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Concept map workshop AEME 2014

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This document discusses concept maps and their importance for meaningful learning. It begins by defining concept maps as diagrams that show relationships among concepts. Concept maps help students learn more meaningfully by showing how ideas are connected and helping information transfer from short-term to long-term memory. The document then outlines the steps for constructing a concept map and provides examples of different concept map types. It emphasizes that concept maps can clarify thinking, reinforce understanding, and identify misconceptions.

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The Concept map: A cognitive framework for the meaningful learning AEME in-conference workshop 2014 Dr Mukhtiar Baig Prof of Clinical Biochemistry/ Medical Educationist Head of Assessment Unit, Faculty of Medicine, Rabigh, KAU, Jeddah, KSA drmukhtiarbaig@yahoo.com
¡°I hear and I forget. I see and I remember. I do and I understand.¡± (Confucius)
Objectives ? What is concept map? ? What is the importance of concept map? ? What are the steps of construction of concept map?
How do you study? ? Do you read a chapter over the night before a test, hoping you will remember all the information the next day? ? Do you try to memorize notes? ? You are learning by rote memorization. ? By rote memorization, information is stored in your short-term memory.
Making a concept map helps you to: ? Find relationships between ideas ? Transfer information from short-term memory to long-term memory.
Concept Map ? The technique for visualizing relationships among different concepts is called "Concept mapping". ? A diagram showing the relationships among concepts. ? A graphical tool for organizing and representing knowledge.
The reflectors of conceptual understanding of the topic.
? The primary function of the brain is to interpret incoming information to make meaning. ? It is easier for the brain to make meaning when information is presented in visual formats. ? A picture is worth a thousand words.
? Concept maps offer a method to represent information visually. ? Concept maps help students to learn more meaningfully. ? Joseph D. Novak and his colleagues at Cornell University developed the concept mapping technique in the early 1970s.
There are two essential skills for student success. Learning to think. Learning to learn. The concept mapping is among the very best methods for teaching students of all ages how to think, and how to learn.
? A characteristic of concept maps is that the concepts are represented in hierarchical fashion. ? With the most inclusive, most general concepts at the top of the map. ? The more specific, less general concepts arranged hierarchically below.
? Concepts, usually enclosed in circles or boxes of some type. ? Relationships between concepts are indicated by a connecting line linking two concepts.
? Words on the line referred to as linking words or linking phrases, specify the relationship between two concepts. ? e.g., ¡°gives rise to¡±, ¡°results in¡±, ¡°is required by¡±, or ¡°contribute to¡± etc.
Importance of concept map technique Clarify thinking. ? Students see how ideas are connected ? How information can be grouped or organized. ? Enable them to devote more of their time to conceptual understanding rather than rote learning.
Reinforce understanding. ? Students recreate, in their own words, what they've learned. ? This helps them absorb and internalize new information, giving them ownership of their ideas.
Identify misconceptions. Just as a concept map shows what students know, misdirected links or wrong connections reveal what they don't understand.
Steps of construction of concept map 1. Select key concepts. 2. Write the key concepts. 3. Make an attribute list of the key concepts.
4.Relate key concepts in a spatial relationship. 5. Rearrange spatial representations 6. Compare representation to the text. 7.Review your concept map for completeness. 8. Review your concept map for clarity; use arrows, colors, etc.
9. Review your concept map for form; check the positioning of each concept and link; make the whole picture compelling, attractive and inviting. 10. Show it to others. 11. Revise and improve as necessary.
Hormones Metabolismendocrine Influence Growth & development Homeostasis Classified according to Chemical composition Types of signalingparacrine autocrine Nuroendo -crine solubility Receptors location Mechanism of action peptides steroids Glycopro teins Amines& eicosanoids Water soluble Lipid soluble Intra cellular Cell surface Cell surface receptors Act by binding to Intracellula receptors Gene trans- cription Act via Second messengers Act via Subclassified as Subclassified as are cAMP,cGMP Ca+2, PIP2 GH, insulin are P,T are TSH, LH are T3,T4,LT are Epi&NE, All peptides T3,T4,All steroids are T3,T4, steroids Used by Eg are Subclassified as are
Sequential map Topic Examples: time lines, schedules, sequence of events or steps
Cyclical map Topic Examples: nutrient cycle, water cycle, air cycle
Hierarchical map Topic Category Informa tion Informa tion Informa tion Category Informa tion Category Informa tion Informa tion Examples: Heredity, food chain, etc
Concept map Topic Cate- gory Cate- gory Cate- gory Cate- gory
Concept map workshop AEME 2014
Concept Maps IdeasPropositions Concepts Research & Assessment Tool Misconceptions Feelings & Values Affective Objectives Learning Interest Enjoyment Motivation Learning Effectiveness Learning Processes Metacognition Study & Revision AidLinear Text Classroom Teachers K. S. Taber (1994) Physics Education 29(5) 276-281 of may increase awareness of may developrelated by consists of suitable for reveals to assess such as increasing improving Concept map of concept mapping
Activity 1 ? Construction of a concept map (paired activity)
Activity 2 ? Critique on constructed concept map (group activity)
Available software's ? A popular software used to create Concept Maps is Inspiration. http://www.inspiration.com. ? IHMC CmapTools is a multiplatform freeware ? Compendium is a freeware concept mapper, written in Java
Final message ? ¡°It is not enough to do your best; you must know what to do, and THEN do your best.¡± (W. Edwards Deming)
References ? Bentley, B.J.F., et al. 2011). How not to lose your students with concept maps, Journal of College of Science and Technology, 41(1), 61-68. ? Bramwell S, (2014). The effects of using concept mapping for improving advanced level biology students' lower- and higher-order cognitive skills. International Journal of Science Education, 36(5) 839-864.(2011 ? Kumar S., (2011). Benefits of testable concept maps for learning about pathogenesis of disease, Teaching &. Learning in Medicine 23(2),137-143. ? Lee, W. et al. (2013). The longitudinal effect of concept map teaching on critical thinking of nursing students, Nurse education today, 33(10),1219-23. ? Novak, J. D. & Ca?as A. J. (2007). Theoretical origin of concept map, how to construct them, and use in education, Reflecting education, 3(1), 29-42. ? Novak, J., & Ca?as, A. J. (2008). The theory underlying concept maps and how to construct and use them (Technical report IHMC CmapTools 2006-01 Rev 01-2008). Pensacola, FL: Institute for Human and Machine Cognition. ? Torre, D.M., Daley, B., Stark-schweitzer, T. (2007). A qualitative evaluation of medical student learning with concept maps, Medical Teacher, 29(9),949- 55.
Thank you for your attention

