concept mapping helps promote critical thinking it assists students to

Using Concept Mapping Activities to Enhance Students’ Critical Thinking Skills at a High School in Taiwan

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• Published: 15 July 2019
• Volume 29 , pages 249–256, ( 2020 )

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• Sheng-Shiang Tseng   ORCID: orcid.org/0000-0002-9635-0130 1  

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Concept mapping activities have been used to enhance critical thinking skills as an essential competency for 21st century learners. However, little information has been provided about the relationship between different concept mapping activities and critical thinking skills. This study aimed to examine the effects of the fill-in-the-map activity and the construct-the-map activity on critical thinking skill development. 43 participants were recruited from the course, research seminar, in the department of English at a high school in Taiwan. There were two sections of the course in the same semester. Class A was randomly designated as the fill-in-the-map group and Class B as the construct-the-map group. The collected data included critical thinking survey scores, and interviews. The critical thinking survey scores collected from the two groups were analyzed using a multivariate analysis of variance to examine the difference in critical thinking skill development between the two groups. The multivariate results suggested that different concept mapping activities would produce different learning outcomes. The construct-the-map group significantly obtained higher scores than the fill-in-the-map concept mapping group in the critical thinking skills: inference, interpretation, analysis, evaluation, explanation. The interviews were analyzed to account for why the construct-the-map activity was more effective than the fill-in-the-map activity in developing students' inference, interpretation, analysis, evaluation, explanation skills. Suggestions and implications are proposed to develop critical thinking skills through concept mapping activities.

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Tseng, SS. Using Concept Mapping Activities to Enhance Students’ Critical Thinking Skills at a High School in Taiwan. Asia-Pacific Edu Res 29 , 249–256 (2020). https://doi.org/10.1007/s40299-019-00474-0

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Concept Mapping: 13 Benefits of a Visual Roadmap to Learning Success

Concept Mapping is a creative and effective tool that can transform the way we absorb and retain information. Born from the field of cognitive science, concept mapping serves as a visual representation of understanding and ideas. It has the potential to solidify learning by breaking complex topics into manageable, interconnected chunks. So whether you’re a student, an educator, or a lifelong learner, join us as we delve deeper into the world of Concept Mapping and explore its impact on learning and retention.

Effective learning strategies are crucial for enhancing comprehension, retention, and application of knowledge. They foster deep understanding, promote critical thinking, and facilitate the transfer of learning to new contexts. One powerful learning tool that exemplifies these benefits is concept mapping. 

Benefits of Using Concept Maps in Learning

Concept maps are powerful tools that offer several benefits when used in the context of learning. Here are some of the key advantages:

1. Enhanced Understanding

Concept maps help learners organize and structure information in a visual format. This process aids in clarifying relationships between concepts and allows for a deeper understanding of complex topics.

2. Improved Memory Retention

By engaging both visual and textual aspects of learning, concept maps enhance memory retention. When learners create concept maps, they actively process information, making it more likely to be stored in long-term memory.

3. Effective Summarization

Concept maps can serve as concise summaries of large volumes of information. They allow learners to distill the most important concepts and connections, making it easier to review and recall key details.

4. Facilitates Critical Thinking

Creating concept maps encourages critical thinking as learners must analyze, synthesize, and evaluate the relationships between concepts. This promotes a deeper level of engagement with the material.

5. Enhances Problem Solving

Concept maps help learners see the bigger picture and identify potential solutions to problems. They promote a holistic understanding of topics, making it easier to apply knowledge to real-world scenarios.

6. Organized Study Tool

Concept maps act as organized study guides. They provide a structured overview of a subject, making it easier to plan study sessions and track progress.

7. Customized Learning

Concept maps are versatile and can be tailored to individual learning preferences. Learners can adapt the structure and content of their concept maps to suit their specific needs.

8. Effective Communication

Concept maps are not only a personal learning tool but also a means of effective communication. They can be used to convey complex ideas to others, making them valuable in group projects or presentations.

9. Cross-Disciplinary Learning

Concept maps can be applied to various subjects and disciplines. They promote interdisciplinary connections, helping learners relate ideas from different areas of knowledge.

10. Assessment Preparation

Concept maps can be used as a study aid when preparing for exams or assessments. They serve as a visual summary of the material, making it easier to review and test one’s knowledge.

11. Enhanced Creativity

Creating concept maps allows for a degree of creativity in representing ideas and connections. This can make the learning process more engaging and enjoyable.

12. Long-Term Learning

Because concept maps promote a deeper understanding of concepts, the knowledge acquired through this method is more likely to be retained over the long term, compared to rote memorization.

13. Increased Engagement

Concept mapping is an active learning technique that keeps learners engaged in the material. It encourages exploration and discovery, fostering a sense of curiosity and interest in the subject matter.

Concept maps are versatile learning tools that offer numerous benefits, including improved understanding, memory retention, critical thinking, and problem-solving skills. They can be customized to suit individual learning styles and are effective aids for both studying and communicating complex ideas. Incorporating concept mapping into your learning strategy can enhance your overall learning experience and academic performance.

Understanding Concept Mapping

Concept mapping is a visual representation of information that helps learners understand and remember complex ideas. By displaying the relationships between concepts, it enables learners to structure their thoughts, identify connections, and grasp the big picture, thus promoting a more profound and lasting understanding.

Concept mapping, a visual tool for representing knowledge, has its roots in the cognitive theories of education proposed by American psychologist and educational researcher David Ausubel in the 1960s. Ausubel emphasized the importance of prior knowledge in learning new concepts. In the mid-1970s, his student Joseph D. Novak developed the concept mapping technique based on Ausubel’s learning theory. 

Novak’s approach was designed to represent an individual’s cognitive structure, enabling learners to understand and integrate new information in relation to what they already know. Over the years, the use of concept maps has expanded beyond education, serving as a tool for knowledge representation and organization in a range of fields including business, healthcare, and software development.

