What are concept maps?
A concept map is a graphic representation of information, many times, arranged in bubbles or squares connected to each other. Concept maps help students to connect material they may already know to material they have learned. The most desired concept map connects concepts to each other and explains the connection between each concept or word. There are many different ways in which students can graphically represent information they have learned. This type of activity helps students to make connections with all the content they have to learn throughout a lesson, unit, or semester. There are many ways in which data can be taken to show the importance of the use of concept maps in the classroom. Classes can compare the use of concept maps versus not using concept maps but comparing the effectiveness of different types of concept maps may also be helpful.
Research
According to BYU education research concept maps have several benefits, some are listed below:
Research:
Bradley, B. (n.d.). Center for teaching and learning. Retrieved from http://ctl.byu.edu/tech-tips/concept-mapping
Bulgren, J., & Scanlon, D. (1998). Instructional routines and learning strategies that promote understanding of content area concepts. Journal of Adolescent and Adult Literacy, 41(4), 292-302.
- "Helps visual learners grasp the material (however all learners benefit from the activity)
- Helps students see relationships between ideas, concepts, or authors
- Utilizes the full range of the left and right hemispheres of the brain
- Helps memory recall
- Helps to clarify and structure ideas
- Aids in developing higher-level thinking skills (create, analyze, evaluate)
- Helps students synthesize and integrate information, ideas and concepts
- Encourages students to think creatively about the subject
- Lets students do self-evaluation of beliefs, values, socialization, etc.
- Helps students evaluate assumptions
Research:
Bradley, B. (n.d.). Center for teaching and learning. Retrieved from http://ctl.byu.edu/tech-tips/concept-mapping
Bulgren, J., & Scanlon, D. (1998). Instructional routines and learning strategies that promote understanding of content area concepts. Journal of Adolescent and Adult Literacy, 41(4), 292-302.
Examples:
Below is an example of the implementation of concept maps in the classroom.
Below there are several examples of concept maps used in several different resources.
Picture resources: Bulgren, J., & Scanlon, D. (1998). Instructional routines and learning strategies that promote understanding of content area concepts. Journal of Adolescent and Adult Literacy, 41(4), 292-302
Fisher, D., Frey, N., Brozo, W. G., & Ivey, G. (2011). 50 instructional routines to develop content literacy. (2 ed., pp. 150-153). Boston: Massachusetts.
Fisher, D., Frey, N., Brozo, W. G., & Ivey, G. (2011). 50 instructional routines to develop content literacy. (2 ed., pp. 150-153). Boston: Massachusetts.