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How Concept Maps Enhance Thinking and Step-by-Step Guide to Creating One

Jun 7, 2024

Visual learning tools like concept maps enhance understanding and organization in education, business, and personal development. Concept maps are versatile and effective, allowing users to visualize relationships between ideas. This article explores the benefits, key elements, differences from other graphic organizers, and practical steps to create effective concept maps using powerful features of Xmind .

What Is a Concept Map?

A concept map is a visual diagram that shows relationships between concepts and ideas. These maps are typically hierarchical, with the most general concepts at the top and more specific sub-concepts arranged below. Each concept is usually enclosed in a box or circle and linked to related concepts with lines or arrows, often accompanied by linking words that describe the relationship between the concepts.

There are various ways to classify concept maps. Quantitative vs qualitative, free form or fixed structure, collaborative vs individual, demonstrative or analytic, etc.

But when people say concept maps, they usually refer to the qualitative, free-style, and analytic type - the Novakian style .

Benefits of Using Concept Maps

Concept maps offer numerous benefits across different fields:

Enhance Understanding

By visually organizing information, concept maps help in grasping complex topics. They allow users to see the relationships and hierarchies between different concepts at a glance. This visual representation can make abstract or complicated information more concrete and accessible, helping overall comprehension of the subject matter.

Help Memory Retention

The visual nature of concept maps makes it easier to remember information. When concepts are visually linked in a structured format, they become more memorable. This is because visuals help engage multiple senses and cognitive processes, reinforcing learning.

Promote Critical Thinking

Creating a concept map requires analysis, synthesis, and evaluation of information. As users determine how concepts are related and organize them into a coherent structure, they engage in critical thinking. This process encourages deeper understanding and helps in identifying gaps in knowledge.

Mind Maps vs. Concept Maps

While both mind maps and concept maps are used for organizing information visually, they serve different purposes and have distinct structures:

• Mind Maps: Centered around a single central idea with branches radiating outwards. They are typically used for brainstorming and idea generation.
• Concept Maps: Hierarchical and show relationships between multiple concepts, making them more suited for understanding and explaining complex topics.

👉 Detailed comparison.

Flowcharts vs. Concept Maps

Flowcharts and concept maps are both visual tools, but they are used in different contexts:

• Flowcharts: Used to represent processes or workflows, showing a sequence of steps or actions.
• Concept Maps: Focus on the relationships between different concepts rather than the steps of a process.

How to Make a Concept Map?

Step 0: key elements of a classic concept map.

Before creating a concept map, it's important to understand its main elements:

Concepts : Main ideas represented as nodes.

Links and Cross Links : Lines or arrows showing relationships between concepts.

Linking Words : Phrases on the links explaining relationships.

Propositions : Statements formed by combining concepts with linking words.

Hierarchical Structure : Organizes concepts from general to specific.

Focus Question : The central question guiding the map.

Step 1: Preparation - Focus Question and Research

Pick one topic that you are interested in and ask a critical question about it. This is your central topic and focus question, which typically starts with "How", "Why", and "What".

Remember, the concept map is a free form ( aka complicated). So better to be humble in choosing a question.

Do LOTS of research if you are new to the topic so that you prepare yourself with a decent number of ideas. If it is a casual study, scanning through the top 5~8 results of a Google search will do.

• Manage a macro concept map by linking its nodes with micro diagrams. That way you can avoid crowding the canvas by too many details.
• Start with a narrow and interesting question, like how to fall asleep within 5 minutes or why am I so tired?

Step 2: Brainstorming - Concept Generation

List out all the related points you can come up with.

Notice that at the brainstorming phase, you should skip judging on redundancy, relationships, or importance of the listed items. The objective is on the number of concepts .   By the end of this phase, you may generate around 20~50 nodes. This number fits the most common sizes of paper/monitor screens.

You can document your ideas in spreadsheets, for that makes your large-scale concept scoring and ranking as smooth as a breeze.

Concept mapping is NOT note-taking in boxes. You should keep the concepts concise and clear for better readability.

In this step, Xmind would be the perfect tool for brainstorming and organizing your ideas. 👇

Step 3: Structuring - Concept Organizing

This step involves two actions: grouping and scoring . As these actions go back and forth each other, I list them as one united step.

Concept grouping requires putting related or similar nodes into piles. You can achieve that by putting all ideas on one Post-It note and organizing them on paper.

Scoring requires weighing each of the concepts on some scale. The nodes are rated upon a 1-5 range for their relative importance, with 1 meaning the least important and 5 the most.

While scoring, you can reorganize groups or put back omitted words.

• Try to build up the visual hierarchy. Hierarchical order gives clarity to the map. Align nodes according to importance in (preferably) top-down order. Center-out order is acceptable. Visually separate important nodes by color or font size differences.
• Document your marking rubrics for the concepts. When you become more experienced in the subject, you can re-examine the selection of ideas.

Step 4: Linking - Linking Words and Cross Links

Find out links between ideas and connect them with Linking Words.

Proper linking words help you consolidate the relationship between nodes. Sometimes you may find it challenging to find appropriate linking phrases. This difficulty is helpful, as it signifies your confusion on the link.

Examples of linking words include:  "shows", "defined as", "covers", "as demonstrated by", "makes", "can be", "for example", "leads to", "determined by", "important because".

After you generate primary links, create Cross Links that illustrate relationships between same-level nodes of different branches.

You have to be selective on link choices. Notice that two things are always connected, but only essential links are helpful to trigger insights and move the needle.

In Xmind application, you can double-click the Relationship line to start editing the linking words. 👇

Step 5: Finalization - Continuous Revision

Congratulations! By this stage, you are close to the final!

Finalizing your map works like going through a series of Q&As. It entails three types of evaluations: structure, content, and graphic design . The former two should take disproportionately more time than the last one.

Structure investigation includes two parts: the visual clarity of the structure and the accuracy of relationships.

• Are your central nodes easily identifiable? 
• Sub-concepts branch appropriately from main ideas?
• Are linking lines connected in the right directions? 
• Do linking words accurately describe the relationship between concepts?
• Are hyperlinks effectively used? (Optional, only for digital maps)

The content assessment looks on the logic of the propositions and the completeness of the map.

• Do the propositions make sense?
• Does it include almost all critical ideas (at least 20)?

Graphic Design

Graphic design evaluation includes handling design elements and creativity in expression.

• Do the nodes and links fit visual proximity and alignment principles?
• Do you use contrast to highlight important from the other?
• Are texts easy to read and appropriately sized to fit the page?

Revisions go beyond what is presented on the map. To name a few: the underlying theory, marking rubrics, linking phrase choices, and grouping decisions.