How to Create a Concept Map

Creating a concept map is a systematic process that helps you visualize the relationships between concepts and ideas. Here’s a step-by-step guide to creating a concept map:

1: Identify Your Central Concept or Topic

Begin by determining the central concept or topic that you want to explore or understand. This concept will be placed at the center of your concept map.

2: List Key Concepts and Subconcepts

Identify the key concepts related to your central concept. These are the main ideas or categories that will branch out from the central concept.

Beneath each key concept, list sub-concepts or details that are related to each key concept. These sub-concepts should be connected to their respective key concepts.

3: Create Connections

Draw lines or arrows to connect the key concepts to the central concept. These lines represent the relationships or connections between the central concept and its key concepts.

Connect sub-concepts to their respective key concepts using lines or arrows as well.

4: Label Each Concept

Write labels or keywords for each concept and sub-concept. These labels should be concise and clear, helping you understand the content of each concept at a glance.

5: Use Visual Elements

Enhance your concept map with visual elements such as colors, shapes, and icons. These elements can help differentiate concepts, emphasize relationships, and make the map more visually appealing.

6: Organize and Arrange

Arrange the concepts and sub-concepts in a logical and organized manner. Typically, key concepts are placed closer to the central concept, and sub-concepts are positioned beneath their respective key concepts.

Use hierarchy and spatial organization to indicate the importance and relationships between concepts.

7: Review and Refine

Step back and review your concept map. Check for clarity, accuracy, and completeness. Ensure that the connections and relationships make sense.

Make any necessary revisions or refinements to improve the overall structure and readability of your concept map.

8: Add Details

If needed, you can add additional details, examples, or explanations to the concept map. These details can provide a deeper understanding of each concept.

9: Share or Use Your Concept Map

Your concept map can be used as a study tool, a teaching aid, or a visual representation of your knowledge. Share it with others to communicate complex ideas or use it to study and reinforce your understanding of the topic.

10: Update as Needed

Concept maps are dynamic tools. As your understanding of the topic evolves or as you gather more information, feel free to update and expand your concept map to reflect your growing knowledge.

Creating concept maps can be a valuable part of the learning process, helping you organize information, clarify relationships between concepts, and deepen your understanding of complex topics. Remember that there’s no single “right” way to create a concept map, and your map can be tailored to your specific needs and preferences.

Educational Technology: 12 Transformative Ways to Teach and Learn in the Digital Age

Tools and Software for Creating Concept Maps

There are several tools and software applications available for creating concept maps, ranging from simple and free options to more advanced and feature-rich ones. Here is a list of some popular tools and software for creating concept maps, along with a brief discussion of each:

Coggle is a web-based tool that offers a user-friendly interface for creating concept maps. It allows for collaboration in real-time, making it ideal for group projects and brainstorming sessions. Coggle offers both free and paid plans.

2. Lucidspark

Lucidspark, by Lucid, is a virtual whiteboard tool that can be used for creating concept maps, mind maps, and collaborative diagrams. It offers a range of interactive features and is suitable for remote or online collaboration.

3. MindMeister

MindMeister is an online mind mapping tool that enables users to create concept maps, share them with others, and collaborate in real-time. It offers various templates and integrations with other productivity tools.

XMind is a versatile and feature-rich mind mapping software available for Windows, macOS, and Linux. It provides a wide range of customization options, including various themes and layouts. XMind offers both free and paid versions.

5, ConceptDraw MINDMAP

ConceptDraw MINDMAP is a professional mind mapping and concept mapping software for Windows and macOS. It is known for its advanced diagramming capabilities and is suitable for complex projects and presentations.

6. Bubbl.us

Bubbl.us is a straightforward and web-based tool for creating simple concept maps and mind maps. It is intuitive and doesn’t require any software installation. Bubbl.us offers a free version as well.

Scapple, by the creators of Scrivener, is a minimalistic and cross-platform brainstorming tool. While not as feature-rich as some other options, it’s excellent for quickly jotting down ideas and concepts.

8. Edraw MindMaster

Edraw MindMaster is a professional mind mapping and concept mapping software that offers various templates, styles, and export options. It’s suitable for both educational and business use.

9. Microsoft Visio

Microsoft Visio is a diagramming and vector graphics application that can be used for creating concept maps, flowcharts, and other visual representations. It is part of the Microsoft Office suite.

10. Pen and Paper

Sometimes, the simplest tools are the most effective. Many people prefer to create concept maps using pen and paper, allowing for complete flexibility and creativity without the constraints of software.

When choosing a concept mapping tool or software, consider factors such as your specific needs, platform compatibility, collaboration requirements, and your budget. Many of these tools offer free trial versions, so you can experiment with a few options before settling on the one that best suits your purposes.

Ways to Integrate Concept Mapping into Your Learning Routine

Integrating concept mapping into your learning routine can be a highly effective way to enhance your understanding and retention of information. Here are several ways you can incorporate concept mapping into your learning process:

1. Note-Taking

Use concept maps as an alternative or complementary method to traditional linear note-taking. When listening to lectures or reading textbooks, create concept maps to visually represent key ideas and their relationships. This approach can make your notes more organized and easier to review later.

2. Study Guides

Before major exams or assignments, create concept maps that summarize the main topics and concepts you need to cover. This serves as a visual study guide that provides a structured overview of the material.

3. Brainstorming and Idea Generation

Use concept maps as a tool for brainstorming and generating ideas for essays, research papers, or creative projects. Start with a central concept and branch out with related ideas, arguments, or themes.

4. Project Planning

When working on projects or research, create concept maps to outline the project’s scope, objectives, and key milestones. This can help you stay organized and ensure that all components are properly considered.

5. Problem Solving

Concept maps can aid in problem-solving by helping you break down complex issues into smaller, more manageable components. Identify the main problem in the center and branch out with potential causes, solutions, and outcomes.

6. Group Work and Collaboration

Collaborative concept mapping is a valuable tool for group projects. Work with peers to create concept maps that synthesize collective knowledge and ideas. It can help ensure that everyone is on the same page and promote a deeper understanding of the project.

7. Visual Summaries

After completing a chapter or unit of study, create a concept map that serves as a visual summary. This will allow you to review the material in a more structured and efficient manner.

