concept map hayes - Indiana University...

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Carolyn A. Hayes, [email protected]

Goals

Understand the theory behind concept mappingUnderstand the theory behind concept mapping

Apply concept mapping to the classroomApply concept mapping to the classroom

Score concept maps for assessmentScore concept maps for assessment

Develop own personal concept mapDevelop own personal concept map

APK Survey

Have you used concept maps? Y/NHave you used concept maps? Y/N

Is a concept map the same as a mind map? Y/NIs a concept map the same as a mind map? Y/N

How might you assess for deep learning? How might you assess for deep learning?

ThnkThnk about one topic/concept that is hard for about one topic/concept that is hard for students to learn and understand.students to learn and understand.

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Agenda – Concept Mapping

IntroductionIntroduction

Theory behind Concept MapsTheory behind Concept Maps

How to constructHow to construct

Uses of Concept MapsUses of Concept Maps

PracticePractice

What is Concept Mapping?

A nonlinear approach to noteA nonlinear approach to note--takingtaking

A way to investigate and record aspects of a A way to investigate and record aspects of a multimulti--faceted topicfaceted topic

Is a technique for organizing and Is a technique for organizing and representing informationrepresenting information

What is Concept Mapping?

Represents the relationships found with a Represents the relationships found with a p pp ppatient’s data, diagnosis, treatment, patient’s data, diagnosis, treatment, responses, goals and interventionsresponses, goals and interventions

Used to determine pathways for organizing Used to determine pathways for organizing meanings and for negotiating meaningsmeanings and for negotiating meanings

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What is Concept Mapping?a true concept map must include:a true concept map must include:

core concepts core concepts -- usually enclosed in circles usually enclosed in circles or boxesor boxes

l ti hil ti hi ill t t d b li d ill t t d b li d relationshipsrelationships illustrated by lines and illustrated by lines and arrows connecting concepts AND by arrows connecting concepts AND by propositionspropositions or or linking words linking words on those on those lines that explain the nature of the lines that explain the nature of the relationshiprelationship

Books

Pages

Binding

are made of

Why use Concept Mapping?

To create a visual overview of a topicTo create a visual overview of a topicpp

To reveal patterns, themes, and To reveal patterns, themes, and associations between ideas.associations between ideas.






PracticePractice

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Concept Mapping is supported by:

Constructivism (Constructivism (AusabelAusabel and Novak)and Novak)

Rote learning and meaningful learningRote learning and meaningful learning

Bloom’s Taxonomy Bloom’s Taxonomy –– higher cognitive levelshigher cognitive levels

Human memory systems Human memory systems –– working memory to working memory to longlong--term memoryterm memory

Constructivism

Concept maps have their origin in the learning movement Concept maps have their origin in the learning movement called constructivism. called constructivism. called constructivism. called constructivism.

Learners actively construct knowledge. Learners actively construct knowledge.

The material to be learned must be conceptually The material to be learned must be conceptually clear and presented with language and examples clear and presented with language and examples relatable to the learner’s prior knowledge. relatable to the learner’s prior knowledge.

Novak and Novak and Gowin’sGowin’s work stressed the importance of prior work stressed the importance of prior knowledge in being able to learn new conceptsknowledge in being able to learn new concepts

• Learning How to Learn – Novak & Gowin(1984)






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Private Universe Projectj






Bloom’s Taxonomy

Encourages higher levels of cognitive Encourages higher levels of cognitive performance: evaluation and synthesis of performance: evaluation and synthesis of knowledge.knowledge.

Linking words: used to find relationships Linking words: used to find relationships between concepts.between concepts.

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Wolfe, 2003

Reflection

List 4List 4-- 5 concepts/terms that you 5 concepts/terms that you List 4List 4 5 concepts/terms that you 5 concepts/terms that you would relate/associate to/with would relate/associate to/with concept mapping.concept mapping.

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PracticePractice

select a domain of knowledge select a domain of knowledge somewhat familiar somewhat familiar to the person constructing the map to the person constructing the map

list key concepts list key concepts in domain in domain

How to design a Concept Map?


order concepts order concepts from the most inclusive or general from the most inclusive or general to the less inclusive and specificto the less inclusive and specific

constructconstruct a preliminary mapa preliminary map

insert lines/arrows insert lines/arrows and write preliminary and write preliminary propositionproposition statementsstatements that explain relationships that explain relationships between conceptsbetween concepts

includes

i l d

includes

CHF Management

Treating comorbid conditions

Disease monitoring

includes

includes

includes

Medications

Lifestyle change

Education

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select a domain of knowledge select a domain of knowledge somewhat familiar to the somewhat familiar to the person constructing the map person constructing the map


order concepts order concepts from the most inclusive or general to the from the most inclusive or general to the

How to design a Concept Map?

pp ggless inclusive and specificless inclusive and specific

constructconstruct a preliminary mapa preliminary map

insert lines/arrows insert lines/arrows and write preliminary and write preliminary propositionpropositionstatementsstatements that explain relationships between conceptsthat explain relationships between concepts

look for look for crosscross--links links between different domains of between different domains of knowledge identified knowledge identified

CHF ManagementTreating

comorbid conditions

Disease monitoringincluding

includingincluding

including

M di ti

assessingreviewing

Medications

Lifestyle change

Education

including Medication

compliance

Physical response

requires

requires

requires

may require

may require

alcohol

smoking

Psychological stress

anemia

ACE inhibitor

such as

such as

decreasingstopping

decreasing

Can lead to

Can lead to

Can worsenCan add to

diet

Includes

Daily dosin

g

ensuring

Constructing Concept Map

CmapToolsCmapTools Knowledge Modeling KitKnowledge Modeling Kitpp g gg g

Downloaded at: Downloaded at: http://cmap.ihmc.us/downloadhttp://cmap.ihmc.us/download

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PracticeConsider a topic that you would like to map Consider a topic that you would like to map out (i e a topic you will be teaching in the out (i e a topic you will be teaching in the out (i.e. a topic you will be teaching in the out (i.e. a topic you will be teaching in the subject area, or a topic related to your subject area, or a topic related to your personal interested, etc.)personal interested, etc.)

