Concept Mapping 概念構圖

Visual Learning ideas, concepts, data and other information are associated with images and represented graphically. techniques include webs, concept maps, idea maps and plots, such as stack plots and Venn plots, are some of the used in visual learning enhance thinking and learning skills.

Examples of Visual Learning Webs Idea Maps Concept Maps Plots

Webs visual maps that show how different categories of information relate to one another. provide structure for ideas and facts give students a flexible framework for organizing and prioritizing information. use webs to brainstorm, organize information for writing (pre-writing), as well as to analyze stories and characterization. an effective technique to use in small group settings-- build collaborative webs, incorporating the thoughts and contributions of each group member. Examples: Literary Webs, Character webs, comparison, prewriting

Webs: Literary Webs helps students analyze the various literary elements (plot, characterization, theme, etc.) at play in any given story. By dissecting characters, plots and sequence of events, students learn about composition and get a better understanding of a story as a whole.

Webs: Character Webs Students identify the traits of a central character. This reinforces the concept of point of view and helps students understand a character's actions and motivation.

Webs: Comparison For example, in a social studies class, students may compare and contrast the characteristics of one culture with another. helps students better understand the groups being studied, as well as make unifying connections between them.

Webs: Prewriting brainstorming and organizing students do before writing. Once students choose a topic, they type it in the center of a web. Then they rapidly add subtopic ideas in symbols connected to the main topic. Each subtopic can have its own subtopics, which can also have subtopics, and so on.

Idea Maps Stimulates students to generate ideas, follow them through and develop their thoughts visually. Help students brainstorm, solve problems and plan their work. Examples: –Prior to field trips to help students think about what they might see and learn. –After the field trip, to record their observations..

Concept Maps graphically illustrate relationships between information. two or more concepts are linked by words that describe their relationship. encourage understanding by helping students organize and enhance their knowledge on any topic help students learn new information by integrating each new idea into their existing body of knowledge.

Concept Maps (cont.) ideal for measuring the growth of student learning. As students create concept maps, they reiterate ideas using their own words. –Misdirected links or wrong connections alert educators to what students do not understand, –providing an accurate, objective way to evaluate areas in which students do not yet grasp concepts fully.

Example of concept maps

Concepts and Propositions Concepts –as a perceived regularity in events or objects, or records of events or objects, e.g., book, table, etc –designated by a label (usually a a word, although sometimes we use symbols such as + or %. ) Propositions –statements about some object or event in the universe, either naturally occurring or constructed. –contain two or more concepts connected with other words to form a meaningful statement. Sometimes these are called semantic units,or units of meaning. –E.g., “ a dog is an animal ” connects 2 concepts “ dog ” and “ animal ”

What is Concept Mapping (continued)? Concept Mapping is the process of identifying important concepts, arranging those concepts spatially, identifying relationships among those concepts, and labeling the nature of the semantic relationships among those concepts.

Why Concept Mapping?

The Components of Concept Mapping Knowledge graphs consist of –nodes (points/vertices) –links (arcs/edges). Nodes represent concepts or ideas Links represent the relations between concepts (propositions)

A simple example on concept map of concept map Concepts: –Concert Map –Linking phrases –Relationships –Concepts Propositions –A concept map is composed of linking phrases –A concept map identifies relationships –Relationships are what between concepts –A concept map is composed of concepts

Another example for concept map

Another Example for Concept Map

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More Detailed One

Concept Map Reflecting Understanding of Mathematical Functions

Construction of Concept Maps enables The reorganization of knowledge Explicit descriptions of concepts and their interrelationships Deep processing of knowledge – promote better remembering/retrieving/applying Relating new concepts to existing concepts and ideas – improves understanding

It can be used to generate ideas (brain storming, etc.); design a complex structure (long texts, hypermedia, large web sites, etc.); communicate complex ideas; aid learning by explicitly integrating new and old knowledge; assess understanding or diagnose misunderstanding.

Examples of Using Concept Map as Mindtools Study Guide –Students identify the most important concepts in a chapter and generate a semantic net as a reviewing strategy. –Maps drawn can then be compared with other students ’ ; maps from different chapters can be combined –Students using this score better than others. –It is absolutely essential for the students to construct these nets. Reflection and Integration –Forces students to reflect on what they know and, reflect about their own lack of understanding and about the difficulties in construction of a meaningful knowledge framework

Examples of Using Concept Map as Mindtools Planning –Group Project: generating a semantic net can provide the organization and impetus for completing the project –Organizing ideas Assessing Learning –Comparing maps generated before and after instruction reflects the growth of knowledge. –Comparing maps generated by students to those by experts reflects as a criterion- reference measure.

