1. Concept Mapping Workshop_Phase 1 Kolej Matrikulasi Selangor
18-19 Mac 2010
Concept Mapping is best if it is a COLLABORATE effort

2. Workshop shedule Slot 1 Slot 2 Slot 3 Slot 4 Slot 5
Introduction to Concept Mapping
Slot 2
Uses of Concept Map in Teaching and Learning
Slot 3
Creating Concept Maps
Slot 4
Presentation of Concept Maps
(Paper and Pencil)
Slot 5
Presentation of Concept Maps (Concept Mapping Software)
Conclusion and Reflections

3. Scope in Concept Map Workshop
Refer Pg 2

4. Our scope during this workshop: Concept Mapping Workshop_Phase 1

5. KMS_Concept Mapping Workshop
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From:
Corbett, 2004 5

6. Introduction to Concept Mapping
Slot 1
Introduction to Concept Mapping
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7. KMS_Concept Mapping Workshop
Menu for Slot 1
What is a Concept Map?
Theory underlying Concept Mapping
Basics about Concept Mapping
Assessing Concept Map
Creating a Concept Map
Electronic Tools Available to Support Concept Mapping
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8. 1. What is a Concept Map?
Refer Pg 3
Corbett, 2004

9. KMS_Concept Mapping Workshop
Concept Maps
Graphic organizer that displays a large concept or theme from a big-picture perspective
Uses concepts or ideas and shows how they connect: using language
Networks consist of nodes and links.
Nodes represent concepts and links represent the relations between concepts.
Linking words are used to describe the relationships among the concepts
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10. KMS_Concept Mapping Workshop
Concept Maps
Educational tool that encourages meaningful learning.
An active, creative, visual and spatial learning activity in which concepts are organized according to their hierarchical relationships.
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11. What is concept mapping?
A technique for organizing and representing information
A true concept map must include:
core concepts - usually enclosed in circles or boxes
relationships illustrated by lines and arrows connecting concepts AND by propositions or statements on those lines that explain the nature of the relationship
Pages
Books
are made of
Binding