8. Review and Self-Assessment

Regularly revisit your concept maps as part of your study routine. Use them to test your knowledge by covering sections of the map and trying to recall the related concepts and connections. This active recall can enhance your long-term retention.

9. Problem-Based Learning

For subjects that involve problem-solving, create concept maps that represent different scenarios or case studies. Use these maps to analyze and evaluate possible solutions or outcomes.

10. Interdisciplinary Connections

Explore connections between concepts from different subjects or disciplines by creating cross-disciplinary concept maps. This can help you gain a broader perspective on complex topics.

11. Digital Tools and Software

Take advantage of digital concept mapping tools and software, which often offer collaboration features, templates, and the ability to easily edit and share your maps.

12. Experiment with Different Styles

Don’t be afraid to experiment with different concept mapping styles, such as hierarchical, radial, or flowchart-based maps. Choose the style that best fits the nature of the content and your personal preferences.

Concept mapping is a flexible technique that can be adapted to various learning situations. The key is to make it an integral part of your learning routine, allowing it to enhance your comprehension, organization, and retention of information across different subjects and contexts.

Real-Life Examples

Practical examples of concept maps for various subjects.

Concept maps can be applied to a wide range of subjects and topics to help organize and clarify complex information. Here are some practical examples of concept maps for various subjects:

Biology: The Nitrogen Cycle

• Central Concept : Nitrogen Cycle
• Key Concepts : Nitrogen fixation, Nitrification, Assimilation, Denitrification
• Sub-Concepts : Atmospheric nitrogen, Ammonia, Nitrites, Nitrates, Plants, Decomposers, Bacteria
• Relationships : Arrows indicating the flow of nitrogen through the cycle

History: Causes of World War I

• Central Concept : World War I
• Key Concepts : Militarism, Alliances, Imperialism, Nationalism
• Sub-Concepts : Assassination of Archduke Franz Ferdinand, Triple Entente, Triple Alliance
• Relationships : Arrows connecting key concepts to the outbreak of the war

Literature: Themes in “To Kill a Mockingbird”

• Central Concept : “To Kill a Mockingbird” Themes
• Key Concepts : Racism, Moral Conscience, Innocence
• Sub-Concepts : Atticus Finch, Boo Radley, Tom Robinson, Scout Finch
• Relationships : Arrows indicating how characters and events in the book relate to the central themes

Physics: Laws of Thermodynamics

• Central Concept : Laws of Thermodynamics
• Key Concepts : First Law (Conservation of Energy), Second Law (Entropy), Third Law (Absolute Zero)
• Sub-Concepts : Heat, Work, Efficiency, Temperature Scales
• Relationships : Arrows showing how energy, heat, and work are related according to the laws

Psychology: Theories of Motivation

• Central Concept : Motivation
• Key Concepts : Maslow’s Hierarchy of Needs, Self-Determination Theory, Drive-Reduction Theory
• Sub-Concepts : Physiological needs, Psychological needs, Intrinsic vs. Extrinsic motivation
• Relationships : Arrows illustrating how each theory relates to different aspects of motivation

Geography: Factors Affecting Climate

• Central Concept : Climate
• Key Concepts : Latitude, Altitude, Ocean Currents, Wind Patterns
• Sub-Concepts : Tropical, Temperate, Polar Climate Zones
• Relationships : Arrows connecting factors like latitude and altitude to specific climate zones

Mathematics: Pythagorean Theorem

• Central Concept : Pythagorean Theorem
• Key Concepts : Right Triangle, Hypotenuse, Legs, Triangular Inequality
• Sub-Concepts : Formula, Proof, Applications
• Relationships : Diagram illustrating the theorem and its components

Economics: Circular Flow of Income

• Central Concept : Circular Flow of Income
• Key Concepts : Households, Firms, Government, Financial Markets
• Sub-Concepts : Income, Expenditure, Savings, Investment
• Relationships : Arrows depicting the flow of money and resources among the different sectors

Chemistry: Periodic Table

• Central Concept : Periodic Table
• Key Concepts : Elements, Atomic Number, Atomic Mass, Periods, Groups
• Sub-Concepts : Metals, Nonmetals, Noble Gases, Transition Metals
• Relationships : Arrangement of elements in the table based on atomic number and properties

Art: Elements of Design

• Central Concept : Elements of Design
• Key Concepts : Line, Shape, Color, Texture, Space
• Sub-Concepts : Primary Colors, Complementary Colors, Geometric Shapes, Organic Shapes
• Relationships : Arrows indicating how elements can be combined in artworks

These examples demonstrate how concept maps can be used to visually represent and organize information in various academic disciplines, helping learners to better understand and retain complex subject matter.

How Professionals Use Concept Mapping in Their Fields

Professionals across various fields utilize concept mapping as a valuable tool for organizing ideas, solving problems, and communicating complex information. Here are some ways professionals use concept mapping in their respective fields:

• Teachers : Educators use concept maps to design curriculum, plan lessons, and illustrate relationships between topics for students. They also use concept mapping as a teaching tool to help students visualize and understand complex subjects.
• Students : Students employ concept mapping to take structured notes, create study guides, and summarize course materials. Concept maps are particularly useful for preparing for exams and writing research papers.

Business and Management

• Project Managers : Concept maps aid in project planning by visualizing project scope, objectives, tasks, and dependencies. They help project managers allocate resources efficiently and track progress.
• Marketing Professionals : Marketers use concept mapping to develop marketing strategies, brainstorm campaign ideas, and identify target audiences. Concept maps can clarify the steps in a marketing plan.
• Business Analysts : Concept mapping helps business analysts understand complex business processes, map workflows, and identify areas for improvement. It is useful for requirements gathering and system design.
• Doctors and Clinicians : Healthcare professionals create concept maps to outline patient diagnoses, treatment plans, and medical histories. Concept mapping can aid in clinical decision-making and patient communication.
• Nurses : Nurses use concept maps for care planning, tracking patient progress, and organizing patient information. They help ensure coordinated and effective patient care.

