What does it mean when you say,

I understand?....

Does it mean the same thing

to you that it does to another student
or to the professor?..…

How can you demonstrate your

understanding to others?
 Concept Mapping

• What is a concept map?

• What are the features of a concept map?
• How do you construct a concept map?
 What is a Concept Map?

A Concept Map Includes: laptop

Linking Phrase
Nodes needs a Linking Phrase
(terms or concepts)

Linking lines charge

Linking Phrase
(usually with a unidirectional arrow) Linking Phrase

Linking Phrase Linking Phrase

Linking phrases

Propositions
 Short Assignment

Arrange the following three terms

and connect them with arrows and
linking phrases

Bacteria Pneumonia Antibiotics

 A Mini Concept Map
Caused by
Pneumonia Bacteria

Antibiotics
 Variations on a Theme
Caused by
Pneumonia Bacteria Antibiotics

Can cause
Antibiotics Bacteria Pneumonia

Can cause
Bacteria Pneumonia
By reversing the arrows,
changing the linking words,
and adding color, the focus
and emphasis changes. Antibiotics
 Concept Map Showing Key Concepts in Concept Mapping
CONCEPT MAPS
WORDS

Can be LINKING
CONCEPT
WORDS CONTEXT
LABELS is
SYMBOLS
HIERARCHY DEPENDENT
for To form

CONCEPTS from
PROPOSITIONS
are
Are stored in MOST MOST
form GENERAL IMPORTANT
PERCEIVED RELATIONSHIPS COGNITIVE
REGULARITIES
STRUCTURE to
are
in in are
MOST LEAST
Achieved by
KNOWLEDGE SPECIFIC IMPORTANT
CLAIMS
EVENTS OBJECTS LEARNING

e.g. e.g. Can be

RAINING DOG ROTE

EXPLOSION LEAF are
PHOTOSYNTHESIS WOMAN MEANFUL
Perception is

Adapted from: Joseph Novak (1991) Clarify with Concept Maps, The Science Teacher 58(7), 45-49.
 Where does Concept Mapping Fit Into PBL?
Individual depends on Problem-Based uses Cooperative
Learning Groups
Accountability Learning
working on
expected by reflected in has
tied to Group
Grades Learning Goals Problems
Faculty Accountability
Students
that are
Society Content including Process
based on Objectives Real World
achieved with Skills
Open-ended
Examinations Group Complex
reflected in Assignments
Peer Evaluation such to promote
Writing should limit as
that address Assignments Divide and Conquer Concept Individual
and minimize Learning
Strategies Mapping
Academic such as
Dishonesty Scholarly Synthesis
Organization Leadership
Term Papers
Disciplinary Rhetoric Communication
PBL Problems
Student Voice Conflict Management
Case Studies
Revision Sharing Information
Accepting Information
informed by Peer Feedback Library & Internet Resources Peer Evaluation
Stages in the Construction
of a Concept Map

Brainstorming Stage
Organizing Stage
Layout Stage
Linking Stage
Revising Stage
Finalizing Stage
 Brainstorming Stage

• List any and all terms and concepts associated with

the topic of interest.
• Write them on Post It Notes, one word or phrase
per note.
• Don't worry about redundancy, relative importance,
or relationships at this point.
• The objective is to generate the largest possible list.
Brainstorming Stage
 Organizing Stage
• Spread concepts on a table or blackboard so that all can be
read easily.
• Create groups and sub-groups of related items. Try to group
items to emphasize hierarchies.
• Identify terms that represent higher categories and add them.
• Feel free to rearrange items and introduce new items omitted
initially.
• Some concepts will fall into multiple groupings. This will
become important in the linking stage.
Organizing Stage
 Layout Stage
• Arrange terms so that they represent your collective
understanding of the interrelationships and connections
among groupings.
• Use a consistent hierarchy in which the most important
concepts are in the center or at the top.
• Within sub-grouping, place closely related items near to each
other.
• Think in terms of connecting the items in a simple sentence
that shows the relationship between them.
• Feel free to rearrange things at any time during this phase.
• Do not expect your layout to be like that of other groups.
Layout Stage
 Linking Phase

• Use lines with arrows to connect and show

the relationship between connected items.
• Write a word or short phrase by each arrow
to specify the relationship.
• Many arrows can originate or terminate on
particularly important concepts.
 Revising Stage

• Carefully examine the draft concept map.

• Rearrange sections to emphasize
organization and appearance.
• Remove or combine items to simplify.
• Consider adding color or different fonts.
• Discuss any aspects where opinions differ
Finalizing the Concept Map

• After your group has agreed on an

arrangement of items that coveys your
understanding, convert the concept map
into a permanent form that others can
view and discuss.
• Be creative in a constructive way through
the use of colors, fonts, shapes.
 Contains
Red Blood Cells BLOOD TRANSPORT
BLOOD
Lyse in water CHEMISTRY OF OXYGEN
Contains to release Oxygen
In lungs
Plasma OXYGENATION AND DEOXYGENATION
Arterial Venous
Which
Blood Blood
includes Oxyhemoglobin Deoxyhemoglobin In tissues
Clotting (Scarlet Cruorine) (Purple Cruorine)
Factors Reversible dissociation
Oxygen Water
Such
as
H2CO3
Fibrinogen
O2 In tissues

Reduced
Heat, Acid, Ethanol
decomposition to form H2O Carbon
Carbon
Dioxide
(Food)
irreversible
Protein Reducing Oxidized
Colored Compound Heme Precipitate Agents Products CELLULAR RESPIRATION
Has a Spontaneously reacts slow
distinctive with oxygen forming
Brown Soluble in Acid
SnII SnIV
BIOLOGY
Absorption fast
Hematin Ether FeII FeIII
Spectra
Stabilized by
Observable 2H+
with a Tartaric Acid Concept map
Anionic Soluble in Aqueous
Hematin Base illustrating the
Spectroscope
Colorless relationships
Indigo Product among significant
HEMATIN FORMATION
AND SEPARATION words and ideas in
OXIDATION AND Oxygen Stokes’ 1864 article.
REDUCTION REACTIONS
Concept Map for Zinoffsky’s Purification of Horse Hemoglobin
will generating
Fresh Coagulate (Clot) Defibrinated
Horse Blood due to Blood
consists of Clotting Factors consists of

and and
suspended in Red Blood Cells suspended in
Plasma Serum
a.k.a. Erythrocytes
can be contains
or Corpuscles Separated many
Hypotonic contains primarily by
Solution Settling Other
releasing Slow Proteins
Hemoglobin
Decomposition
and leaving
can form
based on Impurities stay in
Solubility
Crystals diff. in
by removing Mother
Liquor
Red Cell Ghosts in Purity
compared to
a.k.a. Stroma 20% ethanol
at 0ºC Constant Composition
 Evaluating Concept Maps
 Accuracy and Thoroughness. Are the concepts and relationships
correct? Are important concepts missing? Are misconceptions
apparent?
 Organization. Is the concept map laid out in a way that higher
order relationships are apparent and easy to follow? Does it have a
title?
 Appearance. Is the assignment done with care showing attention
to details such as spelling and penmanship? Is it neat and orderly
or is it chaotic and messy?
 Creativity. Are there unusual elements that aid communication or
stimulate interest without being distracting?