syntax of concept mapping

8/13/2019 Syntax of Concept Mapping

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Syntax of Concept Mapping

Four well defined phases of Concept Mapping were evolved afterrigorous discussions with experts in the subject and technique ofdrawing concept maps. These are Presentation of Abstraction

Propositional Phase Application and Closure

Phase I : Presentation of Abstraction : First the students arepresented with a definition or a generali!ation. "ince a generali!ationarises from common characteristics of various concepts "econdl# thestudents are as$ed to identif# various concepts and sub%concepts.Thirdl# to enlist the# and lastl# the# are as$ed to provide new andunique examples to judge their understanding of these concepts.

Phases II : Propositional Phase :The teacher guides the learners toarrange the concepts hierarchicall# in a deductive manner with the

broader concepts placed at the top followed b# less inclusive concepts.These various concepts are lin$ed b# lines and these lines aresupplemented b# words&phrases which indicate meaningfulrelationship among various concepts. Thus the whole concept map isviewed as a networ$ of concepts.

Phase III : Application :Then the students appl# their $nowledge b#citing new examples and reflecting on the present examples

Phase IV : Closure : Closure is a point at which the students come tothe formal conclusions of the lessons. At the closing stage the

students summari!e major ideas involved in the process.

Role of the Concept Maps

A concept map is a graphic organizer, which uses schematic

representation, hierarchically to organize a set of concepts, connected by

means of words in order to build meaningful statements. It shows

meaningful relationship between concepts in the shape of propositions, and it

reveals each students comprehension and knowledge structure (Novak and

Gowin, 1999. Novak and Gowin (1999, p. 1 tells us !concept mapping is a

way to help students and educators to see the meanings of learning materials ."

It reveals the wa# in which we could assimilate the concept structure with the

source of knowledge, on which the map prepares. $hen it is made b# a

working group and being shared b# all students, it gives color full pleasure of

their refle%ive thought (Novak and Gowin, 1999 and it can become an

e%cellent process of building knowledge in a social environment that is


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cooperative and constructivist. &o put it briefl#, concept maps are e%cellent

tools for a cooperative activit# that will lead to a ver# meaningful learning

(Novak, ''. )ut of different t#pes of concept maps, spider concept map

ma# be organi*ed b# placing the central concept in the centre of the map and

outwardl# radiating sub concepts linked to it and students ma# easil#

understand the cause+effect relationships of science b# linking, interlinking, sub

concepts and e%amples with the super concept. &heir cognitive structure

increases radiall# b# the collaboration of new and old knowledge (eissner,

-onassen Grabowski, 199/. 0pider concept map is a multi flow map, in

which multiple outcomes found b# the multiple inputs of concepts, sub

concepts (errill &enn#son, 1992. In this map, the comple% cause and effect

relationships can be e%pressed b# the central event with sub concepts depicted

or both sides radials help students to branch their knowledge structure in a

meaningful wa# (3olloffel &essa, '11. 0imilarl#, the hierarch# concepts

ma# represent the information in the descending order of importance. &he most

important information is placed on the top and illustrates the downwards

classification of the concepts. &he super concepts should be placed in the top

and the sub concepts are downwardl# depicted to e%press the total concept in a

true manner (4in*e5 6r# Novak, 199.

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Collaborative and Individual Modes of Concept Mapping

)kebukola )gunni#i (198/ studied the learning mode (e.g. cooperative or

individualistic under concept mapping strateg#. &he obective of the stud# was

to know the students achievement after concept mapping strateg#. &he

cooperative learning involved the students working in small heterogeneousabilit# groups while the individualistic mode involves students working alone

on an assigned task. &he# found cooperative mode of concept mapping has

improved students misconception and doubt significantl# more than individual

map practices. :ooperative group students achievement and retention are

much better than individual learner. :randell, 0oderston, 199; compared

the effect of collaborative concept mapping on elementar# pre service teachers 0cience, indicated that collaborative

concept map could lower the an%iet# about learning ph#sical science, lower all

the trait an%iet#, and increase science achievement. 4owever, it did not have asignificant effect on an%iet# toward teaching ph#sical science, self5efficac#,

and outcome e%pectanc#.

:hiu, 4uang, :hang, (' studied the collaborative concept mapping

process, mediated b# computer. &he subects learned and constructed concept

map during instruction and the researchers identified that the four patterns of

computer5mediated collaborative concept map should process information? (1


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concept introduction@ (' limited concept introduction@ (A less link

establishment@ and (/ proposition construction orientation. :ollaborative

concept map practice is a useful practice among students. Ban o%tel et al

1992 compared the stud# of collaborative construction of conceptual

understanding, interaction processes, and learning outcomes in emerging from

a concept mapping and a poster and collaborative concept mp approach is a

suitable techniCue for classroom management. 0imilarl#, Gilbert Greene

('' investigated the college students< collaborative use of concept map as

inspiration generation to learn educational technolog#. 1D higher education

ps#cholog# students were the sample of the stud#. Efter concept map learning

among students cooperativel# to educational technolog# the researchers found

that the concept maps are most stimulating activit# among the samples. &he

cooperative concept map has positive effect on students learning. Inspiration b#

the teacher is not directl# influence the achievement of the students but

collaborative concept map has directl# promotes meaningful learning. In fact,

3eal#, '1@ Ban o%tel et al '' studied the knowledge maps and their use

in computer5based collaborative learning environments. 1A higher education

biolog# students are the purposive samples of the stud#. &he purpose of the

stud# was to stud# the effect of concept map on achievement of the students

through computer based collaborative learning. &he findings of the stud# stated

that there e%ists significant difference in achievement scores between

collaborative learners and collaborative concept map learners.

Constructivist Approach use through Concept Maps

3ostoovich et al '2 observed from their stud# concept map as aconstructivist tool for students learning and knowledge evaluation. &he#

found, concept map might serve as potentiall# useful tool in ph#sics studied

among medical students. 0imon, 0chifter, 1991 investigated the using of

constructivist approach with online concept map? relationship between theor#

and nursing education. &his stud# described an online course that used concept

maps and self5reflective ournals to assess students thinking processes. &he use

of concept map with reflective ournal provided a learning e%perience that

allowed students to integrate content consistent

with a constructivist paradigm. &his integration is a developmental process

influenced b# the personal preferences of students, concept map design, andcontent comple%it#. &his developmental process provides earl# evidence that

the application of concept mapping in the online environment, along with

reflective ournal, allows students to make new connections, integrate previous

knowledge, and validate e%isting knowledge. 0imilarl#, Eitken Feaker,'8

e%amined concept map as constructivist tool for students learning and

knowledge evaluation.


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1.:ooperative hierarchical concept map on chemical reaction


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syntax of concept mapping

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