Research and Academia

• Scientists : Researchers use concept maps to organize research hypotheses, experimental designs, and data analysis plans. They help scientists identify gaps in their research and plan future experiments.
• Academics : Academics employ concept mapping to visualize complex theories, outline research papers, and structure lectures. Concept maps enhance the clarity of academic presentations.

Information Technology (IT)

• Systems Analysts : IT professionals use concept maps to model system architectures, map data flows, and document software requirements. Concept mapping aids in understanding complex IT systems.
• Network Administrators : Network administrators create concept maps to visualize network topologies, troubleshoot issues, and plan network upgrades. They help maintain network efficiency and security.

Environmental Science

• Environmentalists : Concept maps assist environmental scientists in analyzing ecosystems, documenting species interactions, and planning conservation efforts. They help professionals identify environmental challenges and solutions.

Legal Profession

• Lawyers : Lawyers use concept maps to outline legal cases, strategies, and arguments. They help lawyers visualize the structure of their cases and ensure all legal elements are considered.
• Legal Researchers : Legal researchers employ concept maps to organize legal precedents, statutes, and case law. Concept mapping aids in legal analysis and the preparation of legal briefs.

Architecture and Engineering

• Architects : Architects use concept maps to conceptualize building designs, site plans, and interior layouts. Concept mapping helps translate ideas into tangible plans.
• Engineers : Engineers create concept maps to model complex systems, map out engineering processes, and troubleshoot issues. Concept maps aid in designing efficient engineering solutions.

Concept mapping is a versatile tool that professionals can adapt to their specific needs in various fields, enabling them to better organize, analyze, and communicate complex information and ideas.

Concept mapping stands as a powerful tool in the learning process, weaving a network of understanding that connects new knowledge with existing information. It fosters a deep and thorough comprehension of concepts and their interrelationships, enabling learners to navigate complex subjects with confidence. The visualization of knowledge structures through concept mapping not only enhances recall but also facilitates critical thinking and creativity. Whether you’re an educator aiming to illuminate a topic or a student endeavoring to grasp intricate material, concept mapping can prove to be an invaluable ally in your learning journey.

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Teaching Strategies

50+ ways to use concept mapping in the classroom.

February 14, 2024 by Jordan Bremus-Wyles

When students are constantly absorbing new information, it can feel like their brain is being tied into all kinds of knots. Concept mapping serves as a tool to neatly unravel these knots, offering a clear, visual organization of information and fostering a deeper understanding of complex topics.

With BrainPOP’s Make-a-Map, concept mapping is already built into many of our lessons, making it easier for your students to show what they know about a BrainPOP topic they love. The learning activity also promotes higher-order thinking, builds problem-solving and critical thinking skills, and encourages project-based learning.

Concept mapping can be used in the classroom in many unique ways. We’ve listed some ideas you can start today! 

But first… see what Tim and Moby have to say about Concept Mapping !

In the Classroom

• Assess student comprehension
• Present difficult material in a step-by-step manner
• Introduce a new concept
• Identify similarities and differences between ideas and concepts
• Help students make meaningful connections between the main idea and details
• Assist cooperative groups in defining projects and dividing job responsibilities
• Create flow charts for behavior plans for either the classroom or a specific student
• Identify similarities between different units
• Create a vocabulary organizer to record the new words they’ve learned
• Identify when students don’t understand information and where the breakdown is in their comprehension
• Add more depth in a compare/contrast lesson, for example, identifying the important variables by color-coding or other visual element, and then deciding if the variable is the same or different in the two objects of study
• Show relationships between ideas or concepts
• Assist students in organizing information
• Provide a framework for note-taking
• Create instructions for games
• Create picture charts that students can follow if they are communication impaired
• Help students study for a test
• Create a classroom organization chart with associated responsibilities
• Design a how-to or step-by-step guide for learning new software and web tools
• Develop a course or workshop
• Document job responsibilities
• Plan a website, blog post, or presentation
• Create cause/effect/solution diagrams to resolve social issues within the classroom
• Provide a skeleton map and have students fill in the information 

In Lessons 

• Plot summaries
• Book design elements
• Illustration of the digestive system
• Procedures to follow during an emergency drill such as a fire or storm drill
• Lab procedure explanation
• Presentation of lab conclusions and highlighting important concepts (especially prior to completing a written explanation)
• Local government diagram
• Detailed processes map (how to add polynomials etc.)
• Storyboards for presentations
• Historical cause and effect
• Organizer that shows the English word on one side and the foreign language word equivalent on the other side with pictures as hints
• When studying a poem: in the center concept, list the name of the poem and the connecting lines contain phrases from the poem: the subconcept explains the words in the phrase and the literary technique used such as personification
• Cycles (recycle, weather, etc.)
• Food chain construction
• Map of where items are stored in desk, trapper, or locker
• Library orientation
• Character descriptions
• Plot movement and how action leads to the climax
• To teach Math algorithms (especially division)
• Math-problem solving (great because it is non-linear)

With Faculty and Staff

• Illustrate school’s goals
• Plan for Parent-Teacher Organization
• Explain staff responsibilities on committees
• Illustrate instructional goals with links to testing expectations
• Show what each grade will be teaching and how units fit into the larger picture of curriculum for the whole school
• Show integration of different topics across the curriculum for a unit, lesson, or long-range plan
• Personal and/or professional goals

With Students’ Families and the Community

• Concept maps to send home to parents to help explain a unit so they can help their children study/review
• Open House/Back to School night presentations
• Explanations of the year’s curriculum goals

Concept mapping is an incredible tool for both teachers and students to use in the classroom. And with BrianPOP’s Make-A-Map, you’ll have Moby by your side.

Jordan Bremus-Wyles is the social media lead at BrainPOP, with a Bachelor’s in English and Journalism. She is a youth advocate and mom of two.

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Evidence-Based Teaching

How to Make a Concept Map Easily – with Examples

Concept mapping is an evidence-based and a high-impact teaching strategy . But many teachers and students are unsure how to make a concept map easily. Discover how to make a concept map easily and with the help of an example.