Real Applications and Concept Map Templates

Concept maps are used in various fields for different purposes. Here are some examples and templates at your hand:

Educational Use

Teachers use concept maps to explain complex subjects like photosynthesis. In this context, the central concept is the photosynthesis process itself, with branches leading to related concepts such as sunlight, chlorophyll, and oxygen. This helps students visualize and understand how these elements interact within the process. Concept maps in education can also be used to summarize chapters, outline research projects, or map out historical events, providing a clear and structured way to study and retain information.

Business Use

Concept maps help outline the project scope, tasks, and relationships in project management. For example, a project manager might create a concept map to visualize the stages of a project, from initial planning to execution and delivery. Each stage can be broken down into tasks, with links showing dependencies and timelines. This provides a clear overview of the project, making it easier to communicate with team members and stakeholders, and ensuring that all aspects of the project are accounted for.

Medical Field

Healthcare professionals use concept maps to understand and communicate complex patient cases in the medical field. For example, a doctor might create a concept map for a patient with multiple health issues, with the central node representing the patient and branches for each medical condition, treatment plan, medications, and potential interactions. This helps in visualizing the patient's overall health status and ensuring a comprehensive approach to treatment. It also facilitates communication among healthcare providers and patients and their families.

In chemistry, concept maps can be used to plan and organize different aspects of chemical topics. For example, a chemistry student might create a concept map to outline the concepts of the Mole, Molar Mass, and Empirical Formula, with the central node representing chemical calculations and branches for each concept. This helps in visualizing the relationships between these concepts, understanding complex linking verbs, and managing multiple cross-links with a manageable number of nodes. It ensures that all relevant components are interconnected and clearly understood during the learning process.

In nursing, concept maps can be used to organize and outline various aspects of patient care. For example, a nursing student might create a concept map to cover key concepts such as nursing diagnosis, patient education, and care plans, with the central node representing patient care and branches for each key area. This hierarchical and clean style is suitable for diagrams containing a large number of concepts but with simple, straightforward connections. It helps in visualizing the overall care strategy, ensuring all aspects of nursing are systematically addressed and easy to understand.

Concept mapping is a powerful tool that can enhance understanding, memory retention, and critical thinking across various fields. Whether used in education, business, or personal development, concept maps provide a clear and effective way to visualize and organize information. By following the steps outlined in this article, you can create your concept maps to simplify complex topics and achieve your goals. Start concept mapping today and experience the benefits for yourself!

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What is a concept map and how do you make one

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Concept maps are visual tools for organizing and representing knowledge and ideas in a graphical format. They consist of concepts (or nodes) with connected lines to illustrate their relationships and hierarchy. Concept maps are useful for organizing information, solving problems, and making decisions. They also help with information sharing and collaboration by allowing contributors to convey ideas in an easily understandable format. This format provides a deeper understanding of complex topics. This guide will discuss concept maps, their key features, and how to use one to benefit your team's decision-making process .

What is a concept map?

A concept map is a visual representation that illustrates the relationships between different concepts, ideas, or information. Concept maps typically portray ideas as boxes or circles, known as nodes, and organize them hierarchically with interconnected lines or arrows, known as arcs. These lines have annotated words and phrases that describe the relationships to help understand how concepts connect.

Concept map key features

While concept maps share similarities with other visual tools, they possess distinct features that set them apart. These characteristics contribute to their effectiveness in organizing information and visually representing relationships within a particular knowledge domain.  Below are the essential components of a concept map and how they work together.

Concepts are the fundamental thoughts, ideas, or topics within the concept map. They serve as the building blocks for organizing information. For example, if a concept map represents a business plan, it could include concepts such as marketing strategies, financial planning, supply chain management, and other key components of the business strategy.

Linking words or phrases

Linking words or phrases describe the relationship between connected concepts. They allow the viewer to understand the flow of information and how the nodes interconnect. Examples of linking words or phrases are “is a part of,” “leads to,” “requires,” “is dependent on,” etc.

Propositional structure

Propositions are statements that combine two or more concepts using linking words. Also known as semantic units or units of meaning, they form the basis for generating new knowledge within a specific domain. Visually depicting interconnected propositions contributes to a greater understanding of the subject matter. In a business plan example, a propositional structure to connect two concepts could look like “marketing strategies increase brand awareness.”

Hierarchical structure

The hierarchical structure positions the most general and inclusive concepts at the top and arranges more specific concepts underneath.

Reading the concept map from top to bottom provides an understanding of concepts from broader categories to more detailed and specific ones.

In a business plan example, the overall business strategy would be at the top level, followed by sub-levels such as marketing strategy, finance, and human resources.

Parking lot

The parking lot is an area for unrelated ideas. It’s a ranked list, starting with the most general concepts and moving to the most specific. It serves as a holding space for ideas until you can determine their appropriate places in the concept map.

Cross-links

Cross-links represent connections between concepts in distinct areas of the map. They enable the visualization of relationships between ideas from diverse domains.

For example, in a concept map for a business plan, you may cross-link market research (part of marketing strategy) and financial forecasting (under financial planning), as insights gained from market research can inform your forecasting and budgeting decisions.

Types of concept maps

The implementation and arrangement of concept maps can vary. Here are four primary types of concept maps:

• Spider maps : Also known as spider diagrams, these concept maps resemble a spider web. The central concept is in the center, and the related topics branch out. This type is most effective when delving into different aspects of a central concept.
• Flowcharts : A flowchart is a visual depiction of a process or workflow. Its linear structure guides readers through the information step-by-step. (See also: how to make a flowchart ).
• System maps : Rather than connecting all ideas to a central concept, a system map concentrates on the relationships between ideas without a clearly defined hierarchical structure.
• Hierarchy maps : Hierarchy maps illustrate rank or position. The primary idea or the concept with the highest rank sits at the top while lower-ranking ideas flow underneath in a structured manner.

How to make a concept map

To create a concept map, follow these steps:

• Identify your primary topic. Ensure that your topic is broad enough to allow for subtopics. You should position this central concept at the top or center of your map, forming the basis of the hierarchical structure.
• Identify the essential concepts relating to the central topic. Place these concepts in the parking lot—a temporary space to store ideas—and arrange them from most broad to most specific.
• Move the key concepts from the parking lot to the concept map, prioritizing the broadest ideas that directly relate to the main topic. Establish the connections between concepts with linking words.
• Double-check the map for accuracy, ensuring the relationships are clear and linking words are coherent. Use cross-links to connect concepts across different sections of the map.
• Expand and revise the map as you generate more ideas.

