SSP60204

CONCEPT
MAPPING
Presented by:
Nur 'Adilah Husna (M2021200293)
Thivya Dass (M20212003170)
 introduction
TO CONCEPT MAPPING

A way of representing information, knowledge, or facts in Concept

graphical form.
A concept map is a visual tool or diagram that illustrates
the relationships between different ideas for better
understanding of their connections. Link Link Link
Consists of concepts and relationship between them.

Concept Concept Concept

 DEFINITION
OF CONCEPT MAPPING

A graphic organizing technique

designed to help learners explore
their knowledge or understanding of
topics that are highly elusive.

(Ritchhart et al., 2009)

 history
OF CONCEPT MAPPING
Concept maps were developed by a team lead by Joseph
Novak in 1973 during their research on the psychology of
children's learning based on Ausubel's theory of learning.
The fundamental idea in Ausubel’s cognitive psychology -
Learning takes place by the assimilation of new concepts and
propositions into existing concept and propositional
frameworks held by the learner.
New knowledge must be related to relevant concepts that
the learner already knows in order to learn meaningfully
means that new knowledge must interact with the student's
knowledge structure.
In order to find a better way to represent children's
conceptual understanding, the idea of concept map
emerged representing children's knowledge.

(Novak & Cañas, 2007)

 MAIN ConceptS
OF CONCEPT MAPPING

ausubel theory of
CONSTRUCTIVISM
learning

Meaningful learning depends on Concept mapping is part of a larger

integrating new information in a educational approach called
cognitive structure laid down CONSTRUCTIVISM. This approach suggests
during previous learning. that knowledge is created or constructed

by integrating new ideas into existing
(Machado & Carvalho, 2020) cognitive structures.
 pur
pos
e
Help
stud
and ents
repr to v
Supp e sent isual
ort know ly o
com stud ledg rgan
plex ents e. ize
Faci infor to
litate mat unde
mea io n. rstan
Prom ning d
ote ful le
think the arnin
ing s deve g.
Aid kills. lopm
in t ent
of cr
infor he itica
mat integ l
ion w ratio
ith e
xistin n of n
g kn ew
owle
dge.
 concepts
linking
components arrows
of concept

os n &
on
maps

pr estio s
qu Focu

iti
op
r d s /
g w o
n k i n s
Li a s e
phr

hi str
er uc
ar tu
ch re
ic
al
(Burrows & Mooring, 2015)
 types
OF CONCEPT MAPPING

1 2 3 4
 example
OF CONCEPT MAPPING

h ie r a r c h y
map spider map
 example
OF CONCEPT MAPPING

s t e m m a p
fl o w c h a r t sy el
e c o lo g i c a l mod
Socio- 2022)
( F r y e t a l. ,
comparison
CONCEPT MAP VS MIND MAP
concept map mind map

Connects many ideas or

Focus on one idea or concept
concepts

Tree structures consists of many

Radial configuration
branches & clusters

Links of a concept map are labeled Consist of arrows that describe the
to represent connection between
nodes/ concepts relationship with main concept
 concept map mind map

Example of concept map on Example of mind map on

Ecology topic Chemistry topic
 GENERAL
TECHNIQUE
OF CONCEPT MAPPING

Creating a concept map involves extracting concepts

from instructional material and organizing them around a
central theme. This creates a diagram that represents
the overall structure of the knowledge being conveyed in
the form of a semantic network.
 Create visual diagram with;
Nodes - represent concepts
Links - represent the relationship between them
Define the topic or focus
*Use explanatory labels to describe the
question nature of relationships

FOCUS identify &

create review
QUESTION brainstorm

Brainstorm a list of related concepts and organize them Review & revise the concept map to
in a hierarchical manner, with the most general ensure the accuracy of the knowledge
concepts at the top and the most specific concepts at we want to convey
the bottom
A Standard Concept Map Construction Method by Novak & Gowin (1984)
 CONCEPT
MAPPING IN
CLASSROOM
 IMPLEMENTATION PROCEDURE
OF CONCEPT MAPPING IN CLASSROOM