A review of meta-analytic research shows that concept mapping has a typical impact of d=0.66 . This is a much larger impact than most other teaching strategies. Therefore, it is essential that you know how to make a concept map!

But what does concept mapping involve and how can you use it?

This guide answers these and many other questions you may have.

As this a complete guide , it is quite long. If you want to go straight to a particular section, click on it in the following list of contents.

What Is Concept Mapping?

Concept mapping involves representing and organising interrelated knowledge visually and hierarchically. They are a specific type of graphic organiser .

Concept maps have 3 key parts. The first two parts are the:

• Concepts – usually written within rectangles or ovals
• Relationships between them – often represented by labelled arrows

Together, the concept-relationship-concept structure makes propositions. Propositions form the third key part of concept maps and they reflect the key understandings of the material.

Here is a simple example of a concept map about the states of matter. It shows the concepts within rectangles and the relationships with labelled arrows . The propositions or key understandings that it shows are:

• Matter has different states
• Solids are a type of state  and  states include solids
• Liquids are another type of state  and  states include liquids
• Gases are the third form of state  and  states include gases

Note: Propositions don’t have to be grammatically correct. For example, solid → type of → state translates into solids are a type of state.

Here is a more developed example of a concept map of the concepts related to the states of matter .

What Is NOT a Concept Map?

The next two diagrams are not concept maps . They do not explicitly show the relationships between concepts. Nor do they show a real hierarchy, as:

• Hard Life, Chains and Australian History
• Performing, Music, and Drama

should not be placed on the same hierarchical level.

Why Use Concept Mapping?

Your students’ minds do not store bits of information randomly. Rather, they store them in organised fashion using what psychologists call schema . These schema help students see how different pieces of information fit together. This includes how:

• New information fits with what students already know
• Various bits of new information fit together

Research 1 shows that helping students integrate information into meaningful schema enhances learning.

Concept mapping offers you with a concrete way to do this. And, it has its own specific body of research which shows how powerful it can be.

Concept Mapping is Useful in Many Year Levels & in Many Subjects

One recent meta-analysis of research has shown that concept mapping has a positive impact on all levels of schooling. However, most studies focused on students in:

• Middle school
• Secondary school

The same research found that concept mapping is useful in both STEM and non-STEM subjects, as well as:

However, there was a different review of research , finding that concept mapping wasn’t helpful in Mathematics. The study showing support for STEM subjects didn’t drill down further than classifying subjects as STEM vs non-STEM. And, as a different study found that using concept maps in Mathematics is not a good idea, I would proceed with caution in that area.

Two Ways to Make a Concept Map

There are two ways to make concept maps:

• Using a computer (or iPad or similar)

You can create concept maps by hand . However, the process often involves moving concepts around, which can then require a lot of rubbing out. You’ll appreciate this more after you complete your first concept map. If you want your students to make a complex concept map by hand, then I suggest a bit of creative thinking. For example, you could use small Post-it® notes on a blank piece of A3 paper. You can use different coloured notes to help identify each hierarchical level. You connect the separate post-it notes with hand-drawn arrows and relationships. It may still involve some rubbing out, but not as much. Once you are happy with your map, you can copy it into a notebook.

You can also use software (or apps) to create concept maps . You can do this manually, using a generic graphics program such as Adobe Illustrator. However, it is easier to use a program specifically designed for concept mapping . Many schools already have a program called Inspiration . However, you can also download a free program called CMap from the Florida Institute for Machine & Human Cognition . It is the one I use. It comes in Computer, Server, iPad and Cloud versions.

For making your own concept maps, I recommend using CMap Tools (Windows, Mac, Linux), or otherwise CMap Tools for iPad ,

How to Make a Concept Map Yourself a Simple Example

Before you start asking your students to make concept maps, it is a good idea to start making some concept maps yourself. It will help you:

• Understand what concept maps are good for, and what they are not
• To give better feedback and assistance to your students

Download & Install CMap Tools

Concept mapping can get a bit complex. So, I recommend using CMap Tools . It’s free! But you can donate at any time. Once you are familiar with the software, consider doing this.

• Click the above link
• Scroll to the bottom and click on the download button It will open a new page
• Scroll down until you see a form, enter your details in that form , and click submit
• Click on the download button for your operating system (e.g. mine was Windows 64-bit) The file will download to your computer
• Open or run the file . It’s an install file, not the program itself The installation program has several steps . Most of them are self-explanatory In step 3, choose Typical Installation In step 4, choose your usual program file location. For Windows, this is simply C:\Program Files and the folder \IMHC CMap Tools In step 5, choose some shortcut locations , such as Desktop & Start Bar
• Review and confirm your options , and then you are all done

Making Concepts 

In this section, you will learn how to create concepts and the linking relationships between them. This is the essence of concept mapping. You will also learn the necessary formatting skills you need to make more complex maps.

Start by opening CMap. Then click File and New. Maximise your CMap, so it fits a full screen.

Double click anywhere on the page and a blank concept rectangle appears with ???? acting as a placeholder for your concept.

When the concept is selected, it has a blue rectangle around it and 2 arrows at the top. While your blank concept rectangle is selected, type the word dogs . You have made your first concept.

Now create a new concept for Labrador beside dogs .

Linking Relationships

It’s time to link these two concepts. When linking concepts, directions are important. In this case, I want to show that Labradors are a breed of dog . So I start from Labrador and draw a line to dogs.

• Select Labrador so that it has a blue line around it and two arrows at the top.
• Click on the two arrows, hold the mouse button down and drag across towards dogs
• When you get close to dogs , you will see a blue border around it and several anchor points
• Then, simply let go when you are over an anchor point

Once you let go, you will see ???? acting as a placeholder for your link label . Select ???? and then simply type your label, breed of .

You have now used the concept-link-concept format to create a proposition. If you have not left enough room between concepts to fit the words, breed of, select and drag one of the concepts, so they are further apart. You can also select and drag the words breed of to centre them again.