How to use a concept map

Concept maps have practical applications and offer various benefits in different industries. They help visualize the relationships between various concepts, providing a deeper understanding of complex subjects.  Concept maps help individuals retain and understand concepts and their relationships by organizing and illustrating connections between ideas. While concept maps are popular in academia, their adaptability makes them a valuable tool in many fields. Using a concept map:

• Enhances understanding of complex topics
• Organizes information
• Facilitates critical thinking
• Improves team collaboration and communication
• Provides flexibility for generating new ideas and evolving existing ones

Content map examples

Businesses can use concept maps in various ways to enhance communication, decision-making , and knowledge sharing . Here are some ways businesses can apply concept maps:

• Product development : Teams can use concept maps to organize and visualize ideas, features, and requirements in a brainstorming session .
• Project management : By organizing tasks, mapping dependencies, and displaying the project timeline , teams can better visualize the project life cycle .
• Sales funnel : Sales teams can use a concept map to visualize and optimize the sales funnel, mapping the customer journey from lead generation to conversion.

Use Confluence whiteboards for concept mapping

Concept maps are versatile and valuable tools that contribute to enhanced understanding, effective communication, and collaborative problem-solving.

For collaborative concept mapping, use Confluence whiteboards . Confluence whiteboards are an essential tool for any collaborative culture , enabling teams to create and work together freely on an infinite canvas. They bring flexibility to projects, supporting teams as they move from idea to execution.

Confluence whiteboards bridge the gap between where teams think and where teams do. Brainstorming with Confluence whiteboards helps teams organize their work visually and turn ideas into reality, all within a single source of truth.

Try Confluence whiteboards

Content mapping: Frequently asked questions

What is the difference between mind mapping and concept mapping.

While mind mapping and concept mapping are visual techniques for organizing and representing information, they have a few key differences. Mind maps organize thoughts for brainstorming and problem-solving, while concept maps organize thoughts to emphasize the connections between ideas. A mind map tends to be more free-flowing and lacks a hierarchy, while a concept map has a structured layout that represents relationships and hierarchy.

What is the best tool for concept mapping?

The best concept mapping tool depends on your collaboration requirements and ease of use. To bring your work together in a single source of truth, easily provide access to all contributors, and turn your ideas into reality, try Confluence whiteboards.

Can I collaborate on a concept map?

Yes, collaboration is possible on a concept map. A concept map is a productive tool for gathering insights from multiple contributors, especially when using a dedicated platform that supports collaborative editing such as Confluence whiteboards.

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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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Concept Maps for Teaching, Training, Testing and Thinking

Prashanti eachempati.

1 Melaka Manipal Medical College

Komattil Ramnarayan

2 Melaka Manipal Medical College

Kiran Kumar KS

Anoop mayya.

This article was migrated. The article was marked as recommended.

Concept maps are evidence based pedagogical tools to fathom how meaningfully students have accomplished their learning objectives. They also give intuitive insights to improvise instruction to enable better and deeper understanding the foundations of learning. In this paper we provide an overview of concept maps and share our experiences of using concept maps for the 4 t’s of education - teaching, training, testing and thinking.

Introduction

The cognitive processes undergirding teaching- learning are so distinctly dissimilar that it is important to use variegated tools to enhance knowledge construction in the learners. Pedagogical changes have been propounded, with an aim to transform the student into a critical, reflective individual who, in his practice, is able to ‘fully learn how to learn’ ( Gomes et al ., 2011 ). This article on concept maps explores one such pedagogical intervention.

As defined by Torre, Durning and Daley (2013) “ Concept mapping is an instructional strategy for individual and group learning that involves integration of knowledge and creation of meaning by relating concepts. ” Moreover, concept maps help learners to organize and represent ideas so that they can reflect on their learning, leading to a deeper understanding. Concept maps can be used not just for teaching and testing but also for training and thinking - all of which represent a learning continuum.

Initiation of Concept Maps

Novak and Canas (2006) and collaborators developed concept maps from David Ausubel’s theory called the ‘meaningful learning theory’ which proposed that knowledge construction is based on relevance and integration and not on arbitrariness or rote learning ( Figure 1 ).

Ausubel reasoned that pre-existing cognitive structures promote assimilation of the new proposals and nurtures connection between concepts, allows development of new concepts and integration of concepts ( Gomes et al ., 2011 ). Concept maps when used appropriately promote critical thinking and problem-solving capabilities allowing students to convert theoretical into application-based knowledge ( Figure 2 ).

How to construct a Concept Map

The structure of a concept map is made up of nodes, linking verbs, cross-links and propositions. The complete structure of a concept map is built around a focus question or theme. Every concept or idea is represented as a word or short phrase and lies inside a box which is called a node. A linking verb connects the nodes and explains the relationship between them. Cross-links are relationships between concepts in different domains of the concept map, allowing us to visualize the connection between them. Proposition of a concept map involves two nodes and their linking verbs; a proposition should form a meaningful sentence and represents the smallest unit in the map ( Gul and Boman, 2006 ; Gomes et al. , 2011 ) ( Figure 3 ).

Prior to the drawing of a concept map, it will be worthwhile to generate a list of the key concepts that need to be included. This list must be in a rank order from the most general concept to the most specific. This list is referred to as a parking lot , as items are picked from here and moved into the map accordingly. The interrelationship between concepts is critical. This requires meticulous usage of cross-links and precision in the choice of linking words.

Types of Concept Maps

Organization of concept maps depends on the creativity and innovation of the individual drawing them. Different types of concept maps have been described in the literature ( Gomes et al ., 2011 ).

• • Spider/ Web design: in which the center represents the focus question or theme with linking words spreading out to connect different nodes depicting a spider web.
• • Hierarchical design: where the information is represented as a scale of importance usually in the descending order.
• • Flowchart: where the information is represented in a linear fashion.
• • Conceptual way: which is very similar to a flowchart, with the possibility of adding new concepts or deleting some.
• • Landscape structure: which displays information in panoramic manner.
• • Multidirectional structure (3-D): which uses depth to represent relationships that cannot be shown with 2-dimensional maps.

It is vital to understand that concept maps are not rigid, although they are a product of logical thought. The maps are very flexible and are in constant change as new knowledge is acquired ( Gul and Boman, 2006 ; Gomes et al ., 2011 ).

Digital Concept Maps

Digital concept maps facilitate real time interaction and feedback between learner and instructor. The digital platform allows learners to include images, photos and hyperlinks (to other websites) to support the content ( Chang, Sung and Chen, 2008 ). It also provides the flexibility to co-create and co-edit concepts more easily ( Gijlers and Jong, 2013 ). For today’s student generation of technophiles these applications are akin to putty in their hands for creating concept maps thus enabling more focus on knowledge construction than on its designing ( Chiu, Huang and Chang, 2000 ). Of the numerous online concept map applications available, Mindmup , Gliffy , Mindmeister , Bubbl and Minddomo are some of the commonly used ones ( Chiu, Huang and Chang, 2000 ; Gijlers and Jong, 2013 ).

