A concept map is ‘a schematic device for representing a set of concepts meanings embedded in a framework of propositions.’(Novak & Gowan 1984, pp.15) The concept is usually enclosed in a circle or square and a connecting line and linking words showing the relationship between two concepts. Novak & Cañas (2008) go on to state that most concept maps are hierarchical and thus have the general concepts on top with specific ones situated below. There are cross links to show connections between different parts of the concept map. This cross linking allows for development of new knowledge by making new connections.
A concept map allows prior experience and knowledge to be taken into consideration when integrating new concepts into the knowledge structure. This allows the concept to be externalised and encourages the learner to link old concepts to the new and in so doing promotes learning at a deeper level (Irvin1995, Rideout 2001, Atherton 2002). Consequently the learning progresses from the known to the unknown. Concept mapping is a particularly good way to organise information, for it helps the learner to pull together information already known about a subject and comprehend new information making learning more meaningful. This also allows the learning process to become transparent and affords the learners with crucial schematic framework to help them relate concrete examples to the conceptual structures and arguments within the subject area explored. (Williams, 2004)
It clarifies for learner and teacher, the key ideas to be focused on for any specific learning task and is intended to represent meaningful relationships between concepts in the form of propositions. A concept map can be likened to a visual road map showing some of the pathways the student may take to connect meanings of concepts using propositions (Shavellson et al, 1994). Post completion of a learning task, the concept map will provide a schematic summary of new learning because meaningful learning proceeds most easily when new perceptions are subsumed under a broader concept, maps ought be hierarchical; that is, from general to specific (Martin, 1994). However, students are allowed to be innovative. The main concept can be the core of the design without taking away the true meaning of concept mapping, and allow the learner to explore different visual graphic formats which help in retaining the information to be learned. (Abrams, 1997)
Visual learning is essential for the learner to clarify the thinking plus process, organise and prioritise new information, and so stimulating creative thinking allowing for understanding of the concept in greater depth. Concept maps are ideal for measuring the growth of individual’s learning as she will reiterate ideas using her own words and any inaccuracies or incorrect links can alert the tutor to what the learner does not understand. An awareness of the explicit role language plays in the exchange of information is vital to appreciating the value and purpose of concept mapping. And, indeed, central to learning and assessing, (Novak & Gowan, 1984) particularly since it is a way of demonstrating and organising knowledge showing relationships between concepts, including bi-directional relationships (Martin 1994). Concept maps are also effective in identifying both valid and invalid ideas held by students.
Nevertheless, there may be some learners who will have difficulty in developing concept maps, as Abrams (1997) suggests ‘not everyone maybe able to do it’ as concept mapping lends itself to mainly the constructivist approach to learning. Cicognani (2000) agrees that this method of learning is best suited to individuals who are visual learners as well as to those who have developed skills of synthesis. This seems to be a major disadvantage in using concept maps.
Concept Map from Williams (2004)
Akinsanya CY and Williams M, 2004, ‘Concept Mapping for Meaningful Learning’, Nurse Education Today, 24(1), 41 – 46
Harpaz, I., Balik, C. & Ehrenfeld, M., 2004, Concept Mapping: An Educational Strategy for Advancing Nursing Education, Nursing Forum, 39 (2): 27 – 36.
Williams, M., 2004, Concept mapping – a strategy for assessment, Nursing Standard, 19 (9): 33 – 38.
An online tool called Cmap to develop Concept map
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