Propositions, concepts and the relationships (labelled arrows) between them are the basis of concept mapping.

How to Make a Basic Concept Map

There are steps you should consider when making a complete concept map. I expand on these concept mapping steps later in this guide, but they include:

• Identifying your focus
• Listing your key concepts
• Grouping your key concepts into hierarchical levels

Linking your concepts

In this example of a basic map, I have chosen to focus on breeds of dogs that I have owned . Why? Partly because I love dogs, but mainly because it keeps the concept map nice and simple.

Listing Concepts

After deciding upon my focus, I simply list the relevant concepts .

Hierarchical Grouping

Next, you need to arrange your concepts into a basic hierarchy . Using the above concepts, Dogs would be at the top of the hierarchy, and the 3 breeds of dogs would be underneath. To move a concept, you simply click on it, hold the mouse button down and move your mouse.

I suggest that you also format each level of your hierarchy differently. To format an object, simply select it, then select the Format at the top of the screen. And, from the drop menu items, select Styles .

A small screen, such as the one below, will appear on your screen. Don’t worry if it looks different to mine. I will explain it.

About ¾ of the way down the style screen , you will see 4 tabs – font, object, line and CMap . On mine, Object is selected. This allows me to format things such as shape (rectangle, rounded rectangle, circle), and the background colour. On yours, a different tab may be selected. Under the font tab, I can choose the font style, size and colour. Under the line tab, I can play around with arrows and line types.

With the style screen still open, select Dogs . It is the top concept in this map, so we want to make it stand out. I gave it a:

• Red background
• Bold, white, size 24 font

The concepts, Labrador, Maltese Terriers and Border Collies, are all on the same level of our hierarchy, so we want them to look the same. While they already do, I want to show you how to style multiple concepts at once.

• Click to the top left of Labradors
• Hold the mouse key down
• Drag to the bottom right of Border Collies

You simply click and drag around the objects you want to include. In this example:

You can now go back to your Style screen ( Format then Style ), and style these 3 concepts all at once. I gave them a light orange background, and a black, size 16 font.

It is now time to create some linking relationships . Think about the direction of your relationship before making it. For example, I want to show that Labradors are a breed of dog . This relationship goes from Labradors to dogs, so I draw it that way. I repeated this process for Maltese Terriers and Border Collies .

You now have a completed, albeit basic concept map. Next, we look in more detail at the steps involved in concept mapping.

How to Make a Concept Map in 6 Easy Steps

There is no single set of steps to follow to make a concept map. However, the following steps give you a good starting point. You can go back and forth between the steps as needed.

Select a focus

It is common to use questions to focus your concept maps. For example, ‘What are the states of matter?’. You should save your blank concept map straight away. Then, as part of the saving process, you can specify your focus question.

Identify key concepts

You can identify key concepts by drawing on your existing knowledge. You can also refer to relevant written material, including textbooks (headings, subheadings, bolded vocabulary), trustworthy online websites and the online Australian Curriculum . In this step, you are just creating a list.

Levelling your concepts

You can use a top-down or a left-to-right You can also use different colours to help highlight the basic levels. You can also add different colours and font sizes for each level of your hierarchy.

Link your key concepts , making sure that each concept-relationship-concept in your map forms a proposition and that your propositions are factually correct.

Enhancing your map

Look for ways to enhance your map. Add in cross-links, examples and additional concepts. Things will come to mind, as the process of creating your map will get you thinking about your own understanding of the topic at hand. Note – as examples are not generalised concepts, make them look different in some way.

Review and publish

Review your work, including that it is factually correct as well proofreading spelling. Then it is time to publish!

A Step by Step Example

A unit on the solar system.

Year 4 students learn about our solar system as part of their science curriculum . Involving them in concept mapping can enhance their learning. However, before I ask students to make concept maps, I make one myself. I normally do this as part of my unit planning process as it helps clarify the things students must understand. These steps describe the steps I took to create a concept map on the solar system.

Concept Mapping Step 1: The Focus Question

The topic of the concept map is the solar system . Yet, phrasing the topic as a question helps to focus the concept map, by avoiding unnecessary details. What should my focus question be?

To help answer that I had a look at the Australian Curriculum for Year 5 Science . I like to start at the end, that is what must the students be able to do. The achievement standard states that students should be able to describe the key features of the solar system .

So, I made my focus question:

What are the key features of the solar system?

Step 2: Identify & List Key Concepts

Brainstorming.

With the focus question in mind, I brainstormed some key concepts that I believed would help answer my focus question. These included:

• Solar System

Trustworthy Websites

Then I looked up Solar System on NASA’s website . In a nutshell, it described our solar system as the Sun and the things that go around it . Things I had missed, included:

• Dwarf Planets

I also needed better words than things and go around. So I changed them:

• Things became objects
• Go around became orbit

Next, I went to a more in-depth overview of our solar system on NASA’s website. In addition to the above, they mentioned:

• Stars – specifically that our Sun is one of many stars
• Kuiper Belt

I then looked up NASA’s webpage on planets and found 3 types of planets, within 2 categories. The 2 categories were:

The 3 types of planets were:

Australian Curriculum

I then had a quick look at the relevant learning descriptor in the Australian Curriculum. It stated that the Earth is part of a system  of planets orbiting around a star (the sun). Nothing to add from that.

Then I had a look at the elaborations and added the following concepts:

• Time (different planets take different amounts of time to orbit the Sun)
• Size (of the Sun and objects orbiting it)
• Distance (of planets from the Sun)

To finish this step, I listed my 21 concepts at the top of my concept map page.

Step 3: Levelling Concepts

Next, I took the listed concepts and grouped them into a basic hierarchy. My hierarchy goes from left to right.

Essentially, I used colour and font size, as well as the physical location to show this hierarchy. Some concepts have different shades of the same colour, to show that while they technically at the same hierarchical level, some are more ‘key’ than others.

I also wanted the concept star to be close to the concept Sun . But as other stars are not part of our solar system, I left star as a plain white box with a small font size.