STEP 1: SELECT A STEP 2: GENERATE, SORT, STEP 3: STUDENTS SHARE

CONCEPT AND CONNECT THEIR CONCEPT MAPS

Students are asked to GENERATE

a list of words, phrases, and
concepts about the chosen topic.
Students are required
Students are required to SORT the
Teachers select a topic concepts from the lists, to share their concept
or question that they organizing them graphically on maps in pairs or small
want the students to the page in a way that makes groups and may add
explore. sense to the students. new ideas on their
Once students have generated maps.
and sorted their lists, ask them to
CONNECT similar concepts with
lines, dotted lines, and arrows.
 pollution STEP 1

causes

HEALTH
ISSUES

such as STEP 2

Breathing Lung & Heart-related

Difficulties Skin Cancer Disease
 usage of concept maps
IN PROBING STUDENTS' UNDERSTANDING IN
CLASSROOM

ASSESS THEIR IDENTIFICATION OF PROMOTES MEANINGFUL

EXISTING KNOWLEDGE MISCONCEPTIONS LEARNING PATTERN
ON A GIVEN TOPIC

(Wright & Bilica, 2007)

 research title
Effect of 5E Learning Cycle Assisted with Concept
Maps on Conceptual Understanding
(Varoglu et al., 2023)
 eVALUATION
condition
TO USE CONCEPT MAP IN PROBING
Teacher will ask students to construct a STUDENTS' UNDERSTANDING IN
concept map from scratch. CLASSROOM SETTING
The concept maps prepared by students
will be evaluated by the teacher &
provide a feedback to the students.

elaborate
explain
Student were asked to prepare a concept map
Teacher prepare & present the using the concepts they learned in the
concept map in the classroom to exploration & explanation phases.
explain a certain topic Students will be asked to add new concept to
their concept map.

explore
Encourage opinion exchange in a small group of
students
Ex - Students are separated into groups & asked
engage to create a concept map using the given
concepts.
Can be used as a visual tool to introduce
the topic & relationships between different
ideas
Help students better grasp how the
concepts are connected & engage their
interest in the topic.
Adapted from Varoglu et al. (2023) in their effect of 5E learning cycle assisted with
concept maps on conceptual understanding research
 article
THAT USED CONCEPT MAPPING

type of study

Mixed method study

Instruments

Chemistry Concept Diagnostic Test (CCDT)

Open-ended questions
Semi-constructed interviews
Feedback forms

sAMPLE

100 Eight-grade students

n=50 (experimental group)
n=50 (control group)
 METHOD

1. Students were informed about 5E learning model and concept maps before the implementation.
2. Next, students were asked to prepare concept map using their existing knowledge about water concept.
3. Engagement Phase -
Students' attention is gathered with the focus question on electron.
4. Exploration Phase -
Students separated into 2 groups & they will discuss and create concept maps using the given concepts.
5. Explanation Phase -
Teacher prepared & presented the concept maps & transfer the information to the students using concept maps.
6. Elaboration Phase -
To allow students to apply the knowledge learned, students are given activities such as:
Writing down the ions of the atoms of the given element
Classify them as anion or cation
Define the compound formed between same-shaped ions as ionic or covalent
7. Evaluation Phase:
Experimental group students were required to prepare a concept map from scratch.
Control group students were taught the same subjects using:
Lesson book
Teacher-centered current teaching method (Direct instruction and Q & A techniques)
data collection

Chemistry Concept Diagnostic Test (CCDT):

Assess the conceptual understanding of students related to concept pairs.
Consists of 17 two-tiered questions:
First tier: Multiple-choice questions
Second tier: Underline the correct explanation for the answers of multiple-choice questions.
Correct answer in both tiers will be awarded 1 point and wrong answer in either one of the tiers will be
awarded 0 points.
Lowest grade: 0; Highest grade: 17
Open-ended questions focused on concept pairs:
Students' answers were graded using the table below:

Semi-constructed interviews & feedback forms:

Gather the students' opinions in the experimental group of the learning environment.
 data Analysis