12. 2. Theory underlying Concept Mapping
Refer Pg 3
Corbett, 2004

13. Novak’s Concept Mapping Technique
Developed by Joseph D.
Novak at Cornell University.
concluded that "Meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures".
Novak’s work was based on
the theories of Ausubel.
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14. KMS_Concept Mapping Workshop
New Theory of Learning
Novak and Gowan (1984)
developed a theory of instruction that is based on Ausubel's meaningful learning principles
incorporates "concept maps" to represent meaningful relationships between concepts and propositions.
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15. Ausubel Meaningful Learning
Learning with understanding
much stronger and longer-lasting than rote learning learning by memorization
students address the conceptual meaning of the knowledge being learned, and link this new information with previous knowledge
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16. Meaningful Learning VS Rote Learning
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17. How can you encourage Meaningful Learning?
Organize knowledge
ideas (Schemata) are inter-connected as networks according to the meaning that defines them.
Guide students
to anchor new ideas or concepts with previous defined knowledge in a non-arbitrary way
Introduce Concept Mapping to promote meaningful learning
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18. Key idea of New Theory of Learning
Jane Primary 6
Each learner comes into any new situation
with prior knowledge based on past
experiences.
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19. New knowledge is learned through integration with prior knowledge.
Key idea of New Theory of Learning
Jane
Form FOUR
New knowledge is learned through integration with prior knowledge.
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20. 3. Basics about Concept Maps
Refer Pg 5
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21. KMS_Concept Mapping Workshop
Two concepts linked by a labelled relationship create a proposition
This ‘scaffolds’ the formation of a meaningful statement.
It is the basic unit in the formation of concept maps.
 A cat is a living thing.
This makes concept mapping a powerful tool in learning how to structure ideas and make connections to frame meanings.
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22. Basic structures of graphic representation
Level of concept mapping
Concept mapping
representation
Interplay between the visual and linguistic elements.
could mean;
The cat ate the mat.
The cat went to the mat.
The cat walked over the mat.
The mat belongs to the cat.
The mat is near the cat.
The number of possible interactions and types of different relations between the cat and mat are many and diverse.
The cat saw the mat.
The cat likes the mat.
The directionality given by the vector is explicit although the definition of the relationship is unclear. It gives a structure to the possible linguistic interpretations in terms of subject/object order.
The cat ate on the mat.
The cat ran on the mat.
The cat sleeps on the mat.
The mat is on the cat.
Although the relationship has been given more clarity in terms of relation by naming the link, the interaction is still lacking clarity in terms of the order of relationship.
The cat went on the mat.
The cat is on the mat.
The combination of vector and naming of the link reduces the number of possibilities in interpretation. The relationship achieves more definition and the whole representation becomes more meaningful.
could only mean;
The inclusion of a more constrained label to the vector achieves an accurate and meaningful proposition in terms of objects and their relations.
Concept mapping:
represents different levels of meaning
discloses levels of understanding or misrepresentation
allows cloze style presentations
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23. KMS_Concept Mapping Workshop
Some basics about Concept Map
A Concept Map Includes:
Nodes
(terms or concepts)
Linking phrases
needs a
Linking Phrase
laptop
charge
Linking lines
(usually with a unidirectional arrow)
Propositions
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24. KMS_Concept Mapping Workshop
Some basics about Concept Map
Propositions
“The basic unit of meaning in a concept map and the smallest unit that can be used to judge the validity of the relation (line) drawn between two concepts”
Ruiz-Primo and Shavelson, 1996
Linking Phrase
Propositions
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25. Some basics about Concept Map
What are Propositions?
concept maps constructed of propositions (two concepts connected by a short linking phrase) which are the unit of meaning (perhaps analogous to sentence)
the brief linking phrase describes the relationship between the two concepts
anyone can draw lines between words, but connecting these with a phrase creates the window into understanding
other forms, like Mind Maps, do not require the crucial linking phrases
identifying the link confronts the learner with their level of understanding
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26. Assessing a Concept Map
Refer Pg 5
Corbett, 2004

27. Assessing Concept Maps
Assessing and evaluating concept Maps
Summative assessments
Formal assessments designed to determine what students do and do not know
Formative assessments
Informal assessments designed to check on students’ progress
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28. Items Commonly Assessed
were the correct concepts or nodes identified?
do the lines and arrows correctly link concepts together into clusters or hierarchies?
do the propositions or statements on the lines between concepts accurately describe how two concepts are related?
how detailed are the resources or elaborative examples attached to the concepts (e.g., Web links, articles, annotations, notes, excerpts cut and pasted from a class discussion board, etc.)
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29. Scoring Methods (McClure, Sonak & Suen, 1999)
were the correct concepts or nodes identified?
do the lines and arrows correctly link concepts together into clusters or hierarchies?
do the propositions or statements on the lines between concepts accurately describe how two concepts are related?
how detailed are the resources or elaborative examples attached to the concepts (e.g., Web links, articles, annotations, notes, excerpts cut and pasted from a class discussion board, etc.)
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30. KMS_Concept Mapping Workshop
Some basics about Concept Map
Basis of Concept Maps
General
Level 1
Level 2
Level 3
Specific
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31. Structural Scoring Novak Scoring Protocol
hierarchical structure, concept-links, cross-links, and examples
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32. KMS_Concept Mapping Workshop
Relational Scoring
Quality or importance of each individual concept-link, without regard to the overall structure of the map, e.g. one point for each correct link and proposition.
Modified relational scoring where, concept-links, cross-links, and examples were assessed using the following scale (West, et al) :
invalid relationship between concepts (0 points);
valid relationship between concepts but propositional label is incorrect (1 point);
valid relationship and propositional label correct but lacks foundational or core relationship to subject matter (2 points); and
valid relationship and propositional label and foundational or core relationship apparent (3 points).
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33. KMS_Concept Mapping Workshop
Scoring A Concept map
Relational Scoring
Structural Scoring
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34. 1. STRUCTURAL SCORING 2. RELATIONAL SCORING Scoring A Concept map
Propositions (if valid) Score = 1 X ? = ?
Hierarchies (if valid) Score = 5 X ? = ?
Cross-links (if valid) Score = 10 X ? = ?
Examples (if valid) Score = 1 X ? = ?
Total Score ?
2. RELATIONAL SCORING
Is there any relationship
between the concepts
of the proposition?
Does the label indicate
a possible relationship
between the concepts
of the proposition?
Does the direction of the arrow
indicate an hierarchical, causal,
or sequential relationship
between the concepts
of the proposition
that is compatible with the label?
YES
YES 1
YES NO NO 2 3 NO

