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Activity Concept Mapping

Concept mapping is a technique that allows students to visualizing the relationships among different concepts. Students must generate from memory as many words or ideas relating to a concept. Most topics that span several lectures are complex enough to work with mapping.

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prentan20047172
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118 views

Activity Concept Mapping

Concept mapping is a technique that allows students to visualizing the relationships among different concepts. Students must generate from memory as many words or ideas relating to a concept. Most topics that span several lectures are complex enough to work with mapping.

Uploaded by

prentan20047172
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PDF, TXT or read online on Scribd
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- Professor Program

Concept Mapping Biological Topics


Activity Type
Groups of students create concept maps on either flip chart paper or the white board.

Time Needed
30-50 min

Purpose
Concept mapping is a technique that allows students to visualizing the relationships among
different concepts. A concept map is a diagram showing the relationships among concepts.
Concepts are connected with labeled arrows, in a branching hierarchical structure. The
relationship between concepts can be articulated in linking phrases, e.g., "gives rise to",
"results in", "is required by," or "contributes to." In creating a concept map without notes,
students must generate from memory as many words or ideas relating to a concept as possible.
It also allows the instructor to assess how well students see the ‘big picture’.

Abstract
Introduce concept mapping, draw simple example 5-10 min
Students create word list 5-10 min
Groups create maps 20 min
Groups present to class. Instructor points out appropriate 10 min
connections

Supplies
• Flip-chart paper and a variety of sharpies and markers OR
• White board markers

Pre-class prep
Choose appropriate topics for students to make concept maps from:
• Most topics that span several lectures are complex enough to work with mapping, or
• Pick a single molecule that appears in several different lectures, and see if students can
find all the examples of its mention.

In Class
(5-10 minutes) Introduce the idea of concept mapping to the class; it is likely that this will be
the first time most students have been introduced to this thinking tool. It may be useful to have
a sample concept map to show the class, or produce a simple concept map on the board by
polling the class for words and ideas related to a simple class topic, or something general like
‘studying’.

(5-10 minutes) Instruct students to make a list of all words, phrases, and ideas related to the
concept they are going to map. Ask students to rank their words from most general to most

© 2007 by the HHMI-UCIrvine Professor Program. For non-commercial, educational use only.
- Professor Program

specific, or most important to least important. The most general or most important concepts
should then be the ones added to the concept map first.

(20-30 minutes) Have students make their concept maps, and explain that they should connect
concepts from their list with labeled lines indicating the relationship between the two concepts.

(5-10 minutes) Have students present their concept maps to the class, and focus attention on
appropriate connections between concepts.

Things to Ask or Emphasize


• Encourage students to include a lot of branching and put special emphasis on cross-
linking concepts in one area of the map with those in other areas.
• Emphasize that "neatness doesn't count" and that they may re-draw their maps as often
as they wish.
• Remind students that a concept map is a distinctive representation of their own
understanding, and that individual components on their maps may or may not be
scientifically accurate, but there is a large set of ways to organize and represent what
they know.
• Remind students that concept maps may be a very helpful way to study; they can be
used to condense many pages of textbook verbiage into a succinct summary of what the
author presents.

Typical Mistakes
If students are not instructed to make a word/idea list before constructing the concept map, the
concept map can be a frustrating exercise as it can be difficult to enter words into an organized
concept map if they are recalled after the map has already been started.

Comments
• It is not recommended that you provide a partially-filled-out concept map. The usefulness
of the map comes from students creating their own connections. If you provide them with
a fill-in-the-blank map, the activity changes to one where they are trying to figure out what
you want the connections to be.

Note: the following sample is just the BEGINNING of a concept map for cloning a gene.

© 2007 by the HHMI-UCIrvine Professor Program. For non-commercial, educational use only.
- Professor Program

© 2007 by the HHMI-UCIrvine Professor Program. For non-commercial, educational use only.

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