1. Quantitative data analysis:

SPSS software:
Descriptive statistics: Analyze the quantitative
data collected in this study by measuring
standard deviation, minimum, maximum,
skewness, and kurtosis values .
Inferential statistics: Performed after conducting
and analyzing assumptions for parametric tests.
Independent sample T-test: To analyze the
difference between chemistry concept diagnostic
test (CCDT) post-test and pre-test scores of the
students.
 data Analysis

2. Qualitative data analysis:

Content analysis method:
Students' interviews were recorded and
transcribed.
Data collected from open-ended questions, semi-
constructed interviews, and feedback forms was
coded to create sub-categories.
Categories were created from the sub-categories.
5 categories from the 20 sub-categories were
determined based on open-ended questions'
answers and interviews.
After the coding process, participants certified the
results.
Summary content analysis:
Obtain a general overview that reflects the data
set as a result of the analysis.
4 out of 5 categories identified were related to the
5E learning model supported with concept maps.
1 category was related to the students' opinions
on the utilization of concept maps in the classes.
 EXAMPLEs
OF CONCEPT MAPS

Example of concept map prepared by students in Example of concept map prepared by students in
Exploration Phase Explanation Phase
 EXAMPLEs
OF CONCEPT MAPS

Example of concept map prepared by students in

Evaluation Phase
 ADVANTAGES LIMITATIONS

Promotes development of critical

Discouragement of critical thinking
thinking skills

Able to facilitate meaningful Difficulty in interpreting

understanding of concepts relationships of the concepts

Facilitates integration between Students depends on rote

theory and practice memorization
 CONCEPT
MAPPING IN
RESEARCH
 usage of concept maps
IN PROBING STUDENTS' UNDERSTANDING IN
RESEARCH

HIGHLIGHT COMMUNICATE ORGANIZES & REPRESENT

RELATIONSHIPS & RESEARCH FINDINGS COMPLEX INFORMATION
PATTERNS WITHIN THE EFFECTIVELY CLEARLY
DATA
 research title
Exploring Mathematics Learners' Conceptual
Understanding of Coordinates and Transformation
Geometry through Concept Mapping
(Malatjie & Machaba, 2019)
 article
THAT USED CONCEPT MAPPING

type of study

Qualitative Case Study

Instruments

Investigative task
Observation (recorded video tapes), and
Unstructured open-ended reflective interviews

Research Questions

What are the learners' understanding of coordinate and

transformation geometry?
How do concept maps improve learners' understanding
of coordinate and transformation geometry?

N: 34 GRADE 12 MATHEMATICS LEARNERS

 METHOD

1. Learners were taught concept mapping technique process and how to

construct a concept map.
2. Next, the 34 learners were given a content area (number and number
relationship) to generate their own terms and use those terms to draw
and practice concept mapping.
3. The learners then generated and constructed a concept map to show
the relationship (connections) of the terms.
4. The learners generated and constructed a concept map on the topic
compound angles as this topic should be taught prior to the topics of
coordinate and transformation geometry.
This helped the students to form the prior knowledge of the
coordinate and transformation geometry topic in the study.
5. The learners were given a list of 29 concepts to represent the concept
map and investigative task.
 DATA COLLECTION

1. Unstructured open-ended reflective interviews:

To find out the meaning the 34 learners had when they
draw the concept maps and the explanations as
interpreted by the learners to deliver their ideas.
To gather extra information as they are the primary
source of information.
2. Participant observation (using video tapes):
Used to make field notes as part of the observations
3. Investigative tasks:
To explore their conceptual understanding of
coordinate and transformation geometry.
 DATA ANALYSIS

1. Adopted the Mwakapenda and Adler (2003) analysis style.

The maps were examined to determine whether the learners regarded certain concepts as central
in developing links among concepts.
Identification of the central concepts used by the learners.
Examination of the meanings learners' associated with the concepts.
Examination of the learners' descriptions to identify the adequacy of the connections made during
the interviews.
2. Inductive analysis:
Sort the field data into categories to establish patterns and themes.
Transcription of the interview conversations to search for relationships, themes, and categories.
Highlight significant statements that allowed us to understand participants' experience.
3. Qualitative analysis:
The learners' responses were selcted based on emerging themes.
The selected data segments were then separated into categories.
 Concept mapping is a useful
technique that can be used to
probe and improve students'
understanding of a concept.

conclusion It promotes active learning as it

OF CONCEPT MAPPING
applies the constructivism theory.

