Topic: Concept Maps
Having used concept mapping as both the student and the instructor, I understand the benefits and frustrations behind concept mapping. From experience, I have found that concept mapping helps summarize material at the end of a unit by pulling together sections that may originally appear unrelated and highlighting the similarities between theorems, solutions, and processes. There is no doubt that it promotes a deeper understanding of the material.
Novak (2006) pointed out that "One of the powerful uses of concept maps is not only as a learning tool but also as an evaluation tool..." (p. 6). Because successful concept mapping requires students to possess an understanding of the material, it acts as a better evaluation tool than old standbys such as essays, which only require students to regurgitate material into well crafted language.
Common frustrations exist for both sides when using concept mapping. Because students are unfamiliar with how to set up concept maps, I present them with a blank map and places to merely fill in the blanks. Doing this feels as though I am spoon-feeding too much, but if I merely asked them for a map without presenting them with an outline, most of the students would not be able to organize and process the material well enough to show me what they know. From the vantage point of the student, I find organizing my thoughts into a concept map very difficult. The process of organizing my thoughts into a map is time consuming and challenging.
References:
Novak, J. D. & Cañas, A. J. (2006). The theory underlying concept maps and how to construct them. Technical Report IHMC CmapTools 2006-01. Pensacola, FL: Florida Institute for Human and Machine Cognition. Retrieved November 4, 2007, from http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Having used concept mapping as both the student and the instructor, I understand the benefits and frustrations behind concept mapping. From experience, I have found that concept mapping helps summarize material at the end of a unit by pulling together sections that may originally appear unrelated and highlighting the similarities between theorems, solutions, and processes. There is no doubt that it promotes a deeper understanding of the material.
Novak (2006) pointed out that "One of the powerful uses of concept maps is not only as a learning tool but also as an evaluation tool..." (p. 6). Because successful concept mapping requires students to possess an understanding of the material, it acts as a better evaluation tool than old standbys such as essays, which only require students to regurgitate material into well crafted language.
Common frustrations exist for both sides when using concept mapping. Because students are unfamiliar with how to set up concept maps, I present them with a blank map and places to merely fill in the blanks. Doing this feels as though I am spoon-feeding too much, but if I merely asked them for a map without presenting them with an outline, most of the students would not be able to organize and process the material well enough to show me what they know. From the vantage point of the student, I find organizing my thoughts into a concept map very difficult. The process of organizing my thoughts into a map is time consuming and challenging.
References:
Novak, J. D. & Cañas, A. J. (2006). The theory underlying concept maps and how to construct them. Technical Report IHMC CmapTools 2006-01. Pensacola, FL: Florida Institute for Human and Machine Cognition. Retrieved November 4, 2007, from http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
