TEACHING SCIENCE USING CONCEPT MAPS

PRESENTATION OUTLINE

 Definitions of concept maps, propositions and knowledge.

 Components, characteristics and kinds of concept maps.
 Purpose of concept mapping.
 Method of creating concept maps.

WHAT ARE CONCEPTS?

 Primary elements of knowledge are concepts.

 A concept is a generalization drawn from particulars.
 Concepts are defined as "perceived regularities in events or objects or record of events or
objects, designated by a label" (Novak 1998)

WHAT IS KNOWLEDGE?

 Knowledge is factual or procedural information.

 Knowledge is the combined result of learning, experience and training.

"Be curious always, for knowledge will not acquire you; you must acquire it". Sudie Back

ORIGIN OF CONCEPT MAPPING

  Concept mapping was developed by Joseph D. Novak in 1960s.
 The idea of concept mapping is based on Meaningful learning theory of Ausubel (1960).

OBJECTIVE OF CONCEPT MAPPING

 The primary function of the brain is to interpret incoming information to make meaning.
 It is easier for the brain to make meaning, when information is presented in vision formats.

WHAT IS A CONCEPT MAP?

 Concept map is a visual illustration displaying the organization of concepts and outlining the
relationship among or between these concepts. (Hoffman and Novak 2003)

DEFINITION OF CONCEPT MAP

 A concept mapping is a technique used to organize information or thoughts.

DESCRIPTION OF CONCEPT MAP

 Concept maps are two-dimensional, hierarchical diagrams that show the structure of
knowledge within a discipline.
 Composed of concept labels, each enclosed in a box or oval, a series of labeled linking lines
and general-to specific organization.

COMPONENTS OF CONCEPT MAPS

 Nodes represent concepts.

 Lines represent relations between concepts.
 Labels on the lines describe the nature of the relationship.
 Arrow heads indicate direction of the relationship.
CHARACTERISTICS OF CONCEPT MAPS

 Concept maps have structure -Linear/horizontal; Hierarchical/ non-hierarchical.

 Concept maps are based on propositions.
 Concept maps represent a particular domain of knowledge.
 Concept maps illustrate patterns and relationships among concepts.

KINDS OF CONCEPT MAPS

 Hierarchical maps represent information in a descending order of importance. The key

concept is on top and subordinate concepts fall below
 Non-hierarchical maps represent information in a cluster or network pattern.

LINKING PHRASES

 Composed of
 Depends on
 Is influenced by
 Is affected by
 Includes
 causes

LINKING CONCEPTS

 Linking concepts is the most important aspect of concept mapping.

 Cross-links represent relationships between concepts in different domains of the concept
map.
PURPOSE OF CONCEPT MAPPING

 to generate ideas (brain storming,etc.).

 to design a complex structure (long texts, hypermedia, large web sites, etc.).
 to communicate complex ideas.
 to aid learning by explicitly integrating new and old knowledge.
 to assess understanding or diagnose misunderstanding.

WHY CREATE CONCEPT MAPS?

  Concept maps allow any body to organize lots of information into a form that is easily
understood.
 Concept maps allow you to visualize connections within the information.
 Concept maps provide you a way to organize your thoughts onto paper.

WHEN DO YOU CREATE A CONCEPT MAP?

 Whenever you need to organize information - this can vary from person to person.
 If you find concept maps useful, then use them.
 If you find them confusing, modify them so they become useful to you - asking questions can
help you with this process.

GOALS OF CONCEPT MAP DESIGN

1. Clarity

 Conceptual clarity
 Visual clarity

2. Order

 Title - overall pattern

3. Balance

 Overall layout of all map elements

4. Unity and Harmony

 Pleasing look

5. Visual hierarchy

 Relative importance
 CONSTRUCTION OF A CONCEPT MAP

STAGES IN THE CONSTRUCTION OF A CONCEPT MAP

1. Brainstorming stage

2. Organizing stage

3. Layout stage

4. Linking stage

5. Revising stage

6. Finalizing stage

1.BRAINSTORMING STAGE MAPS

 List all terms and concepts associated with the topic of interest.
 Write them in one word or phrase per note.
  Don't worry about redundancy.
 Generate the largest possible list.

2.ORGANIZING STAGE

 Spread concepts on a blackboard so thatall can be read easily.

 Create groups and subgroups of related items
 Group items to emphasize hierarchies
 Identify terms that represent higher categories.
 Rearrange items and introduce new items omitted initially.

3.LAYOUT STAGE

 Arrange terms based on interrelationships and connections among groupings

 Within sub-grouping, place closely related items nearer to each other
 connect the items in the form of a simple sentence that shows the relationship between them.

4.LINKING PHASE

 Use lines with arrows to connect the items.

