related to the domain, but which does not answer the question. It is often stated that the first step to learning about something is to ask the right questions.
Given a selected domain and a defined question or problem in this domain, the next step is to identify the key concepts that apply to this domain. Usually 15 to 25 concepts will suffice. These concepts could be listed, and then from this list a rank ordered list should be established from the most general, most inclusive concept, for this particular problem or situation at the top of the list, to the most specific, least general concept at the bottom of the list. Although this rank order may be only approximate, it helps to begin the process of map construction. We refer to the list of concepts as a parking lot, since we will move these concepts into the concept map as we determine where they fit in. Some concepts may remain in the parking lot as the map is completed if the mapmaker sees no good connection for these with other concepts in the map.
The next step is to construct a preliminary concept map. This can be done by writing all of the concepts on Post-its(TM), or preferably by using the IHMC CmapTools (Cañas et al., 2004b, http://cmap.ihmc.us) computer software program described below. Post-its allow a group to work on a whiteboard or butcher paper and to move concepts around easily. This is necessary as one begins to struggle with the process of building a good hierarchical organization. Computer software programs are even better in that they allow moving of concepts together with linking statements and the moving of groups of concepts and links to restructure the map. When CmapTools is used in conjunction with a computer projector, two or more individuals can easily collaborate in building a concept map and see changes as they progress in their work. CmapTools also allows for collaboration between individuals in the same room or anywhere in the world, and the maps can be built synchronously or asynchronously, depending on the mapmakers’ schedules.
It is important to recognize that a concept map is never finished. After a preliminary map is constructed, it is always necessary to revise this map. Other concepts can be added. Good maps usually result from three to many revisions. This is one reason why using computer software is helpful.
Once the preliminary map is built , cross-links should be sought. These are links between concepts in different segments or domains of knowledge on the map that help to illustrate how these domains are related to one another. Cross-links are important in order to show that the learner understands the relationships between the sub-domains in the map.
Figure 6. A “string” map created by a fourth grade student following a class field trip to a paper mill. The class identified concepts in the parking lot on the left, but this student was not successful in using many of these and her map makes little sense. This student was a good oral reader, but she had very poor reading comprehension and was a committed rote learner (see Novak & Gowin, 1984, page 108).
(click on image for a larger view)
After a preliminary map is constructed, cross-links should be sought. These are links between concepts in different segments or domains of knowledge on the map that help to illustrate how these domains are related to one another. Cross-links are key to show that the learner understands the relationships between the sub-domains in the map.
It is important to help students recognize that all concepts are in some way related to one another. Therefore, it is necessary to be selective in identifying cross-links, and to be as precise as possible in identifying linking words that connect concepts. In addition, one should avoid “sentences in the boxes”, that is, full sentences used as concepts, since this usually indicates that a whole subsection of the map could be constructed from the statement in the box. “String maps” illustrate either poor understanding of the material or an inadequate restructuring of the map. Figure 6 shows an example of a string map.
Students often comment that it is hard to add linking words onto the “lines” of their concept map. This is because they poorly understand the relationship between the concepts, or the meanings of the concepts, and it is the linking words that specify this relationship. Once students begin to focus-in on good linking words, and on the identification of good cross-links, they can see that every concept could be related to every other concept. This also produces some frustration, and they must choose to identify the most prominent and most useful cross-links. This process involves what Bloom (1956) identified as high levels of cognitive performance, namely evaluation and synthesis of knowledge. Concept mapping is an easy way to encourage very high levels of cognitive performance, when the process is done well. This is one reason concept mapping can also be a very powerful evaluation tool (Edmondson, 2000).
Finally, the map should be revised, concepts re-positioned in ways that lend to clarity and better over-all structure, and a “final” map prepared. When computer software is used, one can go back, change the size and font style, and add colors to “dress up” the concept map.
Thus, we see that concept maps are not only a powerful tool for capturing, representing, and archiving knowledge of individuals, but also a powerful tool to create new knowledge.
Outcome
The outcome of concept mapping is a concept map.