Blueprinting for constructing Concept Maps

The purpose, the conceptual clarity and prior planning will determine how concept maps are designed. When concept maps are used for learning, the primary step is a list building exercise through brainstorming. Following this, the items in the list can be grouped and sub-grouped. The key concepts can be generated from these groups. Attempts can now be made to link and cross-link. Finally, the concept map can be reviewed to ascertain if it faithfully reflects the thought process ( Croasdell, Freeman and Urbaczewski, 2003 ) ( Figure 5 ).

When a teacher used maps to conceptualize, it is also an opportunity to involve students in meaningful linking of the concepts ( Croasdell, Freeman and Urbaczewski, 2003 ). From the teacher’s viewpoint, there is a stepwise approach to generating concept maps ( Figure 6 ).

Our experience with Concept Maps

We used concept maps in the departments of Prosthodontics and Pathology for teaching, training, testing and thinking. The ethical approval was obtained from Institutional Research Ethics Committee -Ref No: MMMC/FOD/AR/EC 2018 (F-03). Consent to use the images was obtained from the participants.

Concept Maps for teaching

The literature abounds in evidence supporting concept mapping as a meta-cognitive strategy that enhances meaningful learning ( Novak, 1990 ; Irvine, 1995 ; Pintoi and Zeitz, 1997 ).

While using concept maps, conceptual reinforcement takes precedence over content coverage as students learn to establish meaningful relationships between individual concepts. What emanates is a type of ‘inferential and analogical reasoning’ so essential for success ( Mintzes, Wandersee and Novak, 2007 ). The aforesaid is exemplified in a pathology class, where it was used as a pedagogical tool to provide a panoramic sketching of hypertension ( Figure 7 ).

We also tried an experimental study where students were divided into two groups and were taught using traditional and concept map approaches. At the end of the teaching module, students in both the groups were tested using multiple-choice questions (MCQs) comprising recall and reasoning level questions. The performance of the students was the same in both groups on the recall level MCQs but the concept map approach group outperformed the traditional approach group in the reasoning level MCQs (Results in Table 1 ).

These results were immediately after the teaching session and we are aware that the novelty of the approach could have influenced the results. Our hope is that this method will provide the sensitization and scope to train the students to constantly make links between concepts, thus enhancing their critical thinking.

Concept Maps for training

Training differs from teaching in that the emphasis is on development of abilities rather than on conveying information or sharing knowledge ( Surbhi, 2019 ). Training students to represent their thinking in their concept maps is vital. We used concept maps not only for teaching but also to train students in becoming adept at drawing the maps independently.

All and Huycke, (2007) suggested the use of serial maps for training students. Serial maps are concept maps drawn by students at different stages during the learning, thereby allowing teachers to monitor their students’ progress through constructive and timely feedback.

We used different techniques to train students to draw concept maps. As the students were already exposed to concept map teaching, they were aware of the processes involved in drawing the map. They were encouraged not only to prepare notes but also to take down notes in the classroom in the form of concept maps. In other words, they were encouraged to use concept maps in both note-making and in note-taking.

Additionally,

a. We created a map with empty nodes and students were asked to fill in the content of the nodes ( Figure 8 ).

b. We created a map where the students had to fill in the linking words

c. A mixed format was also used where we created a skeleton of the map and we urged the students to fill in the nodes and linking words ( Figure 9 ).

Initially students found it challenging to add linking words onto the pre-drawn concept map. This was because of their uncertain grasp of the relationship between the concepts. We made the students practice drawing concept maps with emphasis on using meaningful linking words and identifying cross-links. At the end of a four-week training session, spanning diverse topics, students were able to appreciate that every concept could be related to every other concept.

Concept Maps for testing

Higher levels of cognitive performance can be achieved if concept mapping is used as an instrument of evaluation. It can become a powerful weapon in the assessment armamentarium, provided it is used sagaciously.

In the transition phase from a fledgling to a full-fledged physician, aberrations in the knowledge framework cannot be picked up by conventional examinations. However, concept maps are powerful in detecting these deviations and lacunae in students’ understanding ( West et al ., 2002 ). Moreover, in the problem-based learning scenario, concept maps are effective tools to probe the knowledge structure ( Rendas, Fonseca and Pinto, 2006 ; Kassab and Hussain, 2010 ).

The scoring system for concept maps needs further study to address validity and reliability to use it as an assessment tool ( West et al ., 2002 ; Ruiz‐Primo et al ., 2004 ; Nesbit and Adesope, 2006 ; Ingeç, 2009 ). We followed the structural method for scoring the maps. All the participating students were trained in drawing concept maps. Then students were asked to draw a concept map as a part of assessment for a selected topic in Prosthodontics.

We modified the criteria given by Croasdell, Freeman and Urbaczewski (2003) and scored the maps using four categories, with the following point assignments for each valid component:

• • Nodes representing the concepts (5 points each)
• • Concept-link (2 points each)
• • Cross-links (10 points each)
• • Propositions (5 points each)

Three faculty individually rated the maps. A total structural score was obtained from the sum of scores from each component. A standard structural score was calculated by sum of structural scores given by the three faculty members. After the examination, a debriefing session was conducted to provide constructive feedback to students.

Concept maps drawn by some students clearly reflected their thinking. Some others became clearer when they were asked to explain orally. If not anything else, concept maps gave an opportunity for the students to talk about the topic conceptually, hopefully, in the process, enhancing their confidence and their understanding of the topic. This was a labor-intensive effort on the part of the faculty, but the rewards came in the opportunity it provided to gauge students’ understanding and plan appropriate pedagogical interventions.

Concept Maps for thinking

Concept maps can be an impetus to the process of thinking. While applying the principles of problem solving, it is essential to make students visualize knowledge and think discerningly. This will facilitate sequential build-up while elevating the thinking to application level ( Latif et al ., 2016 ).

We chose concept mapping as a method to teach critical thinking in prosthodontics by selecting a case scenario (diabetic patient and impression making) and asking the students to integrate the two different concepts by linking them ( Figure 10 ).

We made the students do this exercise as a group task so that each member of the group contributed to the construction of the map. This exercise helped students understand the special considerations in impression making for a diabetic patient as it required logical reasoning and critical thinking during its construction.

Usage of concept maps for teaching, training, testing and thinking impels students to construct a concept chain - with links functioning through relationships, yet each link maintaining its identity- this concept chain epitomizing a whole that mirrors the framework of concept thinking ( Reigeluth and Jonassen, 1999 ). Our educational voyage using concept maps for all these four purposes was not without impediments. However, we took comfort in the conviction that the journey is as important or perhaps more significant than the destination! Yes, students did grapple with ideas to identify meaningful cross links between concepts; this provided a platform for misconceptions to erupt which were revelations (sometimes startling!) for the teachers. Nevertheless, it was gratifying to see students making valiant but sincere attempts to link the concepts they were learning thus echoing the spirit of the first stanza in the poem by Arthur Hugh Clough: ( Tearle, 2020 )

“Say not the struggle nought availeth,

The labour and the wounds are vain,

The enemy faints not, nor faileth,

And as things have been, they remain”.