 Write a word or short phrases for each arrow to specify the relationship.
 Many arrows can originate or terminate on important concepts.

5.REVISING STAGE

 Carefully examine the draft concept map.

 Rearrange concepts to emphasize organization and appearance.
 Remove or combine items to simplify.
 Consider adding color or different fonts.

6.FINALIZING THE CONCEPT MAP

  Finalize the arrangement of items that conveys better understanding. Be creative by using
colors, fonts and shapes.

SUMMARY CONCEPT MAPPING

 Identify the key concepts of a topic (i.e., make a list);

 Rank concepts from broad to specific;
 Place broadest concept at the top;
 more specific concepts below;
 Link concepts with action words;
 Group closely related concepts;
 Rework this preliminary concept map by adding, deleting renaming words and links;

EDUCATIONAL BENEFITS

 an instructional tool.
 a tool to promote meaningful learning.
 an assessment tool.
 a curriculum organizing guide in teaching.
 a mind tool for critical thinking.

USES OF CONCEPT MAPS

 Enable understanding of a topic.

 Allow to explore new information and relationships
 Access prior knowledge
 Gather new knowledge and information
 Share knowledge and information generated
 Help thinkers document and describe their thinking
ESSENTIAL FEATURES OF A CONCEPT MAP

Concept recognition - identifying the relevant concepts in a given topic

Grouping - appropriate linking of concepts.

Hierarchy - more inclusive concepts at top more specific concepts at lower end of map.

Branching - the level of differentiation of concepts

Propositions - meaningful sentences

HOW TO EVALUATE CONCEPT MAP?

Accuracy and thoroughness

1. Are the concepts and relations correct?

2. Are the important concepts missing?

3. Are any misconceptions apparent?

Organization - Does the map show hierarchy?

Does it have a title?

Appearance - Is it neat and orderly?

Cross links - Does the map show meaningful connections?

Creativity - does it effectively communicate concepts/stimulate interest?

PRACTICAL APPLICATIONS

 Easy to take notes during lecture

 Excellent aid to group brainstorming
 Planning your lecture / studies / career
 Providing graphics for your presentation
 Refine your creativity and critical thinking

STUDENTS LEARNING FROM CONCEPT MAPS

 Improve clarity of thought;

 Assimilate more information;
 Achieve deeper understanding;
 Improve memorization;
 Improve coherence;
 Enhance clarity of relations

ADVANTAGES OF USING CONCEPT MAPS

 easy to use.
 improve learning
 improve understanding.
 Influence knowledge construction

EDUCATIONAL USE OF CONCEPT MAPS

 Note taking and summarizing

 Knowledge elicitation
 Knowledge capturing
 New knowledge creation
  knowledge preservation (retention).
 modeling Collaborative knowledge and the transfer of expert of knowledge
 Knowledge sharing.

CONCEPT MAPS EXAMPLE

FINAL THOUGHTS

 Concept maps organize your thinking to improve your memory.

 Formation of concepts and their use is of critical importance for a learner to be successful in
his studies.
 INSTRUCTION AND ASSESSMENT

INSTRUCTION

 Refers to the various ways of teaching, teaching styles, approaches, techniques and steps in
delivering the curriculum.
 It is a complex activity that requires teachers to use a variety of action to accomplish a variety
of functions.

FACTORS THAT WILL DEPEND ON HOW WELL INSTRUCTION WILL BE DONE:

1. Learner- the center and the one who receives instruction.

2. Teacher- he/she guides the implementation of the plan.

3. Learning Environment- this is where learning Occurs.

4. Subject Matter- this is the content of instruction.

5. Method of Teaching and Learning- this is the heart of instruction.

6 Measurement- this refers to assessment

ASSESSMENT
  Will provide the teacher or curriculum makers the value of their work.
 It will also tell the general public the quality or kind of product that resulted from a
prerequisite process. Which is instruction.
 Gives the quantitative measure of instruction.

INSTRUCTION AND ASSESSMENT SHOULD BE INTERTWINED TO PROVIDE A SYSTEM THAT SUPPORTS

AND ENCOURAGES STUDENTS PROGRESS.

STUDENTS ARE MORE LIKELY TO LEARN SFOCUSED BECAUSE INSTRUCTION IS FOCUSED AND BECAUSE
THEY ARE ASSESSED ON WHAT THEY ARE TAUGHT.

TEACHERS ARE ALSO ABLE TO FOCUS IN MAKING THE BEST USE OF THEIR TIME. BECAUSE
ASSESSMENT INVOLVES REAL LEARNING, THEY CAN INTEGRATE ASSESSMENT INTO DAILY
INSTRUCTION AND CLASSROOM ACTIVITIES.