How to make a concept map

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[1] “objects or things are key building blocks of the universe, and they are also key building block of knowledge. We use words, usually nouns, to label objects. Events are the other key building blocks of the universe, and also for knowledge. When we focus on events, we are usually asking how something happens, and concept maps emphasizing events, using verbs, and they tend to be richer in explanations, whereas concept maps focused on objects tend to be more descriptive. In general, concept maps showing explanations require more deep or dynamic thinking. We have observed, however, that most concept maps deal with objects, not with events, and propose that through the proper focus question, and through questioning in general, we could move towards the dynamic thinking that is required to build concept maps showing explanations.”

“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”


Concept Maps while reading or studying[edit]

  1. Place the main concept at the top of the page.
  2. While reading or gathering information, add concepts.
  3. 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).
  4. 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.
  5. As you build the next layer of concepts, link to those when you can.
  6. Each time you add a concept, look for other relationships to the added concept.
  7. Each time you add a concept, consider whether you know enough to add any of the concepts currently on the pending list.


Concept Maps for knowledge creation[edit]

Uses in knowledge management.

Concept Maps for youngsters[edit]

  1. Give students Post-It notes with terms on them, related to the subject being taught.
  2. On a large sheet of paper on the wall, have them group the notes where they think they go. This is somewhat like clustering.
  3. Leave these open for changes as new concepts are introduced to the class, and let the students move the notes as they learn.
  4. When finished, draw lines connecting the notes.
  5. Walk all students around the maps, having them grade other’s maps – do they make sense?

See also[edit]

Concept maps


References[edit]

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