Take Home Messages

• • Concept maps can be used for teaching, training, testing and thinking purposes.
• • While using concept maps, conceptual reinforcement takes precedence over content coverage.
• • Training students to represent their thinking in their concept maps is vitally important.
• • Concept map is a powerful weapon in the assessment armamentarium, provided it is used sagaciously.
• • Concept mapping allows sequential build-up of knowledge, while elevating the thinking to application level.

Notes On Contributors

Dr Prashanti Eachempati is working currently as Professor and Head of Prosthodontics at Faculty of Dentistry, Melaka Manipal Medical College, Malaysia. She is a FAIMER fellow (GSMC India), and the recipient of the prestigious Ron Harden Innovation in Medical Education Award in 2017. She has been a keynote speaker at various national and international conferences, continuing professional development programmes and conducted workshops at various institutions in medical/dental education related topics. ORCID iD: https://orcid.org/0000-0003-1263-7423

Dr Komattil Ramnarayan was the fifth Vice-Chancellor of Manipal University (now known as Manipal Academy of Higher Education) from 2010 to 2015. He is currently the Chancellor of Manipal University Jaipur and Professor of Pathology at Melaka Manipal Medical College, Manipal Campus, India. He is also the National Coordinator (Pathology) for the National Program on Technology Enhanced Learning (NPTEL), a Government of India project. He was one of the early recipients of the ECFMG Foreign Faculty Fellowship in Basic Sciences. He was the recipient of the Bloomberg UTV Award for Outstanding Contribution to education. He has conducted more than 500 faculty development workshops in India and its neighboring countries. ORCID iD: https://orcid.org/0000-0002-7117-1830

Dr Kiran Kumar KS is working currently as an Professor in the Department of Prosthodontics at Faculty of Dentistry, Melaka Manipal Medical College, Malaysia. He has rich research experience, conducted several research projects, and has several Cochrane publications to his credit. He is involved in curriculum development, teaching and assessment of undergraduate dental students’ clinical skills, and reflective writing skills. ORCID iD: https://orcid.org/0000-0001-6638-0120

Dr Anoop Mayya is working currently as an Assistant Professor in the Department of Prosthodontics at Faculty of Dentistry, Melaka Manipal Medical College, Malaysia. He strives to make the classroom a space for growth, collaboration and inclusion and is actively involved in research, curriculum development, teaching, and assessment of undergraduate dental students’ clinical skills. ORCID iD: https://orcid.org/0000-0001-6583-4311

Acknowledgments

We acknowledge Prof. Dr Sumanth Kumbargere Nagraj, Professor and Head of Oral Medicine and Radiology, Melaka Manipal Medical College, Malaysia and Prof. Dr Abdul Rashid Haji Ismail, Dean, Melaka Manipal Medical College, Malaysia, for their valuable suggestions during the conduct of this study and manuscript preparation.

Figures 1 - ​ -10: 10 : Source - The Authors.

[version 1; peer review: This article was migrated, the article was marked as recommended]

Declarations

The author has declared that there are no conflicts of interest.

Ethics Statement

Ethical approval was obtained from Research Ethics Committee, Faculty of Dentistry, Melaka-Manipal Medical College, (Ref No: MMMC/FOD/AR/EC 2018 (F-03)). Consent to use the images was obtained from the participants.

External Funding

This article has not had any External Funding

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• Version 1. MedEdPublish (2016). 2020; 9: 171.

Reviewer response for version 1

P ravi shankar.

1 American International Medical University

This review has been migrated. The reviewer awarded 4 stars out of 5 This article starts by providing basic concepts about concept maps and then explores the use of concept maps for teaching, training, testing and thinking. The article provides basic information about concept maps in a simple and readable form supplemented by diagrams. The authors experience with concept maps is also of interest. Greater details about the use of concept maps at the author’s institution will be of interest. Further details about the use of the concept maps shown in Figures 7, 8, 9 and 10 will be of interest.

Reviewer Expertise:

No decision status is available

Monika Sharma

1 CMC Ludhiana , India

This review has been migrated. The reviewer awarded 3 stars out of 5 Concept maps is a great concept. Many of us would remember using something like a concept map when we tried to memorize complicated patho-physiological concepts. A better understanding of how a concept map is created would enhance learning for students at the undergraduate level. It is worth writing about it and introducing it to students. I read this article with interest and enjoyed the authors assimilation of available information about the concepts and utility of concept map.It was interesting to note their attempt of training their students to utilize concept maps. However, as this is presented as a 'case study', I was looking for more details of the 'case'. The article reads out more like a review of literature with a brief mention of what the authors did at their institute. I would like to read more about how they trained their faculty, not assuming that every one knows that perfectly. How did the faculty receive the concept of introducing concept mapping to the undergraduate students and how did the students perceive the concept? It goes without saying that a new concept impacts learning positively, hence it is too early to comment on how using concept maps as a tool for learning has been useful. Rather, I would like to read more about faculty and student feedback, if taken. The authors can consider writing a shorter introduction followed by presenting their work with concept maps and then discussing it with the available literature.

Nuno Neuparth

1 Nova Medical School

This review has been migrated. The reviewer awarded 3 stars out of 5 Writing about concept mapping is slowly becoming a more frequent topic in health education. For that reason, all the information made public about the use and experience with concept mapping, reporting undescribed experiences and supporting new approaches, is worthwhile. Recently, our group presented in MedEdPublish (2) a proposal of a template to be used in concept mapping in medical education as part of our ongoing research project in this area which was even more very recently complemented by another publication of different depth and breadth (1). In the present case, starting with a description of the use of concept mapping based on examples and figures is relevant for the local team but it needs to be reinforced by broad research questions, particularly in the area of evaluation in order to be useful for the health education community. As Pudelko et al (3) clearly state: “Current empirical research on mapping as a learning strategy presents methodological shortcomings that limit internal and external validity”. In this revived and fascinating field of concept mapping, with no single solutions and multiple approaches, we are all beginners and need to humbly learn as much as we can from each other.Bibliografia1. Marta Fonseca, Beatriz Oliveira, Pedro Carreiro-Martins, Neuparth N, and Rendas aA. Revisiting the role of concept mapping in teaching and learning pathophysiology for medical students Adv Physiol Educ 44: 475-481, 2020.2. Marta Fonseca BO, Pedro Carreiro-Martins, Nuno Neuparth, Antonio Rendas. A concept map template to be used by medical students for displaying pathophysiological mechanisms within clinical cases MedEdPublish 9: 2020.3. Pudelko B, Young M, Vincent-Lamarre P, and Charlin B. Mapping as a learning strategy in health professions education: a critical analysis. Med Educ 46: 1215-1225, 2012.

