concept maping judy jurgens

Concept Mapping: a Learning Tool in First-year Science at UWC

Concept Maps

Graphic organising tool using concept labels which are linked to explain relationship between concepts, the links making propositional statements of understanding.

This facilitates a deeper understanding of the inter-relatedness of concepts in a body of knowledge.

One tool used in conjunction with other T & L practices.

Novak & Canas, 2008

Rationale for using concept maps

The construction of concept maps enables students to:

1. get a clear overall picture of a field of study

2. better grasp the relationship between those areas under study

3. delimit the extent of knowledge under study (discrimination strategy)

4. use a learning and knowledge construction tool

5. to deconstruct ‘faulty’, fragmented or incomplete knowledge learned at school and reconfigure it.

How we teach concept-mapping

1. First construct mind-maps:- Brainstorm of major concepts covered and

how these relate to main concept under study- Use this to identify gaps via student critique- Use as basis for distinguishing key concepts from examples- Use this for listing key concepts

2. Follow construction steps for concept map

- Start with main concepts and second-tier concepts but label relationships as we

go- Hand-drawn on whiteboards or paper

3. Transfer basic C-map to computer- students train each other and work collaboratively to refine and label

relationships- used for inclusion in tasks, assessed.

Success of CM as tool

1. Assists student knowledge construction:- Gives overview of concepts covered and how they interrelate- Used to identify gaps in school learning- Used as learning/studying tool- Allows individualised knowledge

construction within given parameters

2. Enables evaluation of student learning

- View of student understanding “at-a-glance”

- Encourages discussion of concepts and categorisation

Difficulties with concept maps

1. Time consuming to do

2. Needs high levels of collaboration3. Not all students work well visually

or spatially

4. Takes a lot of practice to do well

Contact details

Judy Jürgens: jjurgens@uwc.ac.za