S Lyon's Technology Blogs

Using Concept Mapping in the Classroom

Description

A concept map is a type of graphic organizer that allows students to organize their thought visually.  As stated in Jonassen's "Computers as Mindtools for Engaging Learners in Critical Thinking", concept mapping is a "study strategy that requires learners to draw visual maps of concepts connected to each other via lines".  Concept mapping allows students to link concepts to sub concepts, describe their relationships using propositions and/or phrases and create cross links.  Students can use concept mapping to brainstorm ideas prior to writing papers or as a note taking technique.  Concept mapping engages students in an activity that uses critical thinking and summarizing skills, modeling and communicating skills, and may assist with language ability. 

Key Findings

In the article "What a Concept' by Regina and Jeff Royer, concept mapping allows students to "relate new information to more general concepts already held, develop fuller understandings of those general concepts and recognize new relationships between concepts".  Students are able to show the dept to which a concept is understood by connecting the concepts and finding ways to logically organize these relationships. 

Concepts can certainly be completed on paper, but with the use of software applications that allow students to create concept maps students are able to focus more on linking concepts and sub concepts rather than on the artistry behind the map.  Jonassen states that the programs available for use in the classroom "enable learners to interrelate the ides "in multidimensional networks of concepts, to label the relationships between those concepts, and to describe the nature of the relationships between all of the ideas in the network".  The ability to easily manipulate the graphics and add/delete using the software can also make concept mapping more fun for students.  By using handheld computers in the classroom, teachers are allowed more flexibility with integration and less physical movement.  If more instruction is required before the use of concept mapping, teachers would be able to switch gears and work more on the concept without feeling that they are being inconvenience because they have already reserved time in the library or computer lab.  With the handhelds teachers would also not have to take time away from instruction to lead students to and from a computer lab.

Reflection

Although I have use graphic organizers in my classroom, I have not used concept mapping in my classroom.  In reading the articles and learning more about the idea of concept mapping, I think it could be very useful in many curriculums.  Many students have trouble organizing their thoughts and thinking critically.  With concept mapping students are required to use both of these skills. 

While I can easily see the use of concept mapping as a brainstorming technique or as a note taking technique in classes such as English or Social Studies, I do think it may be a little more difficult for me to integrate its use in mathematics.  In the Algebra II curriculum there are five main concepts that students should be comfortable with including graphing, simplifying, evaluating, solving, and writing models.  With concept mapping, it may be possible for students to organize this information.  With more research and a well organized plan, I think I could incorporate this strategy into my curriculum.