Difference between revisions of "Concept maps"

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A concept map will always be about a knowledge domain.  In the case of the example here, "Hong Kong Law", the three units, concept; linking phrase; concept, can be read as a proposition.  For example:   
 
A concept map will always be about a knowledge domain.  In the case of the example here, "Hong Kong Law", the three units, concept; linking phrase; concept, can be read as a proposition.  For example:   
     '''Hong Kong'''  administers itself except for  '''Foreign affairs and Security'''.
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     '''''Hong Kong'''''  administers itself except for  '''''Foreign affairs and Security'''''.
  
 
This may not be an elegant statement but it is meaningful.
 
This may not be an elegant statement but it is meaningful.
  
 
== Who uses concepts maps? ==
 
== Who uses concepts maps? ==
Concept mapping is used in schools (particularly in the USA) and by the Knowledge Management community.
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Concept mapping is used in schools and colleges (particularly in the USA) and by the Knowledge Management community.
 +
 
 +
== Concept Maps for knowledge creation ==
 +
Uses in knowledge management: Concept maps are used in capturing expertise in knowledge-based enterprises.  The ability to extract propositions like the example just given means that those involved can agree, or disagreement can be spotted and discussed. 
 +
{{sectionstub}}
  
 
== How to recognize a concept map ==
 
== How to recognize a concept map ==
  
If some of the nodes on a map have multiple parents, it is a type of concept map.  In the example above, the concept "a mini-constitution" has two parents: China and Great Britain, and it is linked to both of these by the phrase "jointly agreed".
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If some of the nodes on a map have multiple parents, it is likely to be a type of concept map.  In the example above, the concept "a mini-constitution" has two parents: China and Great Britain, and it is linked to both of these by the phrase "jointly agreed".
  
 
If there is a phrase across the relationship line joining two nodes, it's likely to be a concept map.  For example, "uses" between Hong Kong and Common Law system.
 
If there is a phrase across the relationship line joining two nodes, it's likely to be a concept map.  For example, "uses" between Hong Kong and Common Law system.
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:* They may be used by teachers to assess student understanding, by requiring each student to prepare a concept map.
 
:* They may be used by teachers to assess student understanding, by requiring each student to prepare a concept map.
 
:* They may be used by anyone who wants to consolidate knowledge as they study.
 
:* They may be used by anyone who wants to consolidate knowledge as they study.
:* They may be used by knowledge workers in a group activities to create and formalize knowledge.
+
:* They may be used by knowledge workers in group activities to create and formalize knowledge.
  
An important benefit is that they can be evaluated for correctness.  While you may not be able to guarantee that a concept map is complete, by evaluating each proposition, you will be able to say whether the map is correct or not.
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An important benefit is that they can be evaluated for correctness.  While you may not be able to guarantee that a concept map is complete, by evaluating each proposition, you will be able to say (or at least argue about) whether the map is correct or not.
  
This type of map is not so useful when organizing information, brainstorming new ideas, managing projects or a tssk list, or organizing meetings, to give a few counter examples.  Other map types would be more appropriate for these pragmatic map designs.
+
This type of map is not so useful when organizing information, brainstorming new ideas, managing projects or a task list, or organizing meetings, to give a few counter examples.  Other map types would be more appropriate for these pragmatic map designs.
  
== How to make a concept map ==
+
== Concept maps and mind maps compared ==
  
=== Concept Maps while reading or studying ===
+
The various types of map are discussed, with examples, in [[Information map types]].
# Place the main concept at the top of the page. 
 
# While reading or gathering information, add concepts. 
 
# If you know how they are related to the top one, add in the new concept and try to write how they are related (the link description).
 
# If you do not yet know how they are related to the top one, note them on pending list on a separate piece of paper, with any notes that may help describe the link later.
 
# As you build the next layer of concepts, link to those when you can.
 
# Each time you add a concept, look for other relationships to the added concept.
 
# Each time you add a concept, consider whether you know enough to add any of the concepts currently on the pending list.
 
  
 +
More detail of the comparison is given in [[Concept maps or mind maps? the choice]], where the advantages of each map type are discussed and compared.
  
=== Concept Maps for knowledge creation ===
+
== How to make a concept map ==
  
Uses in knowledge management.
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There is a separate article on this topic, covering concept maps in various circumstances: >> [[How to make a concept map|'''More ...''']]
  
placeholder
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== Other uses of the term ==
{{stub}}
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In town planning, the term 'concept map' is often used for a geographical map that reflects a proposed change to street layouts, parks, pedestrian areas and the like.  These are presented as conceptual plans for discussion.  They are unrelated to the type of concept map relating to learning, knowledge and information.
  
