CONCEPT MAPPING

1. CONCEPT MAPPING A TEACHING STRATEGY BY: NATALIE WOOLDAND, RN, BSN

2. WHAT IS CONCEPT MAPPING? • “A concept map is a special form of a web diagram for exploring knowledge and gathering and sharing information”. (The Graphic Organizer, n.d.) • “Concept Mapping is the strategy employed to develop a concept map”. (The Graphic Organizer, n.d.) • “Concept Mapping is a contemporary nursing educational strategy that can be used to promote motivation y enabling the learner to integrate previous learning with newly acquired knowledge through diagrammatic mapping, which facilitates the gaining of complex knowledge with visual links”. (Bastable, 2008, p. 621) • A way of representing relations between ideas, images or words, in the same way that a road map represents the locations of highways, and towns • Also known as: Semantic networks, cognitive structures, knowledge structures, conceptual knowledge. (The virtual Institute, n.d)

3. DESCRIPTION • A concept map consists of nodes/cells that contain a concept, item or question and links. The links are labeled and denote direction with an arrow symbol. The labeled links explain the relationship between the nodes. The arrow describes the direction of the relationship and reads like a sentence. • Identify a focus question that pertains to the problem one wishes to address on the map. Present in a hierarchal manner, with general concepts at the top and more specific concepts below. Should have cross-links that depict a connection or relationship of knowledge. • The focus is the relationships among concepts

4. DESCRIPTION CONT. • Four major categories of concept maps: 1. Spider Concept Map- organized by placing the central theme or unifying factor in the center of the map. Outwardly radiating sub-themes surround the center of the map. 2. Hierarchy Concept Map- present information in a descending order of importance. The most important information is placed on the top. 3. Flowchart Concept Map- organizes information in a linear format. 4. Systems Concept Map- Organizes information in a format which is similar to a flowchart with the addition of inputs and outputs.

5. EXAMPLE

6. APPLICATION OF COGNITIVE LEARNING THEORY • Cognitive learning, a highly active process largely directed by the individual, involves perceiving the information, interpreting it based on what is already known, and then reorganizing the information into new insights or understanding. (Bastable, 2008, p. 60) • Like cognitive theory, concept mapping also involves interpreting information based on what is already known, and what is being taught and reorganizing the information into a new understanding. • Involves critical thinking and understanding.

7. APPLICATION TO TEACHING SITUATION • Introducing a topic domain or course- At the beginning of a course, or at the beginning of a major unit or topic within a course, use as a means of conveying to the students what will be studied and provide them with a big-picture overview of the topic. Create a map on the board/computer, and have students follow it and comment on it. Have students create individual or small-group concept maps based on their understanding of the topic at that point in time. Use these as a reference point for the course or unit. • Use as a learning tool- used as an alternative to note taking. Recall is easier, main ideas are more clearly defined and relative importance of each idea is clearly indicated, links between concepts are immediately recognizable, allows for easy addition of new information. Used in lieu of more traditional classroom outlines. • Mid-Term assessments and reviews- The presence of concepts and relationships on a map can provide an instructor with a snapshot of student knowledge and understanding. The proximity and connection of key concepts provide insight for instructors attempting to evaluate how ideas from class are being incorporated.

8. APPLICATION CONT. • End-of-course assessments and reviews- allows to see what students are learning over the course of their collegiate careers and how they can apply it. Allows for greater synthesis of seemingly disparate topics that the traditional examination would allow • Study guides- concept maps are learning tools, a method for focusing the process of studying in a constructive way. • Knowledge reflection and integration tool- concept mapping provides a method for learners’ self-assessment of their own learning. • Planning tool- they provide a shorthand form for organizing and sequencing ideas. • Way of note taking • Aid in group brainstorming • Provides graphics for presentations and term papers • Used in hospital setting to link symptoms to possible diagnosis in complex medical cases