Allow students to experience a

meaningful learning.
 references
1. Baugh, N., McNallen, A., & Frazelle, M. (2014). Concept Mapping as a Data Collection and Analysis Tool in Historical Research. The
Qualitative Report, 19(13), 1-10.
2. Burrows, N. L., & Mooring, S. R. (2015). Using Concept Mapping to Uncover Students' Knowledge Structures of Chemical Bonding
Concepts. Chemistry Education Research and Practices.
3. Cañas, A., Coffey, J. W., Carnot, M. J., Feltovich, J., Novak, J. D., & Hoffman, R. R. (2003). A Summary of Literature Pertaining to the
Use of Concept Mapping Techniques and Technologies for Education and Performance Support. Education And Training, 108.
4. Conceicao, S. C. O., Samuel, A., & Biniecki, S. M. Y. (2017). Using Concept Mapping As A Tool For Conducting Research: An Analysis of
Three Approaches. Cogent Social Sciences, 3, 1–19.
5. Dawson, A. P., Cargo, M., Stewart, H., Chong, A., & Daniel, M. (2012). Identifying Multi-level Culturally Smoking Cessation Strategies
for Aboriginal Health Staff: A Concept Mapping Approach. Health Education Research, 29(1), 31-45.
6. Fry, J. P., Stodden, B., Brace, A. M., & Laestadius, L. L. (2022). A Tale of Two Urgent Food System Challenges: Comparative Analysis
of Approaches to Reduce High-Meat Diets and Wasted Foods as Covered in U.S. Newspapers. Sustainability, 14, 1–19.
7. Khawaldeh, S. A. A., & Olaimat, A. M. A. (2009). The Contribution of Conceptual Change Texts Accompanied by Concept Mapping to
Eleventh-Grade Students Understanding of Cellular Respiration Concepts. Journal of Science Education and Technology, 19, 1–11.
https://doi.org/10.1007/s10956-009-9185-z
8. Machado, C. T., & Carvalho, A. A. (2020). Concept Mapping: Benefits and Challenges in Higher Education. Journal of Continuing
Higher Education, 68(1), 38–53.
9. Malatjie, F., & Machaba, F. (2019). Exploring mathematics learners’ conceptual understanding of coordinates and transformation
geometry through concept mapping. Eurasia Journal of Mathematics, Science and Technology Education, 15(12), 1–16.
10. Novak, J. D., & Cañas, A. J. (2007). Theoretical Origins of Concept Maps, How to Construct Them, and Uses in Education. Reflecting
Education, 3(1), 29–42.
11. Persaud, A., & Bayon, M. C. (2019). A Review and Analysis of the Thematic Structure of Social Entrepreneur Research: 1990-2008.
International Review of Entrepreneurship, 17(4), 1–34.
12. Ritchhart, R., Turner, T., & Hadar, L. (2009). Uncovering Students' Thinking About Thinking Using Concept Maps. Metacognition and
Learning, 4, 1–15.
13. Wright, A. W., & Bilica, K. (2007). Instructional Tools To Probe Biology Students’ Prior Understanding. The American Biology
Teacher, 69(1), e1–e5
14. Varoglu, L., Yilmaz, A., & Sen, S. (2023). Effect of 5E Learning Cycle Assisted with Concept Maps on Conceptual Understanding.
Pedagogical Research, 8(3), em0161
activity
 activity 1
BRAINSTORM OF CONCEPTS

https://www.canva.com/design/DAFiA8PfVso/OKYZVbtJpaBRnB8_tkmJzQ/edit?
utm_content=DAFiA8PfVso&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
 activity 2
CONSTRUCT CONCEPT MAP

https://www.youtube.com/watch?v=uN_7K9RTqWY

JAMBOARD LINK -
https://jamboard.google.com/d/1mDR82IYYNHdd2HRuYi3SqF6RwYYXDPdeYZqOkMiuTik/viewer?f=0
activity 2
CONSTRUCT CONCEPT MAP
Thank You
Do you have any questions for us?