35. Holistic Scoring
Scoring Rubrics (1)
link1
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36. Adequately Meets Standard 2
Scoring Rubrics (2)
Exemplary 4
Exceeds Standard 3
Adequately Meets Standard 2
Below Standard 1
Student
Score
Organization
Well organized
Logical format
Contains main concepts
Contains a appropriate number of concepts
Map is “treelike” and not stringy
Follows standard map conventions
Thoughtfully organized
Easy to follow most of the time
Contains most of the main concepts
Contains an adequate number of concepts
Follows the standard map conventions
Somewhat organized
Somewhat incoherent
Contains only a few of the main concepts
Choppy and confusing
Contains a limited number of concepts
_______
Content
Linking words demonstrate superior conceptual understanding
Links are precisely labeled
Linking words easy to follow but at times ideas unclear
Links are not precisely labeled
Linking words are clear but present a flawed rationale
Links are not labeled
Difficult to follow
No links
Cooperation
Worked extremely well with each
Respected and complemented each others ideas
Worked very well with each other.
Worked to get everyone involved
Attempted to work well with others.
At times ”off task” and not everyone was actively involved
Little or no teamwork
link2
Refer Exercise Pg 7

37. 5. Creating a Concept Map
Refer Pg 8
Corbett, 2004

38. Stages in Creating A Concept Map
Brainstorming Stage
Organizing Stage
Layout Stage
Linking Stage
Revising Stage
Finalizing Stage
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39. Stages in Creating A Concept Map
1. Brainstorming Stage
Find a focus question.
Make a list of terms, a single word or a phrase by going through your notes.
Make a list of these items and print them neatly.
Your objective here is to generate the largest possible list you can.
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40. Stages in Creating A Concept Map
2. Organizing Stage
Spread concepts on a table or whiteboard so that all can be read easily
Create groups and sub-groups of related items. Try to group items to emphasize hierachies.
Identify terms that represent higher categories and add them.
Feel free to rearrange items and introduce new items omitted initially.
Some concepts will fall into multiple groupings. This will become important in the linking stage.
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41. Stages in Creating A Concept Map
3. Layout Stage
Arrange terms so that they represent your collective understanding of the interrelationships and connections among grouping.
Use a consistent hierarchy in which the most important concepts are in the center or at the top.
Within subrouping, place closely the items in a simple sentence that shows the relationship between them.
Feel free to rearrange things at any time during this phase.
Do not expect your layout to be like that of other groups.
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42. Stages in Creating A Concept Map
4. Revising Stage
Carefully examine the draft concept map.
Rearrange sections to emphasize organization and appearance
Remove or combine items to simplify.
Consider adding colour or different fonts.
Discuss any aspects where opinions differ.
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43. Stages in Creating A Concept Map
5. Finalizing the Concept Map
After your group has agreed on an arrangement of items that conveys your understanding, convert the concept map into a permanent form that others can view and discuss.
Be creative in a constructive way through the use of colours, fonts & shapes.
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44. Stages in Creating A Concept Map
6. Evaluating Concept Maps
Accuracy and Thoroughness: Are the concepts and relationships correct? Are important concepts missing? Are misconceptions apparent?
Organization: Is the concept map laid out in a way that higher order relationships are apparent and easy to follow? Does it have a title?
Appearance: Is the assignment done with care showing attention to details such as spelling? Is it neat and orderly or is it chaotic and messy?
Creativity: Are there unusual elements that aid communication or stimulate interest without being distracting?
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45. KMS_Concept Mapping Workshop
Best Practice Advice
Give students a clear focus question to guide their maps
“Describe the forces affecting a mass hanging on a spring.”
Let them know what you expect to see!
Never ask students to memorize and replicate a given map—this works against meaningful learning
Concept mapping is less about the structure of the map and more about communicating ideas in a different format
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46. Implementing what you have learned?
Link step by step
How to???? Refer Pg 10
HAVE COURAGE AND GO FOR IT!

