Concept map
A concept map is the visualization of concepts ( Concepts ) and their connections in the form of a network. It is a means of graphically representing information and a means of ordering and reflecting thoughts .
A distinction must be made between the concept map and the mind map , which only has a tree structure, and the semantic network , which is of a formal nature and does not necessarily have a graphic representation.
construction
The elements of the display are rectangles, arrows and arrow labels. The rectangles represent terms. The arrows between the terms symbolize the relationships between the terms. The arrow labels specify the type of relationship:
- static (consists of, i.e., e.g., corresponds to, is, resembles, part of) or
- dynamic (leads to, through, changes, aims, causes, serves, acts as, influences, needs, speaks for, increases, decreases);
the arrowhead defines the reading direction of the respective relationship.
Differences to the mind map
A concept map goes from several central terms to branched terms. Cross connections that are not hierarchical (i.e. similar to a road network) may exist between the branched terms. A mind map, on the other hand, is of a central concept, built from the inside out (i.e. similar to a tree with a trunk and branches); Non-hierarchical cross-connections between terms are not possible.
With the concept map, the structure results from the semantics of its terms; it therefore encourages analytical and reflective thinking about the subject of the concept map. With the mind map, terms are linked spontaneously; this stimulates the associative and creative potential of thinking.
Creating a concept map takes significantly longer than creating a mind map: usually at least three new creations, restructurings, etc. are necessary. It is precisely in this part of the development process that the cognitive processing and revision of the topic are located.
Due to the lack of contextual relationships, a mind map requires less space than a semantically richer concept map.
Cognitive process
Concept maps visualize concepts . This cognitive process can be described in four steps, in which the ( mental ) concept of an object or state of affairs is externalized in a (real) graphic and thus becomes visible.
- The reduction represents the first step in creating a concept map. The existing knowledge is reduced to a few terms, i.e. H. reduced to the essentials.
- Points two and three, structuring and visualization , run synchronously by recording the result of the first step on paper. In practice, structuring means the spatial arrangement of two terms with respect to one another, i. H. among each other or next to each other, far away or close together. This spatial arrangement results from the semantic content of the terms assigned to one another (i.e. car (whole) - (has) → tire (part) or car (sub-term) - (is) → vehicle (generic term) - (includes) → coach (sub-term ), ie coach and car are both vehicles).
- Once the spatial arrangement of all essential terms has been completed, this network of terms is further refined in the fourth step, elaboration . This can mean, on the one hand, to label the arrows in detail, i. H. Describe the relations more precisely (static or dynamic), or expand the entire concept with other peripheral terms. (i.e. car - (required) → street).
Because the finished concept map is the externalization of a mental concept, it enables all elements of a thought (i.e. the terms) to be represented at a glance. This graphic and thus synchronous form of representation of a concept, compared to the diachronic written or oral representation of a concept (representation through linguistic explanation), offers the advantage of an overview that can be created quickly and thus the possibility of rapid reflection; With the help of a concept map, thinking can easily be made visible and reflected. If a concept is visible in this form, inconsistencies and gaps in knowledge can easily be identified.
Use
By structuring knowledge and dealing more intensively with individual terms and relationships, retention performance improves and knowledge gaps are easier to identify. In teaching this can e.g. B. can be done as group work on a blackboard, whereby it is also helpful to collect terms using individual cards or notes, which are then grouped and linked. Concept maps seem particularly suitable for mapping elaborate knowledge about relationships in a knowledge area (knowledge domain). They can be used as a structuring aid in the area of curriculum development and lesson planning as well as in the area of teaching materials. In addition, they can be used as learning aids for active knowledge construction and as an instrument for knowledge diagnosis (qualitative and quantitative). Methods of graph theory can be used for quantitative structural analysis . The quantitative, content-based ( correspondence analysis ) comparison of concept maps can be carried out analogously to signal discovery theory .
Learning with concept maps is easier and more successful than with normal learning methods : Studies show that knowledge can be learned more easily with concept maps than with conventional learning methods and can also be accessed for longer. Concept maps are also suitable as a means of text indexing, especially for pupils with poor reading skills .
Concept maps are also suitable for the graphic design of semantic networks. Concept maps can be interpreted as a number of RDF triples , each of which represents a statement. An RDF statement consists of subject, predicate, object. The predicate corresponds to the arrow label on the concept map, the subject is the term at the origin of the arrow, the object is at the arrowhead.
Software tools
When creating concept maps with the help of suitable computer programs, in addition to saving and subsequently changing the map, it is possible to link the terms with associated files and internet addresses.
literature
- Nückles, Matthias, Gurlitt, Johannes, et al., Mind Maps and Concept Maps. Visualize - Organize - Communicate, Munich 2004.
- Gurlitt, Johannes, Nückles, Matthias, you can teach "learn to learn". Findings from instruction research on learning strategies, Pedagogy 2 2010, pp. 42–46.
- Gurlitt, J. & Renkl, A. (2010). Prior Knowledge Activation: How Different Concept Mapping Tasks Lead to Substantial Differences in Cognitive Processes, Learning Outcomes, and Perceived Self-Efficacy. Instructional Science: An International Journal of the Learning Sciences, 38 (4), 417-433.
- Nesbit, JC, Adesope, OO (2006). Learning with concept and knowledge maps: a meta-analysis. Review of Educational Research, 76, 413-448.
Web links
- yEd Graph Editor - free diagram editor with which concept maps can be easily created and edited. Multiplatform.
- iMODELER - online modeling tool for causal relationships with which concept maps can be easily created and also analyzed.
- Mind and concept maps in math lessons
- Knowledge diagnosis in chemistry (IPN - Institute for Science Education)
- Visual Understanding Environment (VUE) - open source editor for concept maps
- CmapTools of the Institute for Human and Machine Cognition (IHMC)
- Concept mapping homepage not updated since 1997
- Paper: Using Concept Mapping in Psychology with the Expertise of Graphic Designers
Individual evidence
- ↑ Nückles, Matthias, Gurlitt, Johannes, et al., Mind Maps and Concept Maps. Visualize - Organize - Communicate, Munich 2004.
- ↑ a b c Gurlitt, Johannes, Nückles, Matthias, one can learn to “learn to learn”. Findings from instruction research on learning strategies, Pedagogy 2 2010, pp. 42–46.
- ↑ Nesbit, JC, Adesope, OO (2006). Learning with concept and knowledge maps: a meta-analysis. Review of Educational Research, 76, 413-448.