|
By Yung
Hin-wai, Department of Curriculum Studies, University of Hong Kong
What is a concept
map?
- schematic device to represent
the key concepts in a topic and the specific interrelationships
(propositions) among them.
- the concepts are generally
organized in a hierarchy, with the most inclusive, general
concepts at the top, and the more specific, less inclusive ones at
the bottom.
- emphasizes on helping
learners to appreciate the meanings of the learning materials by making
the relationships among concepts clear and explicit.
Stages in the
construction of concept maps
- selection of concepts
- ranking concepts
- clustering concepts
- rearranging into a two-dimensional
array
- linking concepts
Types of concept
maps
- 'Concept only' map
- key concept words identified
and pre-structured on map
- pupils to fill in the
missing propositions and direction arrows in the spaces provided
- 'Link only' map
- key propositions identified
and pre-structured on map
- pupils to fill in the
missing concept words in the spaces provided
- 'Propositional map
- a list of concept words
is provided
- a list of propositions
is provided
- a pre-structured
map of empty spaces for the key concepts & propositions
is provided
- pupils to build up the
pre-defined concepts by selecting appropriate concept words
and propositions to fill in the corresponding spaces in the prestructured
map
- 'Free range' map
(Pupils to draw their own map)
- a supplied list of concept
words (may result from brainstorming with the class)
- a supplied text
- according to pupils'
own knowledge on the topic
Uses of concept
mapping
- assessing pre-knowledge
- assessing post-knowledge
(checking learning, identifying misconceptions)
- consolidation of the learner's
knowledge base - summarize to reinforce understanding and learning
(apply both to individual topics or overviers among topics)
- helping text study
- lesson planning - clarify
concepts, decide teaching sequence, etc.
- curriculum planning
Analyzing/Scoring
concept maps
Propositions -
1 point each
Hierachy - 5 points
for each valid level
Cross links -
10 points for each valid and significant link; 2 points for each link
but not illustrating synthesis
Examples - 1 point
each
Total
= Sum of above
How to make
concept mapping a fruitful exercise?
- pupil need practice
in producing maps
- begin with a simple
topic, using a small number of concepts
- work through example(s)
with the whole class, modifing the map where necessary - cut-outs
on OHPTs can help this process - to develop confidence
- emphasize importance of
thinking about all possible links
- emphasize importance of
writing down the nature of the links
- emphasize that there is
no single 'correct' answer; often more than one appropriate
link
- emphasize importance of
using arrows and their direction in describing the proposition
- for the prestructured
maps, the initial choice of words could have a profound effect
on pupil performance and can restrict levels of attainment
Specifice advice
on 'free-range' maps
- Use cards
- Clarification
- Group work
- Open-endedness
|