Concept Mapping

Elizabeth HonakerElizabeth HonakerClarissa FreshwaterClarissa Freshwater

Wendy GuthrieWendy Guthrie Laurie O. CampbellLaurie O. Campbell

What does concept mapping do?

Concept mapping is seen as a supplemental Concept mapping is seen as a supplemental teaching method that promotes learning. As teaching method that promotes learning. As opposed to graphical organizers, concept opposed to graphical organizers, concept maps are hierarchal in nature.maps are hierarchal in nature.

•A concept map is a graphical representation A concept map is a graphical representation

of of knowledgeknowledge. . •Users create picture that demonstrates the Users create picture that demonstrates the

complexity of issuescomplexity of issues, thoughts, ideas, or , thoughts, ideas, or concepts. concepts.

•Concept maps were developed in 1972, by Concept maps were developed in 1972, by

Novak.Novak.

Why use a concept map?

• Visual spatial strategyVisual spatial strategy• Completed individually or collaborativelyCompleted individually or collaboratively• Partially filled out by student – completely filled Partially filled out by student – completely filled

out by studentsout by students• Promotes shared sense of powerPromotes shared sense of power• Positively impacts achievementPositively impacts achievement• Allows students to take control over learningAllows students to take control over learning• Promotes deep and meaningful learningPromotes deep and meaningful learning

Sturm (2002) indicated Sturm (2002) indicated that students with that students with learning disabilities learning disabilities wrote better essays after wrote better essays after learning how to create a learning how to create a concept map.concept map.

Examples of Concept Mapping

Current Research

• Wendy GuthrieWendy Guthrie• Cohort 2006 – Educational PsychologyCohort 2006 – Educational Psychology

A concept map is A concept map is intended to externalize intended to externalize

an individual’s cognitive an individual’s cognitive structure structure (Freeman & Jessup, 2004).(Freeman & Jessup, 2004).

Current Research• Kinchin, I. Kinchin, I. • Brown, D. (2000)Brown, D. (2000)• Canas, A, Ford, K, Novak, J. & Hayes, P. (2001)Canas, A, Ford, K, Novak, J. & Hayes, P. (2001)• Chang, K., Sung, Y., & Chen, I. (2006)Chang, K., Sung, Y., & Chen, I. (2006)• Cheung, L. S. (2006) Cheung, L. S. (2006) • De Simone, C. (2007) De Simone, C. (2007) • Freeman, L. A., & Jessup, L. M. (2004)Freeman, L. A., & Jessup, L. M. (2004)• Güvenç, H., & Açikgöz, K. (2007) Güvenç, H., & Açikgöz, K. (2007) • Harpaz, I., Balik, C., & Ehrenfeld, M. (2004)Harpaz, I., Balik, C., & Ehrenfeld, M. (2004)• Hsu, L. (2004). Hsu, L. (2004). • McLay, M., & Brown, M. (2003). McLay, M., & Brown, M. (2003). • Sturm, J. M., & Rankin-Erickson, J. L. (2002)Sturm, J. M., & Rankin-Erickson, J. L. (2002)• Tergan, S., Graber, W. & Neumann, A. (2006) Tergan, S., Graber, W. & Neumann, A. (2006) • Torp, L. (2002). Torp, L. (2002). • van Boxtel, C., van der Linden, J., Roelofs, E., & Erkens, G. van Boxtel, C., van der Linden, J., Roelofs, E., & Erkens, G.

Zanting, A., Verloop, N., & Vermunt, J. D. (2003).Zanting, A., Verloop, N., & Vermunt, J. D. (2003).

Gleanings from the Research• effectiveness of concept mapping effectiveness of concept mapping

for students.for students.• maps with some info completed by maps with some info completed by

the teacher are more effectivethe teacher are more effective• complete concept mapping by complete concept mapping by

students may be too difficult students may be too difficult • thorough training is the key to thorough training is the key to

effective use of concept mappingeffective use of concept mapping

Ideas for future exploration in Concept Mapping

• More studies with Elementary students and learning More studies with Elementary students and learning level level

• Extend training of how to do a concept mapExtend training of how to do a concept map• Test using concept mapping in distance educationTest using concept mapping in distance education• Consider cognitive styles of learners and concept Consider cognitive styles of learners and concept

mappingmapping• Grading concept maps as an assessmentGrading concept maps as an assessment• What is the optimal class size to make effective use What is the optimal class size to make effective use

of concept mapping?of concept mapping?

More ideas for future exploration in Concept Mapping

• Creating a Model for Teaching Concept Maps Creating a Model for Teaching Concept Maps • Study the Transfer of developing a concept maps to Study the Transfer of developing a concept maps to

other classesother classes• Using concept maps as assessments for book reportsUsing concept maps as assessments for book reports• Training for Teachers to better utilize concept Training for Teachers to better utilize concept

mapping.mapping.

The process of creating The process of creating and using the map is as and using the map is as important as the content important as the content of the map of the map (Freeman & Jessup, 2004).(Freeman & Jessup, 2004).

