HELPING STUDENTS THINK AND LEARN
BETTER WITH CONCEPT MAPPING
Dr Yiong Hwee Teo
Learning Innovations/Faculty of Business & Law
1 Oct 2013/LB5.208
Deakin University CRICOS Provider Code: 00113B
MY BACKGROUND
Educator (27 years); BSc(Hons-Physics)-Singapore;
MEd (Boston U); PhD (Monash U)
Portfolios include:
• Physics Teacher/high school
• Educational Television Producer, Media Specialist,
Instructional Designer
• Asst Director/Media Development
• Asst Director/IT Training – Developed and implemented
Singapore’s ICT Masterplans 1-3; Trained 24,000 teachers
how to use technology in teaching and learning
• Uni Lecturer – Nanyang Technological University;
Monash U; ACU, Deakin U
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OBJECTIVES
At the end of this session, you should be
able to
• explain the benefits of constructing concept maps for learning
• explain the affordances of computer-based concept mapping in
comparison to the paper-and-pencil method
• construct a concept map using CMap
• construct a mind map using Freemind
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A CONCEPT MAP EXAMPLE
Physics
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A CONCEPT MAP EXAMPLE
Biology
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A CONCEPT MAP EXAMPLE
In-Class Essay
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A CONCEPT MAP EXAMPLE
Biography
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A CONCEPT MAP EXAMPLE
Problem Solving
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David Ausubel’s
Theory of Learning
• Subsumption theory suggests that our mind has a way to
subsume information in a hierarchical or categorical manner if
the new information is linked/incorporated with prior
knowledge/familiar patterns.
• To ensure meaningful learning, necessary to avoid rote learning
of facts. Students need to manipulate ideas actively
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Meaningful
Learning
Requires
1. Well organised
relevant knowledge
structure
2. Emotional
commitment to integrate
new with existing
knowledge
A continuum
Rote
Learning
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Results
from
• 1. Little or no relevant
knowledge
• 2. No emotional
commitment to relate new
with existing relevant
knowledge
COGNITIVISM - INFORMATION PROCESSING
Lost
Short-term
memory
Lost
Input
Sensory
Register
Long-term
Memory
Working
Memory
Attention
Rehearsal
Elaborating
Organizing
etc.
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David Ausubel’s Theory of Learning (cont)
• During meaningful learning, the person “subsumes,” or
organizes or incorporates, new knowledge into old knowledge.
• The strategy of “advance organizers” basically means to
classify/ categorize/ arrange (organize) information as you
proceed (advance) to the next complex level.
• Concept mapping facilitate meaningful learning as it acts as a
template and scaffold to organise and structure knowledge
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CONCEPT MAP AIDS LEARNING
Developed by Novak, 1972
• Helps students see relationships between ideas, concepts, or
authors
• Helps memory recall
• Encourages students to think creatively about the subject
• Utilizes the full range of the left and right hemispheres of the
brain
• Aids in developing higher-level thinking skills (create, analyze,
evaluate)
• Helps students evaluate assumptions
• Students can think and learn better if they make concept maps
of chapters and readings
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WHAT’S A GOOD CONCEPT MAP?
• A concept is an abstraction of
reality represented by symbols
and labels
• A concept map is a diagrammatic
representation of relationships
between concepts
• Include concept terms in the
boxes (not sentences)
• Label relationships between
concepts
• A clear hierarchy of concepts
• Cross linking of concepts
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CONSTRUCTING A CONCEPT MAP
1.
2.
3.
4.
5.
Identify highest level key
concept., ‘Three States’.
List other concepts related
to the key concepts. eg
Solid, Liquid, and Gas.
Specify relationships
between the key concept
and each of these
concepts.
Specify the interrelationships (cross links) if
any.
Repeat the process for the
next level of concepts.
E.g., Ice is an example of
Solid.
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Non-Example
Too linear, no cross links
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Example: More propositions, hierarchy,
cross links
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DEMO (CMAP)
[10 mins]
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HANDS-ON EXPLORATION
Individual [10 mins]
• Choose a topic chapter you are teaching.
• Identify at least 8 key concepts in this topic.
• Construct a concept map with the key concepts using CMap.
• You could refer to the following website if you need help on
using CMap http://cmap.ihmc.us/Support/Help/
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QUESTION
• What’s the benefits of using a computer-based concept
mapping tool compared to paper-and-pencil method?
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AFFORDANCES OF COMPUTER-BASED CONCEPT
MAPPING TOOLS
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QUESTION
• If all the participants in the class were to construct a concept
map on the same topic, do you think your concept maps will be
the same? Why?
• What’s the implications on using concept mapping?
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CONSTRUCTIVIST NATURE OF
CONCEPT MAPPING
• Concept map shows how a person organise concepts – the
hierarchies and inter-relationships.
• Different people might organise the concepts differently.
• There could be more than one correct way of organising and
relating the concepts.
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MIND MAP
• Popularized by Tony Buzan 1970s
• He theorises that learners scan a page in non-linear way
• Differs from concept maps as it does not require explicating the
links between the nodes
• May not build structural knowledge but in some occasions, a
mind map is sufficient
• E.g. summarizing chapter or journal ideas
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MIND MAP (DEMO+ACTIVITY)
[10 + 10 mins]
• Open FreeMind
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WAYS TO USE CONCEPT MAPPING IN CLASS
• In-class pre-discussion
• Small group activity
• Whole class activity
• Fill in the blanks
• Organise your research
See ‘Ways to use concept mapping.doc’
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Mindmap Example to Summarise Readings
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SUMMARY
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CONCEPT/MIND MAP SOFTWARE
http://www.visual-literacy.org/pages/maps/mapping_tools_radar/radar.html
Xmind http://www.xmind.net/ free & $99 versions
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MORE IN THE LITERATURE
• Read TheoryUnderlying ConceptMaps.pdf
• http://cmap.ihmc.us/Publications/
• Read Meaningful reception learning & schema theory.doc
What is Ausubel’s meaningful learning theory?
–http://www.indiana.edu/~p540alex/P540summer2004/P540S
ummer2004online/unit4.html
• Youtube videos
– http://www.youtube.com/watch?v=d-XAO-8Ojmk (Cmap)
– http://www.youtube.com/watch?v=vlUdQTeZiNo (freemind)
• Free download
– CMap (http://cmap.ihmc.us/)
– Freemind http://freemind.sourceforge.net/wiki/index.php/Main_Page)
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THANK YOU
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