CONCEPT MAPPING

Concept maps provide a unique

graphical view of how students organize, connect and synthesis
information. They include concepts, usually enclosed in circles or
boxes of some type, and relationship between concepts indicated
by a connecting line linking two concepts. Words on the line
referred to as linking words or linking phrases, specify the
relationship between the two concepts.
Concept maps are developed on the
basis of Asubels theory of meaningful learning. Meaningful
learning refers to the concept that the learned knowledge is fully
understood by the individual and that individual knows how that
specific fact relate to other stored facts. According to Ausubel
meaningful learning requires three conditions:
1. The material to be learned must be conceptually clear and
presented with language and examples relatable to the
leaners prior knowledge.
2. Leaner must possess relevant prior knowledge.
3. The leaner must choose to learn meaningfully.
Characteristics of concept
Concept are represented in a hierarchical fashion with the
most inclusive, most general topics at the top of the map
and the more specific, less general hierarchically below.
Concept maps is the inclusion of cross-links. These are
relationships or links between concepts in different
segments or domains of the concept map. Cross-links help
us see how a concept in one domain of knowledge
represented on the map is related to a concept in another
domain shown on the map.
Concept maps is specific example of events or objects that
help to clarify the meaning of a given concept. Normally
these are not included in ovals or boxes, since they are
specific events or objects and do not represent concepts.

Advantages of concept mapping:

Concept mapping helps creative thinking.

Provides clarity to the concepts involved with each other.
It allows basic information on one page.
It is a good way to work to prepare for the exams.
It is easy to learn, teach and use.
It can be used for assessment.
Concept maps are student centered active methods for
students.
It is suitable for many different topics, instructional stage
and great level.
It can be used effectively for revision and students are able
to rank topics which they learned and provides easiness to
establish a link between topics.
It can encourage student-teacher interaction when they
create a map together by discussing.

The benefits of concept maps:

Concept mapping offers benefits to both student and
teachers. Concept maps give students an opportunity to;
Think about the connections between science terms
being learned.
Organize their thoughts and visualize the relationship
between key concepts in systematic way.
The steps of constructing a concept map:
Step 1: To construct a concept map, it is important to define
the context. A good way to define a context for construct
map is to construct a focus question, that is, a question that
clearly specifies the problem or issue the concept map
should help to resolve.
Step 2: Identify the key concept in a paragraph, research
report, and chapter; or simply think of the concepts of a
subject area and list them.
Step3: From the listed concepts, rank the concepts by
placing the broadest and most inclusive idea at the top of
the map.
Step 4: Work down the paper and add more specific
concepts and do hierarchical arrangement of concepts.
Step 5: Connect the concepts by lines. Label the lines with
action or linking words. These links between different
domains of knowledge on the concept map scan help to
illustrate how these domains are related to one another. The
connection creates meaning.
Step 6: Specific examples of the concepts can added below
the concept labels. But these are not included in ovals or

boxes. They are specific events or objects and do not

represent concepts.
Step 7: A concept map is never finished. After a preliminary
map is constructed, it is always necessary to revise this map.
Other concepts can be added.

Use of concept maps:

As method of learning: concept maps are a useful
learning tool in mathematics. Concept maps can
improve understanding of mathematics concepts and
help build connections among abstract concepts.
Concepts maps can also be used as a misconceptioncorrection tool.
As a teaching method: concept maps can help us
identify, understand, and organize concepts we plan to
teach. The instructor can present concept maps to the
whole class to highlight key concepts and connections.
As a curriculum and lesson planning method: in
curriculum planning, concept maps can be enormously
useful. The hierarchical organization of concept maps
suggest more optimal sequencing of instructional
material. If concept maps are used in planning
instruction and students are required to construct
concepts maps as they are learning , previously
unsuccessful students can become successful in
making sense out of mathematics.
As
an
evaluation
method
of
students
understanding of mathematical concepts: concept
mapping could be a key to developing strong
performance assessments that ought to be designed to
generate both an assessment of how students are
applying
concepts
and
to
assess
the
deep
understanding that students ae gaining.

Kinds of concept mapping

A spider concept map is a kind of map that is used to
investigate and enumerate various aspects of a single theme
or topic, helping the students to organize their thoughts. It
looks a bit like a spiders web, hence its name

The hierarchy concept map presents information in a

descending order of importance. The most important
information is placed on the top. Distinguishing factors
determine the placement of the information.

The flowchart concept map organizes information in a

linear format
The system concept map organizes information in a
format which is similar to a flowchart with the addition of
INPUTS and OUTPUTS