I still had not decided where to place the concepts, size, time and distance, so I left them unformatted at the top of the page to deal with later.

Concept Mapping Step 4: Linking Concepts

Step 4, when concept mapping, involves showing the key relationships between concepts in the above hierarchy. The shape of the map remains fairly like that shown in Step 3. However, as I had to add labelled arrowed lines, I moved some for aesthetic reasons.

I also decided to remove the concepts of size, distance and time . Instead, I referred to them in the labels of some of the arrowed lines. Here is what it looks like.

Step 5: Enhancing the Map

Next, I added in examples of some of the key concepts. These examples included all 8 planets , plus representative examples of some other concepts. I made my examples all look the same, black text in a white dotted rectangle.

I also added some additional concepts, such as natural satellites, clear orbit, spherical shape, belt and thick shell.

Concept Mapping Step 6: Reviewing Your Concept Map

Overall, I was quite happy with my concept map. But I now needed to review it, proofread it and improve it.

Reviewing a complex map involves asking yourself questions, such as:

• How well does my map answer the focus question ?
• Can my concept labels and link labels be more succinct?
• Are any concept labels listed more than once?
• Are my propositions factually correct?
• How accurate are my hierarchical levels ?

After reflecting on these questions, and doing some further reading, I found 5 ways I could improve my map:

• The Kuiper Belt and Oort Cloud are not objects orbiting the Sun, but rather a collection of objects orbiting the Sun, so they would be better placed on a different hierarchical level
• The Kuiper Belt needed some further clarification
• Belt (asteroid) needed to be in the same hierarchical level as the Kuiper Belt and Oort Cloud
• The object meteoroid is a sub-class of asteroids
• The concepts orbit and clear orbit needed to be a single concept orbit with an appropriate link clear between planets and orbit
• Noticed, I had accidentally deleted meteoroids , so I added it back in
• Added some more details to some link labels

What Could You Get Out of this Form of Concept Mapping?

In addition to clarifying in my own mind what I was about to teach. This process allows me to generate propositions that I can use as part of my unit objectives.

See this example .

Concept Mapping Has More Impact on Student Learning in These 3 Situations

You can use concept mapping yourself to help you do things like getting your own head around a unit topic. This is what I did with the above concept map on the Key Features of Our Solar System. Research shows that such clarity has its own benefits, but concept mapping is only one way to achieve it. Furthermore, there is no research showing that using concept mapping in this way is any more effective than other ways of clarifying the focus and scope of intended learning. No research shows that concept mapping isn’t better either – there is just no research on the topic.

But research has shown that concept mapping has a more substantial impact on student learning when:

• Used to help students learn central ideas , rather than details
• Used within and beyond your classroom
• Your students actively engage with the map

Working with Central Ideas

If I was teaching this unit, I would not use the whole map with my students.

The concept map I made about our solar system was quite complex and detailed. Yet, research shows that concept mapping with school students works best when it focuses on central ideas rather than details.

I would start with the first 4 hierarchical levels.

I would then ask students to use their prior knowledge to come up with a list of what those objects include. Next, I would clarify and correct their ideas by including the fifth level of the hierarchy. When doing so, I would only show the key relationships between them.

When expanding on other concepts, such as planets or asteroids, I would make separate concept maps. I would do the same thing for additional concepts, such as the Kuiper Belt and the Oort Cloud . For example:

I would only show them in the overarching map, to explain key relationships – and then, only the relevant parts.

Done Within & Beyond Your Classroom

Essentially, this means that concept mapping has more impact on student results when students use it in class, and for:

• Assignments

As with all homework and assignment work, you shouldn’t ask students to do something you haven’t shown them how to do in class.

Active Engagement

Active engagement involves thinking hard, and one of the best ways to get students thinking hard is through retrieval practice. This can take the form of:

• Fill in the blanks type maps
• Making their own maps

For example, in my first lesson on our solar system, after showing them the first 5 hierarchical levels of my own map, I may ask them to complete the following by themselves.

I would then ask them to do it for homework. I would repeat this task over time, each time asking them to do more of it themselves. Eventually, I would ask them to make the map from scratch.

It Doesn’t Matter …

The research shows that it doesn’t seem to matter:

• How long you use concept maps for (e.g. a 3-week unit, or a 10-week unit)
• If students complete concept maps individually or in small groups
• If students use static, animated or interactive concept maps

I trust found this guide on concept mapping in the classroom helpful.

Please feel welcome to link to it from your website.

Infographic on Concept Mapping

Share this Image on Your Site

1 See for example: Rayner, Vanessa; Bernard, Robert; Osana, Helena (2013). A Meta-Analysis of Transfer of Learning in Mathematics with a Focus on Teaching Interventions . Conference Paper: American Educational Research Association; and, Donker, A. S.; de Boer, H.; Kostons, D.; Dignath van Ewijk, C. C.; van der Werf, M. P. C.(2014). Effectiveness of Learning Strategy Instruction on Academic Performance: A Meta-Analysis . Educational Research Review, 11, 1-26.

SHAUN KILLIAN (MEd., MLead.)

Shaun Killian (me) is an experienced and passionate teacher, as well as a past school principal. After a heart transplant and having both my legs amputated, I am not yet capable of returning to work. Yet, my passion for helping students succeed has led me to use my time to research teaching and associated practices. I then share what I find in practical ways through this website. The greatest compliment I have ever received from a past student was I never left any student behind. That is mission of most teachers and I hope you find the information on this site useful.

2021 shaun patrick killian

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Concept mapping: A distinctive educational approach to foster critical thinking

• School of Medicine

Research output : Contribution to journal › Article › peer-review

Advanced practice nurses must be able to link interventions to address pathophysiological processes with underlying alterations in normal physiological function to promote safe, effective patient care. Development of creative methods to assist students to make their own connections among healthcare concepts is imperative to create a positive learning environment. The authors discuss the use of concept mapping in conjunction with case-study clinical rounds to maximize critical thinking and greater learning retention among advanced practice nurses in a graduate physiology/pathophysiology course.

