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Concept Mapping

Concept mapping is a technique for learners to organize and synthesize their understanding of a topic. It requires students to understand how different ideas and concepts relate to each other rather than just looking up definitions. When creating a concept map, students list important words or ideas and connect them with lines, explaining each connection in detail to demonstrate their understanding of the relationships between concepts. Teachers can assess concept maps to evaluate students' prior knowledge and the quality of their explanations of connections between concepts in the topic.

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0% found this document useful (0 votes)
49 views1 page

Concept Mapping

Concept mapping is a technique for learners to organize and synthesize their understanding of a topic. It requires students to understand how different ideas and concepts relate to each other rather than just looking up definitions. When creating a concept map, students list important words or ideas and connect them with lines, explaining each connection in detail to demonstrate their understanding of the relationships between concepts. Teachers can assess concept maps to evaluate students' prior knowledge and the quality of their explanations of connections between concepts in the topic.

Uploaded by

divizioni
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Concept Map

Concept mapping is a way for learners to gather and synthesize what they know about
a given topic. It is all about understanding what a set of words and ideas have to do with
one another. What I love about concept mapping is that you cannot look it up in the
glossary; in order to succeed at making the connection between what, say, inertia and
gravity have to do with one another, a person needs to truly understand each. Concept
mapping is appropriate before, during, and/or after a learning activity, as a preassessment, or the review of a unit. Creating a concept map and adding to it over time
is a true act of synthesis.
Before creating a concept map, teacher and/or students need to create a list of
important words or ideas to be synthesized. For beginning concept mappers, it is easier
to start with a large piece of paper and small-tipped pen or pencil for optimal legibility of
final product. For example, if we were embarking on a study of oceanography, our preassessment concept map could include somewhat familiar terms: ocean, sea, currents,
tides, waves, tides, reefs, littoral zone, continental shelf, and mid-ocean ridge. How
students are able to connect and explain these words is a window into their prior
knowledge about the topic at hand.
To create a concept map, each word or idea is placed in a circle; a line is drawn to
connect it to related words or ideas. Along the line, the connection is explained in the
students own words. It works best to explain each connection before drawing the next
line. While creating the concept map, mappers need to explain each connection in as
much detail as possible. One connection should be explained before others are added.
Students can make a limitless number of connections. The map can be as complex as
is appropriate. While mapping, mappers may elect to add additional words or concepts
to help make the connections stronger.
Teachers can score concept maps in a variety of ways, but attention should be paid to
quality of connections, over to quantity; we want to discourage students from writing
ocean has current, in favor of their taking the time to really explain, Ocean water
moves around the globe in different streams, called currents. Sometimes, I read only a
few connections on each concept map, so I encourage students to make each one as
clear and specific as possible, in case it is the one I do read.

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