TEACHING CONCEPT MAPPING
Topic: Teaching Concept Maps
(
A/M 2005 ).
E-Concept
Mapping.
Journal of College Science Teaching,
v34,
34-37.
Summary: This article is an attempt to
convince science educators that flashy, bulky demonstration displays are not the
only way to get complicated scientific principles across to students, and are
often not necessary. The prime focus is to briefly describe the utility of
concept mapping in general, and to alert educators to two specific web sites
that might be used to project a concept map on an overhead for in-class
participation. He outlines a basic 4 step process explaining the nature and
utility of concept mapping and then points to two web resources for in class
concept mapping. He continues by providing a section on “Procedure and inquiry”
in which a step-by-step program for a successful outcome is suggested. There are
two figures included that show screen shots from the two sites: C-Tool and
Freemind There is s brief section suggesting potential assessment methodologies
to follow up on retention of terms and concepts by the students. In the
conclusion the author mentions the historical connection of concept mapping
strategies to the corporate world and the military, but then allows that the
tool is a very effective way to arrange and organize ideas in a way that can
facilitate classroom instruction.
Reaction: This is a good article, short
and to-the-point. But, given that, it also has some philosophical gems to offer
up. For example, one statement I found very illuminating was “Concept maps are
not free-for-all diagrams of random thoughts about how concepts fit together.”
In fact, the author indicates that they follow a concise structure in which
(along with other attributes): components are arranged intuitively according to
importance; and that there is a need for uniform, consistent and obvious
graphics for didactic clarity. The four step outline of how to make an effective
a concept map is succinct and easy to follow. I really like that this is a
student–instructor interactive participation approach. I also like this article
for its brevity. I do not mean that flippantly, but from the perspective that
the author has taken a very straight forward in-class teaching tool and written
about it in a very straight forward “ here’s how you do it” manner (no BS). The
information on how to access the two websites is very useful.