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Concept map workshop AEME 2014

  • 1. The Concept map: A cognitive framework for the meaningful learning AEME in-conference workshop 2014 Dr Mukhtiar Baig Prof of Clinical Biochemistry/ Medical Educationist Head of Assessment Unit, Faculty of Medicine, Rabigh, KAU, Jeddah, KSA drmukhtiarbaig@yahoo.com
  • 2. ¡°I hear and I forget. I see and I remember. I do and I understand.¡± (Confucius)
  • 3. Objectives ? What is concept map? ? What is the importance of concept map? ? What are the steps of construction of concept map?
  • 4. How do you study? ? Do you read a chapter over the night before a test, hoping you will remember all the information the next day? ? Do you try to memorize notes? ? You are learning by rote memorization. ? By rote memorization, information is stored in your short-term memory.
  • 5. Making a concept map helps you to: ? Find relationships between ideas ? Transfer information from short-term memory to long-term memory.
  • 6. Concept Map ? The technique for visualizing relationships among different concepts is called "Concept mapping". ? A diagram showing the relationships among concepts. ? A graphical tool for organizing and representing knowledge.
  • 7. The reflectors of conceptual understanding of the topic.
  • 8. ? The primary function of the brain is to interpret incoming information to make meaning. ? It is easier for the brain to make meaning when information is presented in visual formats. ? A picture is worth a thousand words.
  • 9. ? Concept maps offer a method to represent information visually. ? Concept maps help students to learn more meaningfully. ? Joseph D. Novak and his colleagues at Cornell University developed the concept mapping technique in the early 1970s.
  • 10. There are two essential skills for student success. Learning to think. Learning to learn. The concept mapping is among the very best methods for teaching students of all ages how to think, and how to learn.
  • 11. ? A characteristic of concept maps is that the concepts are represented in hierarchical fashion. ? With the most inclusive, most general concepts at the top of the map. ? The more specific, less general concepts arranged hierarchically below.
  • 12. ? Concepts, usually enclosed in circles or boxes of some type. ? Relationships between concepts are indicated by a connecting line linking two concepts.
  • 13. ? Words on the line referred to as linking words or linking phrases, specify the relationship between two concepts. ? e.g., ¡°gives rise to¡±, ¡°results in¡±, ¡°is required by¡±, or ¡°contribute to¡± etc.
  • 14. Importance of concept map technique Clarify thinking. ? Students see how ideas are connected ? How information can be grouped or organized. ? Enable them to devote more of their time to conceptual understanding rather than rote learning.
  • 15. Reinforce understanding. ? Students recreate, in their own words, what they've learned. ? This helps them absorb and internalize new information, giving them ownership of their ideas.
  • 16. Identify misconceptions. Just as a concept map shows what students know, misdirected links or wrong connections reveal what they don't understand.
  • 17. Steps of construction of concept map 1. Select key concepts. 2. Write the key concepts. 3. Make an attribute list of the key concepts.
  • 18. 4.Relate key concepts in a spatial relationship. 5. Rearrange spatial representations 6. Compare representation to the text. 7.Review your concept map for completeness. 8. Review your concept map for clarity; use arrows, colors, etc.
  • 19. 9. Review your concept map for form; check the positioning of each concept and link; make the whole picture compelling, attractive and inviting. 10. Show it to others. 11. Revise and improve as necessary.