Validity and Reliability

• Elizabeth HonakerElizabeth Honaker• 2007 Cohort – Character Education2007 Cohort – Character Education

Analysis/CriteriaAnalysis/Criteria Ruiz-Primo, Nelson, Ruiz-Primo, Nelson, Li, & Schultz (2001)Li, & Schultz (2001)

McLay & Brown McLay & Brown (2003)(2003)

Graff (2005)Graff (2005)

Validity/ Validity/ reliability reliability

of of instrumentationinstrumentation

Verbalization Verbalization recordedrecorded & & noted by noted by researcher; 3 researcher; 3 types of types of mapping technmapping techn

Template concept Template concept map map

includedincluded;; extensive extensive evaluation of each evaluation of each participant’s participant’s responses and responses and changeschanges - -

brand newbrand new

Cognitive Style Cognitive Style IndexIndex has reliability has reliability but was not but was not

addressed. addressed. Survey Survey did notdid not demonstrate demonstrate reliability or reliability or validityvalidity

Threats of Threats of internal/internal/

external external validity validity

Size of sample groupSize of sample group mentioned; mentioned;

“selection of mapping techniques not as complete as it “selection of mapping techniques not as complete as it

could have been”; could have been”; 6-month delay6-month delay between 1st between 1st

& 2nd steps of project & 2nd steps of project

No Control groupNo Control group

StudyStudy took took place at one place at one locationlocation

Overall Analysis Appropriateness

• Clarrissa FreshwaterClarrissa Freshwater• Cohort 2005 – Educational PsychologyCohort 2005 – Educational Psychology

The Research Study

• Laurie O. CampbellLaurie O. Campbell• Cohort 2005 – Educational PsychologyCohort 2005 – Educational Psychology

Research Problem

Teachers do not know how to use Teachers do not know how to use concept maps as an effective concept maps as an effective strategy because of lack of training. strategy because of lack of training. Furthermore it is unknown how Furthermore it is unknown how much training time a teacher actually much training time a teacher actually needs to effectively learn how to needs to effectively learn how to create an effective concept map. create an effective concept map.

Dependent Variables/Independent Variables

• Independent variable – Teacher training (3 Independent variable – Teacher training (3 levels) (1 week, 2 weeks, 3 weeks)levels) (1 week, 2 weeks, 3 weeks)• Differences Differences

• Dependent variable – instructor’s rubric of Dependent variable – instructor’s rubric of concept map – the rubric will contain concept map – the rubric will contain numbers that will correlate with each numbers that will correlate with each category.category.

Target Population/Sampling Technique

• Pre-service education major in Pre-service education major in their 4their 4thth year of college (prior to year of college (prior to student teaching).student teaching).

Threats and Controls

• Threats – students discussing the treatment Threats – students discussing the treatment with each other – compensatory rivalrywith each other – compensatory rivalry• Controlled sign a pledge if one collegeControlled sign a pledge if one college

• Threats – students practicing at home Threats – students practicing at home • Only done in class for the time periodOnly done in class for the time period

• Sample size – could be smallSample size – could be small• Strive for 90 – (30 in each group)Strive for 90 – (30 in each group)

Internal and External Validity• Internal ValidityInternal Validity

• One professor teach One professor teach all students if all students if conducted at one conducted at one university.university.

• Have students sign Have students sign a pledgea pledge

• Times of classesTimes of classes• Mortality – 3 weeks Mortality – 3 weeks

should not lose should not lose manymany

• External ValidityExternal Validity• Try to use more Try to use more

than one than one University.University.

Intervention Fidelity

• Treatment Integrity – Will be addressed by Treatment Integrity – Will be addressed by one instructor at one school or each schoolone instructor at one school or each school

Reliability and Validity of Instrumentation• Send the rubric (instrument) to several Send the rubric (instrument) to several

educational psychologist to evaluateeducational psychologist to evaluate• Revise the rubric accordinglyRevise the rubric accordingly

Quantitative and/or Qualitative Methods used to analyze the data• Quantitative methods will be employed Quantitative methods will be employed • A number will be assigned to each A number will be assigned to each

category being evaluated.category being evaluated.• The means per group will be evaluated.The means per group will be evaluated.• ANOVAANOVA

Expected Results

• We expect that week 3 will demonstrate a higher We expect that week 3 will demonstrate a higher level of concept mapping and more in-depth map level of concept mapping and more in-depth map that demonstrates critical thinking.that demonstrates critical thinking.

• We expect to evaluate the mean samples from We expect to evaluate the mean samples from each group over several weeks to determine how each group over several weeks to determine how much training to teach concept mapping. (The much training to teach concept mapping. (The one week, two week, and three week groups will one week, two week, and three week groups will produces an in-depth map that will be compared produces an in-depth map that will be compared against the rubric. against the rubric.

• The theoretical frameworks underpinning The theoretical frameworks underpinning concept mappings are the works of concept mappings are the works of Ausbel’s Assimilation Theory, Deese’s Ausbel’s Assimilation Theory, Deese’s Association Theory, (Freeman & Jessup, Association Theory, (Freeman & Jessup, 2004) and the constructivist approach to 2004) and the constructivist approach to learning (Tergan, Gruber & Neumann, learning (Tergan, Gruber & Neumann, 2006). 2006).

The active process of The active process of developing a concept developing a concept map moves students map moves students from being passive to from being passive to active learners (Clayton, active learners (Clayton, 2006). Concept 2006). Concept mapping promotes the mapping promotes the development of a deep development of a deep level of integrative level of integrative knowledge.knowledge.