2. What’s a Concept Map?
• It’s a visual representation of the relations among concepts
within a particular subject area.
• A map consists of labeled nodes, each representing a concept,
and labeled directional lines between pairs of nodes,
indicating the relation between them.
• Each pair of nodes and directional line expresses a
proposition.
• The nodes are arranged hierarchically on the map, with the
most general concepts appearing at the top.
4. Building a Concept Map
• First, choose a general topic.
• Second, begin to brainstorm concepts associated with that
topic. Select 10 concepts, expressed as single words or very
short phrases.
• Third, arrange students into pairs, and have each pair build a
concept map of those 10 concepts.
5. Rules
• Each concept must occupy one node.
• Each node must be connected to at least one other node, via a
directional line.
• Each directional line must be labeled, such that one can read a
complete declarative sentence by starting at a node, following
the line, and ending at another node (Warning: this may
require some awkward phrasing!)
• The nodes should occupy levels – those appearing at the top
of the map should represent the most general concepts.
Those at the bottom, the most specific.
• You may add new concepts as you like.
• There is no limit as to how many directional lines you draw
(but keep it legible!)
6. Why Use Concept Maps?
• They visually represent a student’s broad understanding of a
subject area.
• They are an excellent supplement to traditional means of
measuring student understanding, such as tests and papers.
• They are revisable.
• They are interactive and collaborative.
7. Tips
• I tend to emphasize that there is no one exactly perfect
concept map.
• However, you can make your concept maps better with
practice and understanding.
• You can connect them to course readings – finding places in
the reading that justifies a particular connection on your map.
• Collaboration is welcome.
8. Assignments
• Three concept maps, over the course of the semester
• Initially, I gave them all 10 concepts to build their maps.
• Each successive assignment I reduces the number I provided
by 2, and they had to fill in their own, so I supplied 8 concepts
for the second assignment, then 6 for the third.
• Each assignment required at least 10 concepts, and they were
welcome to add more.