47. 6. Electronic Tools Available to Support Concept Mapping
Refer Pg 9
Corbett, 2004

48. Concept Mapping Software
Inspiration/Kidspiration is good but expensive
SmartIdeas is provincially licensed
CMapTools is free, powerful, collaborative
Compendium is a knowledge and concept mapping tool.
FreeMind is a mind mapping application written in Java
VUE concept mapping tool to organize, visualize, and present ideas.
XMIND is a concept mapping tool, a mind mapping tool, and also a fishbone chart tool.
Inspiration likely the most widely recognized
in terms of ability, CMapTools wins
SmartIdeas cannot split links
I have never actually given much in the way of instruction for using the software
students seem to mainly take to it easily
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49. KMS_Concept Mapping Workshop
Link to
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50. Let’s get started with cMap Tools
Please refer to article 1, pg 26-33
Open Cmap (IHMC Cmap Tools)
Double click to create your first concept
Double-click your mouse anywhere in this window to create your lead concept and enter the text “Sandwich.”
Next, click your mouse outside the oval Sandwich box to deselect it, move the mouse back inside the box and click again. This brings up two arrow lines
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51. KMS_Concept Mapping Workshop
Now, click the mouse inside the arrow box, hold the button down, and drag the mouse down the screen for some distance and let go of the mouse button.
This action will add two new text fields, both filled with question marks. The first of these boxes (the one with the rectangular outline) is where you enter the verb or verb phrase, and the second (more oval) box is where you add the next concept.
For example, if your sandwich includes bread, then
you'd place “includes” in the first box, and “bread” in the second and progress on ……
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52. KMS_Concept Mapping Workshop
Share your map
Save your concept map
first in your own laptop
then save your map to the shared folder
Click world icon—to share on public Cmap servers
Save in the “IHMC Public Cmaps (2)” → “KMS”
Edit → Refresh to see newly added maps
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53. KMS_Concept Mapping Workshop
Are you still with me?
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54. Now the ball is left at your feet
Kick it!

55. KMS_Concept Mapping Workshop
References
Dempsey, D., O'Sullivan, K., & White, L. (2002). Action research for SFSU's NASA-NOVA course. Retrieved September 27, 2005, from the World Wide Web:
McClure, J. R., Sonak, B., & Suen, H. K. (1999). Concept map assessment of classroom learning: Reliability, validity, and logistical practicality. Journal of Research in Science Teaching, 36(4),
Rye, J. A., & Rubba, P. A. (2002). Scoring concept maps: An expert-based scheme weighted for relationship. School Science and Mathematics, 102(1),
Trochim, W.M.K. (2004). An introduction to concept mapping for planning and evaluation. Retrieved September 27, 2005, from the World Wide Web:
West, D.C., Park, J.K., Pomeroy, J.R., & Sandoval, J. (2002). Concept mapping assessment in medical education: A comparison of two scoring systems. Medical Education, 36,
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