Megan Anakin

1 University of Otago

This review has been migrated. The reviewer awarded 3 stars out of 5 I read this case study with interest because I am familiar with using concept maps as a learning tool. I appreciated reading about your experiences and recommendations about using concept maps. Health professional educators will appreciate reading the descriptions of how you used concept maps with your students.I have a few suggestions that might help to enhance your article. To help the reader appreciate the first sentence in the introduction, please consider identifying which “cognitive processes undergirding teaching- learning” and explain how they “are so distinctly dissimilar” to support your claim “that it is important to use variegated tools to enhance knowledge construction in learners”. Please consider identifying a few pedagogical changes that have been propounded and describe their strengths and limitations related to the cognitive processes they emphasise so that the reader understands why this article is focused on concept maps as an appropriate pedagogical intervention. To strengthen the section about the initiation of concepts maps, please consider using direct references Ausubel’s work to support your claims about his “meaningful learning theory”. In the section titled ‘Our experience with concept maps’, please explain the features of the evidence in the literature that supports concept mapping “as a meta-cognitive strategy that enhances meaningful learning”. Also in this section, there is a two-paragraph description of an experimental study conducted by the authors about the impact of concept mapping on student reasoning. Please consider describing the methods and results in greater detail so the reader can better assess the meaningfulness of the claims made about the experimental study’s results. To help the reader appreciate and be able to use the scoring criteria presented in the testing section of the article, please explain how a concept map would earn points in each of the four categories and why it was necessary to sum the scores from three assessors. In the conclusion, the authors note that there were impediments. Please consider discussing these impediments in a discussion section before the concluding paragraph. In the take home messages, please consider revising each point to better represent the evidence from practice presented in this article. For example, please provide a brief reason why training students to represent their thinking in their concept maps is vitally important.To enhance the connection between the title and the beginning of the article, please consider signposting and defining the four functions of concept maps (for Teaching, Training, Testing and Thinking). Please explain also how these four functions link to cognitive processes in the introduction section of the article to prepare the reader for the examples from practice in the later sections of the article.I would be very happy to review a revised version of this article and I would like to encourage you to submit one.

Richard J. Nierenberg

1 Hackensack University Medical Center, Hackensack Meridian Health

This review has been migrated. The reviewer awarded 4 stars out of 5 This is an interesting introduction and summary of the notion of concept mapping to educate students in determining and organizing information to develop expertise.There is a somewhat lengthy introduction of the concept leading to several linked proprietary websites which are instructive. This introduction could have been more streamlined. The initial chart, which includes concepts along with authors in the place of concepts does not further the concept as well as subsequent charts.The strength of the article seems to be in its demonstration of the nuts and bolts of a concept map. This is introduced with a black board image of the analysis of hypertension, which is stimulating but hard to assess. The more comprehensive chart is, however, done with the orthodontic literature, which limits its application somewhat.I believe if the authors took either one of those charts and in narrative form "walked us through" how the use of the concept map would broaden understanding for a student and therefore aspiring expert would make the article even more useful.Still it is a comprehensive, and enticing introduction and presentation of an interesting and engaging pedagogical process, and worth the read.

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Using a conceptual approach with concept mapping to promote critical thinking

Affiliation.

• 1 University of New Mexico, Albuquerque, New Mexico 87131-0001, USA. [email protected]
• PMID: 19227756
• DOI: 10.3928/01484834-20090101-11

Promoting the development of critical thinking is crucial to nursing education for two reasons. First, the National League for Nursing and the American Association of Colleges of Nurses consider critical thinking an outcome criterion for baccalaureate nursing education. Second, and significantly more important, professional nursing practice requires critical thinking skills and problem solving abilities. Too often, teaching is not directed at specifically designed activities that foster critical thinking. Various teaching strategies have been proposed that promote critical thinking, including service learning, role playing, reflective learning, the critical incidence conference, videotaped vignettes, preceptorship, and concept mapping. This article focuses on the use of assimilation theory and concept maps to facilitate critical thinking experiences in nursing education.

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CONCEPT MAPPING AS A CRITICAL THINKING TOOL FOR NURSE EDUCATORS

Luckowski, Amy MSN, RN, CCRN

Amy Luckowski, MSN, RN, CCRN is Critical Care Staff Development Instructor at the Chester County Hospital, West Chester, PA.

Address for reprints: Amy Luckowski, MSN, RN, CCRN, Critical Care Staff Development Instructor, The Chester County Hospital, 701 E. Marshall St., West Chester, PA 19380 (e-mail: [email protected] ).

Nursing educators must use teaching strategies designed to develop critical thinkers. Concept mapping helps fulfill this goal. Staff development instructors should continue the development of new nurse critical thinking skills using concept maps in a variety of ways.

This article presents several areas of nursing where concept mapping is a useful tool.

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Computer Science > Artificial Intelligence

Title: enhancing knowledge tracing with concept map and response disentanglement.

Abstract: In the rapidly advancing realm of educational technology, it becomes critical to accurately trace and understand student knowledge states. Conventional Knowledge Tracing (KT) models have mainly focused on binary responses (i.e., correct and incorrect answers) to questions. Unfortunately, they largely overlook the essential information in students' actual answer choices, particularly for Multiple Choice Questions (MCQs), which could help reveal each learner's misconceptions or knowledge gaps. To tackle these challenges, we propose the Concept map-driven Response disentanglement method for enhancing Knowledge Tracing (CRKT) model. CRKT benefits KT by directly leveraging answer choices--beyond merely identifying correct or incorrect answers--to distinguish responses with different incorrect choices. We further introduce the novel use of unchosen responses by employing disentangled representations to get insights from options not selected by students. Additionally, CRKT tracks the student's knowledge state at the concept level and encodes the concept map, representing the relationships between them, to better predict unseen concepts. This approach is expected to provide actionable feedback, improving the learning experience. Our comprehensive experiments across multiple datasets demonstrate CRKT's effectiveness, achieving superior performance in prediction accuracy and interpretability over state-of-the-art models.

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8 Inquiry-based learning activities for the classroom

In this guide

• Experiments
• Classroom dialogue
• My favorite mistake
• Objects and artifacts
• Jigsaw learning
• Question development
• Concept maps
• Inquiry through construction

When developing inquiry-based learning activities, it is important to understand what they are and why they are beneficial for students. Inquiry-based learning focuses on problem solving and project based learning.