Be sure to arrange the concepts in Be sure to arrange the concepts in hierarchical orderhierarchical order

Be sure to follow the steps when constructing Be sure to follow the steps when constructing the map.the map.

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Sharing

What was difficult in constructing What was difficult in constructing What was difficult in constructing What was difficult in constructing your concept map?your concept map?

What was easy?What was easy?

How would you use your concept How would you use your concept map?map?

NON-EXAMPLES

FLOW CHART MIND MAP

A flow chart of a process A flow chart of a process that has no proposition that has no proposition statements explaining statements explaining the relationship between the relationship between stagesstages

a a mind mapmind map is similar to a concept is similar to a concept map, with a central topicmap, with a central topic

main themes aremain themes arenoted on "branches"noted on "branches"

main themes aremain themes areexpanded into detailsexpanded into details

propositions explainingpropositions explainingrelationships betweenrelationships betweenconcepts are not included concepts are not included

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PracticePractice

Uses of Concept Maps

Identification of Student Identification of Student misconceptions/understanding (premisconceptions/understanding (pre test)test)misconceptions/understanding (premisconceptions/understanding (pre--test)test)

Identification of higher cognitive knowledge Identification of higher cognitive knowledge (post(post--test)test)

Assessment (formative and summative)Assessment (formative and summative)

Curriculum PlanningCurriculum Planning

Incorporate IUSM competencies and Incorporate IUSM competencies and behaviorialbehaviorialand social science curriculumand social science curriculum

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PBL (organization of data)

Antonio B. Rendas, Marta Fonseca, and Patrıcia Rosado Pinto, 2006

Assessment

Novak/Novak/GowinGowin methodmethod

Structured MethodStructured Methodconceptconcept--link (2 points each); link (2 points each);

• cross• cross--links (10 points each); links (10 points each);

• hierarchy (5 points each); • hierarchy (5 points each);

• examples (1 point each), and• examples (1 point each), and

• invalid components (0 points).• invalid components (0 points).

hierarchical structure, concept-links, cross-links, and examples

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CHF ManagementTreating

comorbid conditions

Disease monitoringincluding

includingincluding

including

including

Medication Physical requires may requiresuch as

assessingreviewing

Medications

Lifestyle change

Education

includingcomplianc

e

yresponse

requires

requires

requires

may require

may require

alcohol

smoking

Psychological stress

anemia

ACE inhibitor

such as

such as

decreasingstopping

decreasing

Can lead to

Can lead to

Can worsenCan add to

diet

Includes

Daily dosin

g

ensuring

Scoring Concept Maps

Novak/Novak/GowinGowin methodmethod

Relational MethodRelational Methodinvalid relationship between concepts (0 points);invalid relationship between concepts (0 points);

valid relationship between concepts valid relationship between concepts but propositional but propositional label label is incorrect (1 point); is incorrect (1 point);

valid relationship and propositional label correct but valid relationship and propositional label correct but lacks foundational or core relationship to subject matter lacks foundational or core relationship to subject matter (2 points), and(2 points), and

valid relationship and propositional label and valid relationship and propositional label and founfoun--dationaldational or core relationship apparent (3 points).or core relationship apparent (3 points).

• ‘Live’ links available at: http://www4.ncsu.edu/~cdrauben/concept%20maps/Assessing%20Concept%20Maps.html

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Applications in SOM/SON

Combining thinkCombining think--aloud and concept aloud and concept gg ppmapping protocols mapping protocols -- Improve skills in Improve skills in problem solvingproblem solving

Serial concept maps monitor student Serial concept maps monitor student progress in an online nursing courseprogress in an online nursing course

A.M. Willemsen1, G.A. Jansen1, J.C. Komen1, S. van Hooff1, H.R. Waterham2, P.M.T. Brites2, R.J.A. Wanders2 and A.H.C. van Kampen1, 2008

Current Applications at IUSM

HPEHPE

CPSCPS

GeneticsGenetics

Doctor as Educator electiveDoctor as Educator elective

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Netherlands


HPEHPE

CPSCPS

GeneticsGenetics


BrahmiHerringMap

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LeeSmithMap


HPEHPE

CPSCPS

GeneticsGenetics


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HPEHPE

CPSCPS

GeneticsGenetics







Practice/BrainstormingPractice/Brainstorming

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Assessment

Construct a concept map based on Construct a concept map based on Construct a concept map based on Construct a concept map based on what you learned today. Use the what you learned today. Use the concepts you identified earlier in the concepts you identified earlier in the presentation to start building your presentation to start building your concept map.concept map.

In summary:

Novak & Carias, 2008

Questions

• Share one big question

• Share one word about concept maps

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Based on your new learning, what might you:•st d i ?•stop doing?

•continue doing?

•start doing?

Carolyn A. Hayes, [email protected]

concept map hayes - Indiana University...

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