9. APPROPRIATE SETTINGS • College level setting • Nursing School • Research • College level classroom setting • Hospital

10. Concept maps are easy to use. Provide tools for spatial representations of content, which helps memory. Enhances comprehension and the retention of ideas. Demonstrate the interconnectedness of ideas. Improve problem-solving performance in learners. Promotes deep processing of knowledge, and better understanding. Promotes the ability to apply knowledge in new situations. Develops students; capacity to learn independently. Can not truly map ones mind, just what we think is in the mind. Have a limited ability to represent casual relationships The knowledge the concept map represents is dynamic, it changes with the experiences and backgrounds of those producing the maps. PROS/CONS

11. ADAPTATIONRules to govern the construction of concept maps. 1. Concepts are located in rectangles or other geometric forms. Concepts can be represented by single key words or phrases or simple drawings. Arcs are lines used to connect the concepts. Linking works are sometimes written on the arcs to describe the relationship between the two concepts. 2. The linking words should specifically explicate the relationship between the two concepts. Together with the two concepts, the linking words form a proposition. It should be noted that the literature views these linking words is optional in terms of concept map construction. 3. No right map exists, as all maps are idiosyncratic to each individual. 4. The interconnections between concepts give rise to the power of the concept map. More interconnections and cross-linkages are an indication of a greater complexity and sophistication of understanding. 5. Determine the topic or domain of interest to be modeled, write that term (concept) in the middle of a sheet of paper, think of related concepts to that initial one and begin writing them down on the paper near the first term, connect related concepts with lines, and keep adding more concepts and relationship lines to the map as it grows.

12. EVALUATION • The number of nodes indicates the breadth of the map. The number of node/link combinations indicate completeness. The ratio of instances to concepts is an indicator of how well integrated the concepts in the domain are embedded. The depth can be measured by levels of nodes represented, is the linking valid? Are the relationships clear and descriptive? Is accuracy of the information included in the map? • Evaluated and graded according to the use of hierarchal organization, progressive differentiation, and integrative reconciliation of concepts. • The presence of concepts and relationships on a map can provide an instructor with a snapshot of student knowledge and understanding. The proximity and connection of key concepts provide insight for instructors attempting to evaluate how ideas from class were absorbed by students. Aids the instructor in assessing what students understand and how they relate the material to the overall course goals. • Counting the total number of concepts, counting the total number of relationships, measuring the map complexity, comparing the maps to that of an expert or an instructor, or comparing the maps from the beginning or middle of the semester to the maps created at the end of the semester.

13. CONCLUSION Concept maps will enhance learning and promote the use of various critical thinking cognitive skills, such as analysis, interpretation, inference, explanation, and self-regulation. It will challenge students to think more critically, and prepare them for the high-stake demands in nursing that often require time-constrained novel problem solving. There are many occasions where the concept map is an appropriate tool for assessing learning and synthesis of major areas, ether as an additional tool to use alongside more traditional assessment methods or as a replacement for them. Concept maps are also a helpful tool for the instructor to use in representing material to the class.

14. REFERENCES • Bastable, S. (2008). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice (3rd ed.). Sudbury, MA. • Chiou, C.C. (2008). The Effect of concept Mapping on Students’ Learning Achievements and Interests. Innovations in Education and Teaching International, 45(4), 375-387. Retrieved April 9, 2009, from Academic Search Premier database. • Croasdell, D.T., Freeman, L.A., & Uraczeqski, A. (2003). Concept Maps for Teaching and Assessment. Communications of the Association for Information Systems, 12, 396-405. Retrieved April 10, 2009, from www.acis.pamplin.vt.edu/faculty/tegarden/3516/handouts/CAIS2003-Croasdell.pdf.

15. REFERENCES CONT. • The Graphic Organizer. (n.d.). Concept Maps. Retrieved April 9, 2009, from www.graphic.org/concept.html • The Virtual Institute. (n.d.). Concept Maps. Retrieved April 10, 2009, from www.ettc.net/techfellow/inspir.htm • Vacek, J.E. (2009). Using a Conceptual Approach with concept Mapping to Promote Critical Thinking. Educational Innovations, 48(1), 45-48. Retrieved April 10, 2009, from CINAHL with Full Text database.