In contrast to what we would call a “traditional” educational approach, inquiry-based learning does not involve getting the information up front and doing activities based on the teacher given information. Instead, students are given opportunities to explore and to direct their learning.  The primary function in inquiry-based learning is students asking and answering questions. Students discover and then ask questions based on their discovery.   

The word inquiry implies the use of questioning. Inquiry-based learning, however, is not just the teacher asking questions, but it is about students asking and answering deeper questions about the content. 

There are several benefits to using an inquiry-based learning approach in the classroom:

• Inquiry and student led learning increases creativity and curiosity for students. Students learn to think more deeply about a topic. 
• Critical thinking skills increase when teachers initiate inquiry-based learning in their classrooms. Students are learning skills that require them to think and question. 
• Students experience an increased level of engagement. They are able to direct their own learning and this increases their drive to want to learn. Students are more involved when they are learning content in a way they have chosen. 
• Authentic differentiation is possible in a classroom that uses inquiry-based learning activities. Students can work alone or in small groups. A variety of sources can be used by students such as textbooks, computers, other students, books, magazines, etc. Students are often able to determine how they want to present their learning which is a way of offering choice.

In a previous blog, I wrote about differentiation and adaptive teaching . Inquiry-based learning activities are useful in either approach. Both require that a teacher address student needs through formative assessment. Inquiry-based strategies are a great way to identify student needs and adjust instruction or activities according to those needs. 

When developing activities for inquiry-based learning, something to consider is levels of questioning and thinking. Inquiry is about questioning, but there are different levels of questions that can be asked. 

Last school year, I taught a class called AVID. AVID stands for Advancement Via Individual Determination and it is a college preparation course that teaches students organizational, inquiry, and behavioral skills. 

AVID uses Costa’s Levels of Thinking to push students and teachers to create deeper questions and to think critically.  

There are three levels to Costa’s:

• Level 1 is gathering information. This is information that is on the page and readily available. Level 1 information does not require critical thinking.  
• Level 2 is processing information. This information requires the reader to read between the lines and make inferences. 
• Level 3 is applying information. The reader must take information and apply it to a new situation or make generalizations about the information presented. 

In AVID, we used Costa’s to increase rigor and to teach students how to think at a deeper level. Students are taught Costa’s and how to develop questions for use in classroom discussions and in their own inquiry-based activities. 

Another leveling system that is often used is Bloom’s Taxonomy. Below is an example of verbs derived from the different levels of Bloom’s. These increase in rigor as you move through the levels. 

Regardless of which system is used, it is important for students to develop questioning skills. 

Not only should teachers use various levels of questioning, but students should also learn how to develop higher order thinking questions. Teaching students to recognize deeper questions, how to address them, and how to develop their own questions is vital to producing critical thinkers. 

This article includes eight examples of inquiry-based learning activities. I have attempted to include activities that can work with any age group. Ways that the activity can be modified for student needs has also been included where necessary.  

1) Experiments

One very common example of an inquiry-based learning activity is an experiment. Allowing students to conduct an experiment – including developing and testing a hypothesis is an excellent way to include inquiry-based learning in your classroom. 

Here are some examples of experiments (that aren’t science).

• Students can choose a historical event and form a “hypothesis” for what would happen if that historical event had unfolded in a different way. For example – What would have happened if Thomas Jefferson did not write the Declaration of Independence? How would the world look different if the colonies had lost the American Revolution?
• Using historical references, documents, and their own creativity students can create a product to present the results of their “experiment”. 
• The teacher can also present a historical event and allow students to develop their own questions to research. 

This ClickView series follows students as they conduct a historical inquiry. The videos give a good overview of what historical inquiry can look like in the classroom. 

• Students can be presented a problem based on the content being learned or based on questions they or other students have. 
• The student investigation would not only include how to solve the problem, but if there are multiple ways to solve the problem, real life implications for the problem, and how this problem could be changed to vary the answer or outcome. 
• In a reading or ELA classroom, students can “investigate” how changing a character’s traits impacts a story. They can rewrite the story’s ending or a scene from the text with the changes. Their “research” will share evidence of how changing the character can change the text’s meaning or implications. 

Conducting experiments can be modified for any group of students, regardless of age or abilities.

2) Classroom dialogue

Conducting a classroom dialogue is another way to incorporate inquiry-based learning. Many times these are referred to as classroom debates, however, there are distinct differences between a debate and a dialogue. 

Debate vs. dialogue

• A dialogue is collaborative – the purpose is to deepen understanding, not win an argument.
• A debate focuses on evidence and proving how one side is right, but a dialogue seeks to find solutions to problems. 
• A dialogue is open ended, but a debate comes to a distinct conclusion. 
• In a dialogue, students are learning and deepening their understanding of subject matter. In a debate, students learn how to prove a point, but may only deepen their understanding of one side. 

Both dialogues and debates serve their purposes in the classroom, but dialogue is more conducive to an inquiry-based approach. 

A classroom dialogue requires both the students and the teacher to prepare for the discussion. The students must spend time learning about the subject and creating questions to drive the dialogue. Using concept maps can help students to connect their knowledge and help students develop questions. 

The teacher must also prepare for the classroom dialogue. The teacher does not necessarily facilitate the discussion or provide all of the questions, but can help to move the dialogue forward. 

The teacher should: 

• Plan significant questions to provide meaning and direction
• Draw as many students as possible into the discussion
• Allow at least thirty seconds for students to respond
• Follow up on students’ responses
• Periodically summarize in writing key points that have been discussed

The teacher’s job is to help focus the discussion and to help students learn how to have constructive conversations. 

A suggestion I would give with an activity like classroom dialogues is to try it more than once. Often the first time trying an activity with students, especially one that requires active participation and critical thinking, it can be messy. Reflecting on the activity and making adjustments where needed can make the second attempt more successful. 

3) My favorite mistake

This activity is one that a fellow teacher relayed to me. He uses this activity in his classroom as a warm up during the week. He calls it “My Favorite Mistake”. It is a math activity, but could be changed for any content area.  

• At the beginning of the week, students anonymously answer a teacher given problem on an index card. 
• The teacher collects the index cards and looks through them to identify mistakes. 
• Each day, the teacher chooses a card or group of cards that has a mistake or concern the teacher wants to address. 
• The teacher displays the problem on the board and announces that this card contains “my favorite mistake”. 
• Students analyze the card or group of cards to find the mistake. 
• The class then discusses what correction needs to be made and what information can be used to avoid the mistake in the future. 

This activity serves multiple purposes. 

• The teacher can use the index cards as a form of formative assessment to guide future instruction. 
• Students are required to think critically and identify patterns within problems. 
• Through this type of activity students learn that “failure is an important part of the problem-solving process”  ( Australian Government Department of Education ).

This activity can be modified for any subject matter by replacing the math problem with an appropriate task or problem. For example, in an ELA course, students could write a sentence using a specific grammar rule or figurative language. 