=== Concept Maps for youngsters ===
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== Related articles ==
# Give students Post-It notes with terms on them, related to the subject being taught. 
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* '''[[How to make a concept map]]'''
# On a large sheet of paper on the wall, have them group the notes where they think they go.  This is somewhat like [[clustering]].
+
* '''[[Concept maps or mind maps? the choice]]'''
# Leave these open for changes as new concepts are introduced to the class, and let the students move the notes as they learn. 
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* '''[[Mind maps]]'''
# When finished, draw lines connecting the notes.
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* '''[[What are mind maps for?]]'''
# Walk all students around the maps, having them grade other's maps - do they make sense?
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* '''[[Which is the best mindmapping software?|Finding the best software]]'''
 +
* '''[[I don't get mind maps]]'''
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* '''[[Backing up concept mapping]]'''
  
 +
== External sources ==
 +
[http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf The Theory Underlying Concept Maps and How to Construct Them] (Novak and Cañas)
  
=== External sources ===
+
[http://cmc.ihmc.us/cmc2006Papers/cmc2006-p247.pdf Re-examining the foundations for effective use of concept maps "this tool was first developed in 1972"] (Novak and Cañas)
[http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf The Theory Underlying Concept Maps and How to Construct Them] (Novak and Cañas)
 

Latest revision as of 05:21, 26 December 2014

A simple example of a concept map

A concept map is a way of capturing understanding of a topic on a computer screen or on paper, in a way that shows how concepts are related and helps its users visualize knowledge.

A concept map lets the person or group making it see whether they have understood all the parts of the topic being mapped, and the nature of the relationship between the parts.

One use of concept maps is as a learning tool for individuals acquiring understanding of a subject from outside sources. Concept maps support teachers and tutors in seeing the level of understanding that a student has achieved.

They are also used as a method of capturing, realizing or formalizing knowledge. A group may have the knowledge in their heads but may never have defined it formally. Working together, members of the group can build a concept map by consensus, or can at least see clearly where points of disagreement exist that need to be resolved.

Concept maps can be a great help in viewing a subject and absorbing it quickly.

Uses of the term “concept map”[edit]

Some people use the term concept map for any web that is not bound to the limitations of a strict hierarchy. This implies that any node/concept may potentially connect to any other node.

Others stress the importance of relationships between concepts, and the linking phrases describing the relationship. Novak, the originator (with others) of concept maps, included this requirement at an early stage when developing this way of visualising knowledge.

The example above meets both these criteria.

A concept map will always be about a knowledge domain. In the case of the example here, “Hong Kong Law”, the three units, concept; linking phrase; concept, can be read as a proposition. For example:

   Hong Kong   administers itself except for   Foreign affairs and Security.

This may not be an elegant statement but it is meaningful.

Who uses concepts maps?[edit]

Concept mapping is used in schools and colleges (particularly in the USA) and by the Knowledge Management community.

Concept Maps for knowledge creation[edit]

Uses in knowledge management: Concept maps are used in capturing expertise in knowledge-based enterprises. The ability to extract propositions like the example just given means that those involved can agree, or disagreement can be spotted and discussed.


How to recognize a concept map[edit]

If some of the nodes on a map have multiple parents, it is likely to be a type of concept map. In the example above, the concept “a mini-constitution” has two parents: China and Great Britain, and it is linked to both of these by the phrase “jointly agreed”.

If there is a phrase across the relationship line joining two nodes, it’s likely to be a concept map. For example, “uses” between Hong Kong and Common Law system.

In concept maps, nodes are usually boxes, but this is not a defining feature.

Deciding when to use a concept map[edit]

Concept maps are most useful when visualizing knowledge:

  • They may be used by teachers to present a concise overview of a field to students.
  • They may be used by teachers to assess student understanding, by requiring each student to prepare a concept map.
  • They may be used by anyone who wants to consolidate knowledge as they study.
  • They may be used by knowledge workers in group activities to create and formalize knowledge.

An important benefit is that they can be evaluated for correctness. While you may not be able to guarantee that a concept map is complete, by evaluating each proposition, you will be able to say (or at least argue about) whether the map is correct or not.

This type of map is not so useful when organizing information, brainstorming new ideas, managing projects or a task list, or organizing meetings, to give a few counter examples. Other map types would be more appropriate for these pragmatic map designs.

Concept maps and mind maps compared[edit]

The various types of map are discussed, with examples, in Information map types.

More detail of the comparison is given in Concept maps or mind maps? the choice, where the advantages of each map type are discussed and compared.

How to make a concept map[edit]

There is a separate article on this topic, covering concept maps in various circumstances: >> More …

Other uses of the term[edit]

In town planning, the term ‘concept map’ is often used for a geographical map that reflects a proposed change to street layouts, parks, pedestrian areas and the like. These are presented as conceptual plans for discussion. They are unrelated to the type of concept map relating to learning, knowledge and information.

Related articles[edit]

External sources[edit]

The Theory Underlying Concept Maps and How to Construct Them (Novak and Cañas)

Re-examining the foundations for effective use of concept maps “this tool was first developed in 1972” (Novak and Cañas)