Modes for Evaluating Concept Maps Scoring –any relationships that are valid score 1 mark each; –every valid level of hierarchy scores 5 marks each; –cross links if valid score 10 marks each. If the cross link is valid but does not illustrate a synthesis between sets of related concepts and propositions it only scores 2 points; –examples score 1 mark each. Compare Learner ’ s Map with expert ’ s –% of similarity between the concept map with that of an expert Determine Learner ’ s Knowledge Growth –Compare the maps before and after

Instructional Steps – when you need to teach concept mapping to your students begin with a simple topic, familiar to students so that it is easier for them to concentrate on the learning process. Ensure that a small number of terms are involved; model the construction of a concept map to the class. encourage students to think of all possible links and to write down the nature of each link; it is unlikely that students will produce good maps on their first attempt. Provide constructive criticism; you may provide a suggested layout the first time, but it is important to remove these prompts from subsequent maps; tell students that there is not a single correct answer to the task. White, R., & Gunstone, R. (1992). Probing understanding. London: The Falmer Press.

Exercise One Draw a concept map representing the following statements: –Faculty of Education belongs The Chinese University of Hong Kong (CUHK) –CUHK is the biggest university in Hong Kong –CUHK locates at Shatin –Shatin is in the New Territories of HK. –CUHK faces Ma On Shan Use the following links –Belongs to –Is a –Locates at/in –Faces/opposite of

Arrangement of Concepts Hierarchical structure –the most inclusive, most general concepts at the top of the map (at the middle … ) –the more specific, less general concepts arranged hierarchically below. with reference to some particular question we seek to answer or some situation or event that we are trying to understand (since structure also depends of the context)

Links Symmetric –Is opposite of; is same as; has sibling; is independent of; has synonym; is equal to Asymmetric Links –Inclusion Relations, eg has part/is part of –Characteristic Relations Has attribute/is attribute of –Action Relations Uses/is used by –Process Relations Has object/ is object of

Six Steps to Create Concept Maps select key concepts. This is a recognition process that activates relevant knowledge, and assists in topic identification; write the key concepts; make an attribute list of the key concepts; relate key concepts in a spatial relationship; rearrange spatial representations; compare representation to the text. Holley, C. D., & Dansereau, D. F. (1984). Spatial learning strategies: Techniques, applications, and related issues. Sydney: Academic Press.

Example Plants have roots Plants have stems Plants have leaves Leaves produce food Leaves are usually green

Example

Things to avoid Sentences in the boxes String Maps 專題研習是一種探討過程

What to do if you find it hard to add linking words This shows that you only poorly understand the relationship between the concepts Try write out a sentence that represents the relationship between the two concepts as accurately as possible Pick out a word or a phrase as the label of the relationship.

Advantages of Computer Support for Concept Mapping Ease of adaptation and manipulation Dynamic Linking Conversion Communication Storage Also see Visual learning

Concept Maps used in classrooms

哺乳動物的營養作用 馬鞍山崇真中學 馬鞍山崇真中學 黃志賢老師 黃志賢老師

中一中文科

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Concept Map Tools Inspiration useaction=concept_maps useaction=concept_maps IHMC CmapTools Decision Explorer Mindjet US/default.aspxhttp:// US/default.aspx The Brain Visual Information Managementhttp://

Activity 2 Construct a concept map showing your understanding of a Concept Start with a concept that you are familiar with. Examples are “ pollution ”, “ computers ”, “ classroom ”. Treat this as the main concept. Think about 3 other concepts that are related to the main concept (e.g., air pollution, keyboard, student), and link them to the main concept with the suitable links. Links must be suitably labeled. Build on one the newly added concepts, link it to 3 other new concepts. Again, the links must be suitable labeled. Arrange the concepts so that the most abstract and inclusive one is at the top and the most concrete and specific ones are at the bottom. Save the export this concept map as a gif file and submit it to Moodle.

References 仁愛堂田家炳中學概念關係圖 蘇詠梅 (2002). 幫助兒童建立科學概念的有效學習策略. Instructional Strategies Online Novak, J.D., & CaThe Theory Underlying Concept Maps and How to Construct Them. Institute for Human and Machine Cognition. cations/ResearchPapers/TheoryCmaps/TheoryUnderlyingConcept Maps.htm cations/ResearchPapers/TheoryCmaps/TheoryUnderlyingConcept Maps.htm Concept Mapping Resource Guide 上海教育資源網.

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