ASJC Scopus subject areas

• General Nursing
• Fundamentals and skills
• LPN and LVN

Access to Document

• 10.1097/NNE.0b013e31820b5308

Other files and links

• Link to publication in Scopus
• Link to citation list in Scopus

Fingerprint

• Psychological Practice Medicine & Life Sciences 100%
• Thinking Medicine & Life Sciences 94%
• nurse Social Sciences 74%
• Teaching Rounds Medicine & Life Sciences 71%
• Learning Medicine & Life Sciences 71%
• Nurses Medicine & Life Sciences 70%
• Psychology Retention Medicine & Life Sciences 53%
• physiology Social Sciences 52%

T1 - Concept mapping

T2 - A distinctive educational approach to foster critical thinking

AU - Taylor, Laura A.

AU - Littleton-Kearney, Marguerite

PY - 2011/1/1

Y1 - 2011/1/1

N2 - Advanced practice nurses must be able to link interventions to address pathophysiological processes with underlying alterations in normal physiological function to promote safe, effective patient care. Development of creative methods to assist students to make their own connections among healthcare concepts is imperative to create a positive learning environment. The authors discuss the use of concept mapping in conjunction with case-study clinical rounds to maximize critical thinking and greater learning retention among advanced practice nurses in a graduate physiology/pathophysiology course.

AB - Advanced practice nurses must be able to link interventions to address pathophysiological processes with underlying alterations in normal physiological function to promote safe, effective patient care. Development of creative methods to assist students to make their own connections among healthcare concepts is imperative to create a positive learning environment. The authors discuss the use of concept mapping in conjunction with case-study clinical rounds to maximize critical thinking and greater learning retention among advanced practice nurses in a graduate physiology/pathophysiology course.

UR - http://www.scopus.com/inward/record.url?scp=79952163573&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79952163573&partnerID=8YFLogxK

U2 - 10.1097/NNE.0b013e31820b5308

DO - 10.1097/NNE.0b013e31820b5308

M3 - Article

C2 - 21330901

AN - SCOPUS:79952163573

SN - 0363-3624

JO - Nurse educator

JF - Nurse educator

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Concept Mapping to Improve Critical Thinking in Nurses: A Pilot Study

Concept mapping (CM) has been used to help nursing students develop critical thinking skills and improve clinical judgment. CM is being used with greater frequency in health profession education settings to visually represent thought processes and links between variables that affect decision-making and patient outcomes. The objective of this pilot study was to evaluate the effectiveness of CM as a teaching tool to improve critical thinking and clinical decision-making skills of experienced nurses in a sub-acute care setting. Significant differences were found in participants' critical thinking skills following a course involving concept mapping. This study offers staff development educators a new process to improve the critical thinking of experienced nurses.

Related Papers

Iranian journal of nursing and midwifery research

Marzieh Moattari

Enhancing nursing students' critical thinking is a challenge faced by nurse educators. This study aimed at determining the effect of clinical concept mapping on discipline-based critical thinking of nursing students. In this quasi-experimental post-test only design, a convenient sample of 4(th) year nursing students (N = 32) participated. They were randomly divided into two groups. The experimental group participated in a 1-day workshop on clinical concept mapping. They were also assigned to use at least two clinical concepts mapping during their clinical practice. Post-test was done using a specially designed package consisting of vignettes for measurement of 17 dimensions of critical thinking in nursing under two categories of cognitive critical thinking skills and habits of mind. They were required to write about how they would use a designated critical thinking skills or habits of mind to accomplish the nursing actions. The students' responses were evaluated based on ide...

International journal of nursing studies

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BACKGROUND: Critical thinking (CT) is essential to the exercise of professional judgment. As nurses face increasingly complex health-care situations, critical thinking can promote appropriate clinical decision-making and improve the quality of nursing care. OBJECTIVES: This study aimed to evaluate the effects of a program of case studies, alone (CS) or combined with concept maps (CSCM), on improving CT in clinical nurses. DESIGN: The study was a randomized controlled trial. The experimental group participated in a 16-week CSCM program, whereas the control group participated in a CS program of equal duration. METHODS: A randomized-controlled trial with a multistage randomization process was used to select and to assign participants, ultimately resulting in 67 nurses in each group. Data were collected before and after the program using the California Critical Thinking Skill Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI). RESULTS: After the programs, th...

Education in Medicine Journal

akehsan dahlan

Junior Shaw

Concept mapping is one of the active teaching and learning methods promoting critical thinking. Appropriate nursing care, problem solving and effective critical thinking are necessary for all nurses in order to make complex decisions that improve patient outcomes, safety, and quality of nursing care plan. The aim of the study : To evaluate the application of concept mapping on postgraduate nursing students’ critical thinking for practicing nursing process. The sample consisted of all post graduate nursing students (35) who evaluated in the skill lab and clinical setting during their preparatory course. Three tools were used to collect the required data as follow: Tool (І): "A Structure Interview Questionnaire for post graduate nursing students". It comprises of two parts: Part one: personal data of post graduate nursing students, which includes: age, sex, experience, work place. Part two: post graduate nursing students' knowledge assessment sheet, it was developed by t...

Journal of Clinical Investigation

Daniel Rifkin

Claudia Jefferies

syaiful amri

Halal’s product become an interesting issue. Especially talking about MUI’s Authority in the implementation of Halal Products Guarantee, it’s the main conversation in several media to. Three of main focus in this study are: 1) The legal basis of MUI in the implementation of Halal Product Guarantee, 2) MUI’s Authority under applicable law, and 3) Implementation of regulations concerning the implementation of Halal Product Guarantee. The government always publishing new Law that be set for the interests of the mass interest, but sometimes it becomes disaster for several parties. Juridically, this paper will explores the legal position of MUI about its authority in the implementation of Halal Product Guarantee in Indonesia. Kata Kunci: Kewenangan, Implementasi, Majelis Ulama Indonesia, Jaminan Produk Halal

maysoon alsaleem

The effect of a counseling program based on behavioral theory on the development and self-assertion skills among members of the General Federation of Jordanian Women

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