Concept Maps

Implementation and Timing: The WHEN, WHERE, and HOW

Acquainting students early in a course on concept maps will help them best understand how to structure and format them. This in turn may assist students in spending less time formatting the maps as the course progresses and more time wrestling with the course content [3].  

In regards to how concept maps can be used, it varies depending on how you wish to use them. Potential uses include:

• Brainstorming. This can be done independently or in groups, students gather ideas/concepts/solutions and sketch out how they are related.
• Summarizing and connecting course content. Throughout the lecture, stop and allow students time to add any information from the lesson to the concept map. Give them a short amount of time to discuss connections.
• On-going creation. Students add to the concept map over time, continuously making connections.
• Assessments. Students build concept maps and add a written reflection to show their understanding of the content.
• Lab write-ups. Students can include concept maps in their lab analysis portion with further written explanations.
• Unit reviews. Students can create these to review material before major assessments

Concept maps apply to all class contexts; virtual courses, in-person, and large enrollment courses. One of the most important aspects of concept mapping is asking yourself, what do you want the students to be able to do with the maps?

Linking phrases

The terms and ideas on concept maps are linked by words and phrases. “Choosing linking words is one of the most difficult and yet, most important parts of creating a concept map. Whatever linking words the learner chooses will change the relationship between the concepts. To take a simple example, if as in Figure 2, a learner indicates that trees grow leaves one meaning is portrayed [3].” Notice in Figure 3 how the meaning changes because the learner changed the linking phrase to ‘drop.’

Steps for Implementation

• Determine how you will use the concept maps to support students. Share an example of what the map might look like (something they are familiar with) so they understand the expectations. Explicitly explain and teach concept maps: purpose, variables, how to use linking phrases to show the relationship between variables, direction of arrows, number of connections, etc. Model a concept map for them and think aloud as you connect ideas. Focus on the creation of concept maps in the beginning. Consider including word banks of terms and ideas for students. Remind students that the organization may change as they continue to add more information.
• Encourage collaboration. Allow students to collaborate and create group concept maps. This helps students better understand the concepts and the overall process. Students can explain and critique each other’s concept maps Students can write short explanations regarding their concept map (possibly including what changes they have made to their concept map and why)
• Be sure to have clear assessment criteria and grading developed so that grading is not as time-consuming or subjective. Possible grading criteria could include: Completion, Complexity (integrations and synthesis of different kinds of knowledge), Cause and Effect (understanding of how elements of an ecosystem are connected), Specificity of Understanding (specific details and examples are included), Depth of Understanding (a broad enough sample of concepts is included), or Peer critiques of the map with no grading at all. A few possible grading considerations:
  • Count correct connections and students could earn a total amount of points: 1 point for each concept, 2 points for each appropriate link
  • Checklist: Consider if they have certain concepts, links are correct and logical, text is clear and easy to read, information is clear, etc.
  • Rubric: Criteria could include organization, links, ideas, communication, teamwork, etc.
  • Remember that the maps represent the thinking of students so it might be valuable to have students write a reflection of their concept map so that you clearly understand their thinking.
• Use them regularly. As students become more familiar with the structure, they can begin to focus more on the content. Give them time to become acquainted with the thinking behind concept maps begins.