Concept Maps

Why use them

&

How to Construct them

Concept Maps

• Graphical Tools• Organizing & Representing Knowledge• Consist of:

– Concepts• Circles or Boxes

– Relationships between concepts• Line connecting concepts

– Linking words or phrases describing relationship

• Propositions– Two or more concepts connected using linking words

Concept Map Example

Concept Map

Structure• Hierarchically structured

– More General Concepts at the Top

– More Specific, less general at the Bottom

• Cross-Links– Shows how different

concepts are related to each other

Learning Theories• Hierarchical Structures

– Places new knowledge in a framework

• Progressive Differentiation– As understanding

increases• More concepts, ideas

(deeper)

• Integrative Reconciliation– Interrelationships

discovered between concepts

Another Concept Map Example

Psychological Foundations

• Discovery Learning– Up to 3 years of age– Match words with patterns in events and objects

• Reception Learning– New meaning is acquired by asking questions to

clarify relationships between old conceptions and new conceptions

• Meaningful Learning– Material must be conceptually clear– Learner must possess relevant prior knowledge– Learner must choose to learn meaningfully

Learning and Memory

• Complex set of interrelated systems– Short-Term Memory– Working Memory– Long-Term Memory– Motor System– Affective System

• Inputs (material to be learned)– Processed in Working Memory– Interacts with Knowledge in Long-term Memory

Working Memory

• Process only 5 – 9 units of information at a time– Relationships between 2 – 3 concepts are at

the limit of our Working Memory– Concept Maps help to extend Working

Memory

New Knowledge Creation

• A Constructive Process– Students Actively Construct their Own

Knowledge

How To Construct a Concept Map

• Constructing a Concept Map

Concept Mapping Program

• CmapTools Knowledge Modeling Kit– Downloaded at:

http://cmap.ihmc.us/download/– Or WebCT CmapTools

An Accounting Concept Map