PRESENTATION ON

CONCEPT MAPS

What do you know

about concept maps ?

INTRODUCTION
A concept map also known as cognitive mapping or
conceptual diagram is a diagram that depicts suggested
relationships between concepts. It is a graphical tool that is
used to organise and structure knowledge.

DEFINITION
Hsu and Hsieh defined CM as an instructional
strategy that requires learners to identify,
graphically display and link key concepts by
organizing and analyzing the information
(Quinn, Mintzes & Laws, 2004;Horton et al 1993)
Concept maps have been defined as twodimensional, hierarchical, node-linked diagrams
that depict verbal, conceptual, or declarative
knowledge in succinct visual or graphic forms

HEY GUYS.
I AM JOSEPH
NOVAK

HISTORY
The technique of concept map was developed by
Joseph.D.Novak and his research team at Cornell
University in the 1970s as a means of
representing the emerging science knowledge of
students.
Novaks work is based on the cognitive theories
of David Ausubel (assimilation theory), who
stressed the importance of prior knowledge in
being able to learn new concepts that leads to
meaningful learning.

CLASSIFICATION
According to structural properties
Spider-like maps with labeled arcs (the typical concept
map)
Hierarchical maps (likemind maps)
Various diagrams, e.g.flow charts
Formal maps likeUMLdiagrams,
Formalsemantic networks,Topic maps, etc. I.e.
drawings are associated with a formal symbolic
representation.
Other specialized contents like arguments, part-of
maps, organization graphs (organization charts)

According to purpose
(Jan Lanzing, retrieved 11:44, 9 August 2007
(MEST))
To generate ideas (brain storming, etc.);
To design a complex structure (long texts,
hypermedia, large web sites, etc.);
To communicate complex ideas;
To aid learning by explicitly integrating new
and old knowledge;
To assess understanding or diagnose
misunderstanding.
To define processes and flows

CHARACTERISTICS
1.CONCEPTS- Novak defines concepts as a
perceived regularity in events or objects,
records of events or objects designated by
label. Concepts are typically enclosed in
circles or boxes i.e. nodes or cells and
relationships between concepts are
represented by connecting lines that link
them together. Words on the linking line
explain the relationship between the
concepts.

2.HIERARCHIAL STRUCTURE- In a concept maps

concepts are represented in a hierarchical fashion
with the most inclusive, most general concepts at
the top of the map and the more specific, less
general concepts, arranged hierarchically below.
3. PROPOSITIONAL STRUCTURE- Propositions are
also known as semantic units. Propositions are
statements about some objects or event in the
universe, either naturally occurring or constructed.

4. CROSS LINKS- These are relationships

between concepts in different domains of the
concept map. Cross-links show how a
concept in one domain of knowledge shown
on the map is related to a concept in another
domain shown on the map.
5.EXAMPLES OR ACTUAL IMAGES- Inclusion of
specific examples of events or objects can
help to clarify the meaning of a given
concept. Typically these are not included in
ovals or boxes because they are specific
events or objects and do not represent actual
concepts

6. FOCUS QUESTION- A good way to delineate the

context for a concept map is to define a focus
question, that is a question that clearly specifies
the problem or issue the concept map should
help to resolve. Every concept map responds to a
focus question, and a good focus question can
lead to a much richer concept

THEORETICAL BASIS OF CONCEPT MAPS

1.Ausubels assimilation theory of learning, he has used the

term meaningful learning where an individual has to learn to
integrate the newly acquired knowledge with the knowledge they
already possess. The meaningful learning helps the individual to
develop links between the old and new concepts which will promote
lateral thinking among the individuals.

2.The constructivist learning theory clearly states that every

learner actively builds or constructs her or his own private
understanding of the world. More simply, knowledge is constructed
in the mind of the learner. For real understanding to occur, the
teacher must actively involve the learner in a preliminary activity to
elicit these preconceptions. Connections from this pre existing
knowledge can then be made as learners continually build and test
their knowledge.

USES

1. Concept maps are used to stimulate the generation of ideas, and

are believed to aid creativity.
2. Concept mapping is also sometimes used forbrain-storming.
3.Note takingand summarizing gleaning key concepts, their
relationships and hierarchy from documents and source materials
4.New knowledge creation: e.g., transformingtacit knowledgeinto an
organizational resource, mapping team knowledge
5.Institutional knowledge preservation (retention), e.g., eliciting and
mapping expert knowledge of employees prior to retirement

6.Collaborative knowledge modeling and the transfer of expert

knowledge
7.Facilitating the creation of shared vision and shared understanding
within a team or organization
8.Instructional design: concept maps used asAusubelian"advance
organizers" that provide an initial conceptual frame for subsequent
information .

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Concept mapping was introduced by Joseph.D.Novak

Concept map is also known as Cognitive Map
Concept map is based on Ausubels assimilation theory
Memorization technique is based on repetition is known as
rote learning
Concept map acts on Short term memory
Concept map promotes critical thinking
Semantic unit is better termed as propositions
Concept map is a way of encoding information