  • 20. Hormones Metabolismendocrine Influence Growth & development Homeostasis Classified according to Chemical composition Types of signalingparacrine autocrine Nuroendo -crine solubility Receptors location Mechanism of action peptides steroids Glycopro teins Amines& eicosanoids Water soluble Lipid soluble Intra cellular Cell surface Cell surface receptors Act by binding to Intracellula receptors Gene trans- cription Act via Second messengers Act via Subclassified as Subclassified as are cAMP,cGMP Ca+2, PIP2 GH, insulin are P,T are TSH, LH are T3,T4,LT are Epi&NE, All peptides T3,T4,All steroids are T3,T4, steroids Used by Eg are Subclassified as are
  • 21. Sequential map Topic Examples: time lines, schedules, sequence of events or steps
  • 22. Cyclical map Topic Examples: nutrient cycle, water cycle, air cycle
  • 26. Concept Maps IdeasPropositions Concepts Research & Assessment Tool Misconceptions Feelings & Values Affective Objectives Learning Interest Enjoyment Motivation Learning Effectiveness Learning Processes Metacognition Study & Revision AidLinear Text Classroom Teachers K. S. Taber (1994) Physics Education 29(5) 276-281 of may increase awareness of may developrelated by consists of suitable for reveals to assess such as increasing improving Concept map of concept mapping
  • 27. Activity 1 ? Construction of a concept map (paired activity)
  • 28. Activity 2 ? Critique on constructed concept map (group activity)
  • 29. Available software's ? A popular software used to create Concept Maps is Inspiration. http://www.inspiration.com. ? IHMC CmapTools is a multiplatform freeware ? Compendium is a freeware concept mapper, written in Java
  • 30. Final message ? ¡°It is not enough to do your best; you must know what to do, and THEN do your best.¡± (W. Edwards Deming)
  • 31. References ? Bentley, B.J.F., et al. 2011). How not to lose your students with concept maps, Journal of College of Science and Technology, 41(1), 61-68. ? Bramwell S, (2014). The effects of using concept mapping for improving advanced level biology students' lower- and higher-order cognitive skills. International Journal of Science Education, 36(5) 839-864.(2011 ? Kumar S., (2011). Benefits of testable concept maps for learning about pathogenesis of disease, Teaching &. Learning in Medicine 23(2),137-143. ? Lee, W. et al. (2013). The longitudinal effect of concept map teaching on critical thinking of nursing students, Nurse education today, 33(10),1219-23. ? Novak, J. D. & Ca?as A. J. (2007). Theoretical origin of concept map, how to construct them, and use in education, Reflecting education, 3(1), 29-42. ? Novak, J., & Ca?as, A. J. (2008). The theory underlying concept maps and how to construct and use them (Technical report IHMC CmapTools 2006-01 Rev 01-2008). Pensacola, FL: Institute for Human and Machine Cognition. ? Torre, D.M., Daley, B., Stark-schweitzer, T. (2007). A qualitative evaluation of medical student learning with concept maps, Medical Teacher, 29(9),949- 55.
  • 32. Thank you for your attention

Editor's Notes

  • #3: Chinese philosopher whose ideas and sayings were collected after his death and became the basis of a philosophical doctrine known a Confucianism (circa 551-478 BC)
  • #20: Driving or forcing
  • #27: Adapted from K. S. Taber (1994) Physics Education 29(5) 276-281 (Psychology) psychol thinking about one's own mental processes
  • #30: There are several good freely available pieces of software that allow the creation of concept maps. IHMC CmapTools is a multiplatform freeware Compendium is a freeware concept mapper with database backend, written in Java Conzilla is a GNU GPL-licenced concept mapper written in Java VUE is a desktop concept mapping tool developed under a grant from the Mellon Foundation. Written in Java, it runs on a variety of platforms.