Technology Integration

Organizing Knowledge through Concept Mapping

            I would define a concept map as a web of information constructed by a learner to demonstrate their understanding of a topic.  The web consists of directional links that connect relationships between concepts and sub concepts by the use of propositions.  In essence, a concept map can be described as a graphic organizer.  Even though concept mapping can be done on paper, desktop computer software (such as Inspiration and Cmap Tools) can allow learners to construct more complex concept maps.  Such software enables dynamic linking and revision, and the inclusion of graphics.  Handheld computers can also be used to construct concept maps.  Advantages of handhelds include its portability, low cost, and manipulation capabilities. However, the complexity of concept maps created on handhelds is limited because of fewer sub concepts. 

Despite the software used to create concept maps, concept mapping can be a very engaging way to assist students in analyzing and processing information.  From the book Learning How To Learn, authors Novak and Gowin state that ?meaningful learning can occur in the process of identifying relationships, more meaningful learning can occur if a student has tools that support the development of more complex maps?.  It is for that reason that I plan to implement concept mapping into my instruction.  I hope that concept maps will give my students another means of expressing their knowledge and will cause them to retain information better.

I personally have found many benefits of creating concept maps in Professor Oliver?s ECI 511 course. First, concept maps made the readings more enjoyable for me. Creating concept maps caused me to elevate my level of thinking and challenged me to "construct" my own meanings. Concept mapping is an excellent instructional tool to use for students who have a visual learning style. A Learning Styles Inventory can be taken to determine how students learn best and the results can allow me to adapt my instruction to include tools such as concept maps that address the needs? of my students. I believe that concept maps will allow my students the opportunity to better visually represent their understanding of concepts and it will not be limiting them to the illustrations and diagrams that I provide for them. I have decided to use cmaps, particularly in Accounting I and II. Students will create a cmap for each unit that will ultimately be combined into a final project (similar to a portfolio in which they have to show proof that they have mastered Accounting principles).  I will definitely incorporate the suggestions from the article about how to design concept maps for meaningful learning.  (Otherwise, this instructional tool will just become another assignment for students to complete to fill in time).  Before requiring students to create a concept, I will deliver a mini lesson on the purposes and benefits of concept maps and provide students with examples.  I intend to walk through developing a concept maps with the class first; initially, providing students with words to build on.  The following are rules that I will enforce while utilizing concept mapping taken from ?What a Concept? by Regina and Jeff Royer?s article: (1) Be sure that the concept maps are hierarchical ? naming and using links to relate concepts, (2) Use open-ended concept maps to encourage students to create their own understanding of concepts, and (3) Allow revision of concept maps after peer reviews or small group discussions.

I personally have found many benefits of creating concept maps in Professor Oliver?s ECI 511 course. First, concept maps made the readings more enjoyable for me. Creating concept maps caused me to elevate my level of thinking and challenged me to "construct" my own meanings. Concept mapping is an excellent instructional tool to use for students who have a visual learning style. A Learning Styles Inventory can be taken to determine how students learn best and the results can allow me to adapt my instruction to include tools such as concept maps that address the needs? of my students. I believe that concept maps will allow my students the opportunity to better visually represent their understanding of concepts and it will not be limiting them to the illustrations and diagrams that I provide for them. I have decided to use cmaps, particularly in Accounting I and II. Students will create a cmap for each unit that will ultimately be combined into a final project (similar to a portfolio in which they have to show proof that they have mastered Accounting principles).  I will definitely incorporate the suggestions from the article about how to design concept maps for meaningful learning.  (Otherwise, this instructional tool will just become another assignment for students to complete to fill in time).  Before requiring students to create a concept, I will deliver a mini lesson on the purposes and benefits of concept maps and provide students with examples.  I intend to walk through developing a concept maps with the class first; initially, providing students with words to build on.  The following are rules that I will enforce while utilizing concept mapping taken from ?What a Concept? by Regina and Jeff Royer?s article: (1) Be sure that the concept maps are hierarchical ? naming and using links to relate concepts, (2) Use open-ended concept maps to encourage students to create their own understanding of concepts, and (3) Allow revision of concept maps after peer reviews or small group discussions.

Natasha Deese

Posted at 02:42PM Jun 19, 2006 by nvivey in General  |  Comments[1]