4) Objects and artifacts

In a typical classroom, teachers may bring in objects or artifacts that are relevant to the lesson being taught. For example, years ago I taught middle school US History. When we learned about the Boston Massacre, I would bring pictures to show students. 

When learning about the Boston Massacre and the American Revolution in general, we learned about propaganda and its purposes. This picture is often shown as an example of how the American colonies fueled mistrust, fear, and anger for the British Redcoats. 

I would use pictures like this and have students create questions that they have after viewing these pictures. These questions would be used to spark classroom discussions. After these discussions, students would investigate further and create written responses to their questions. 

Another way to use artifacts is to present them to students with no or limited context. Students then create questions and draw their own conclusions about the purposes of and relationships between the items presented. 

5) Jigsaw learning

Jigsaw activities allow students to become experts on a topic and then teach that topic to others. 

In a jigsaw activity, student groups are given a text to read. This text is broken up into smaller chunks. Groups are assigned a section to read and become an “expert” on. As they are reading their section, students take notes, discuss important points, and develop questions they have regarding the text. 

After becoming experts, each section shares what they have learned with the other groups. The sharing portion of the activity can be done in different ways depending on your classroom and time restraints. 

• Each group shares with the entire class. They create a poster with information from their text section and share. The class takes notes and records important information from each group. 
• One member from each group rotates between the groups and becomes an expert on each section. They return to their home group and share important information with their group. 
• If students have created posters or other visuals regarding their section, students can do a gallery walk to learn about the other sections. 

Once students have learned about each section, they make connections between the sections to understand the text as a whole. 

6) Question development

Developing students’ ability to think deeper and ask critical questions is a valuable skill. This activity uses Costa’s Levels of Thinking to teach students how to develop questions at various levels. 

This activity requires that students develop deeper questioning skills. Inquiry-based learning is not just about students answering questions, but also about increasing their ability to ask questions. 

In my own classroom, we used Costa’s Levels of Thinking, however, Bloom’s can also be used. The ultimate goal is to teach students to think deeper, regardless of what list of words are used. 

I have done this activity with both students and with fellow teachers during professional development. 

Students will develop questions using the assigned level from Costa’s or Bloom’s:

• Divide students into partners/groups. 
• Each group will determine a recorder for the group. This person’s job is to write down all of the questions the group creates. 
• The first time you do this activity, it helps to choose a subject that is easier for students to address such as crayons or subtraction. Then, move to a more specific subject that is appropriate to your lesson such as personification or subtracting decimals. 
• The teacher also gives the students a level at which to create questions. Using either Costa’s or Bloom’s Taxonomy assign a level for questioning. 
• On a piece of paper, students develop as many statements or questions about the subject at the appropriate level. Students can use the verbs from the level to create their questions. Ideally, students would have access to a visual of Costa’s or Bloom’s such as the ones given above. 

An example: 

• The subject is crayons. 
• The level is 3 (Costa’s). 

Potential statements or questions developed from the example:

• Compare the red crayon and the blue crayon.
• If you were to classify the crayons in a box, what would your categories be?
• Explain why crayons are useful in the classroom. 

Remember, that students are not necessarily answering their own questions, but they are learning about ways to develop questions and observations at a higher level. 

Once students understand how to do this activity with something easier like crayons, the teacher can give harder subjects such as polynomials, the food chain, or metaphors.  

7) Concept maps

Concept maps help students to connect their learning to information they already know and helps them to develop questions for further research. Students can use their concept maps to develop questions they still have about materials, to study, and to connect what they have learned to future materials.  

When students develop concept maps, they must “visualize their prior knowledge” and this helps them to recognize what they have learned and what they still need to learn. 

When teaching concept mapping to students, it is important to model how to create a concept map. Creating a concept map as a whole class can help students learn this skill within a supportive context. Many students may need scaffolding support before they are able to create in depth concept maps. 

Students need to learn the concepts behind reading a chart or diagram before  successfully creating their own. It can take time for students to learn what a concept map is, but with repeated exposure and scaffolded examples, they can learn to create them on their own. 

It is also important to remember that students should make their concept maps in a way that is beneficial to them. Their concept map may not look like the teachers, or their maps may begin to evolve as they attain more knowledge and skills. 

Concept maps can look different for various classroom purposes and grade levels as well. They can be individual or group activities. 

The Learning Center at the University of North Carolina Chapel Hill has several examples of concept maps that can be modified for different student needs. 

One idea that I came across for group created concept maps was for each person to use a different color on the concept map. This allows the group members and the teacher to observe each student’s thinking and their contributions. 

8) Inquiry through construction

This activity is a great way to introduce inquiry-based learning in a non-threatening and inclusive way. Any student at any grade level can participate and learn from this activity. 

Provide students with various materials for building a marble run. Materials can include empty toilet paper and paper towel rolls, wooden craft sticks, cardboard boxes/pieces of various sizes, tape, glue, and scissors. 

Students are then given time to build a functioning marble run. They can test different lengths and widths of materials. 

This activity encourages students to think critically, be creative, and to learn from mistakes. When students have completed the activity they can reflect on what worked, what didn’t, and how they can apply these skills to other situations. They can even conduct research on ways to create a better marble run. 

A variation of this activity, that I have done in my classroom, is creating marshmallow towers. I did this activity with middle school students and they not only learned problem solving, but they also worked on team building skills. 

• Place students in small groups of 3-5 students. 
• Give students a paper plate, 150 toothpicks, and a baggie of 100 marshmallows. 
• Set a timer for 5 minutes. 
• Students work together to build the tallest tower. 
• At the end of the time, give students 3 minutes to discuss how to improve their tower. 
• Set a timer for 5 more minutes. 
• Students spend this time improving their tower to try to build the tallest tower. 

These hands-on activities are a fun way to incorporate inquiry in a way that students can analyze their work, improve their skills, and learn from their mistakes. 

Inquiry-based learning is a way to increase students’ critical thinking skills. Students need to learn to think deeper, learn from their mistakes, and communicate about their learning. The above activities provide a few ways for this learning to occur in your classroom and will hopefully inspire more inquiry-based learning in the future.  

• Academically and Intellectually Gifted Handbook for Teachers. Costa’s and Bloom’s Taxonomy. Available at https://macsaigteacher.weebly.com/costa-and-blooms.html (Accessed June 30, 2024). 
• Australian Government Department of Education (2023). Inquiry-based learning. Available at https://www.education.gov.au/australian-curriculum/national-stem-education-resources-toolkit/i-want-know-about-stem-education/what-works-best-when-teaching-stem/inquiry-based-learning . (Accessed June 30, 2024). 
• AVID (2024). Costa’s Levels of Thinking. Available at https://avidopenaccess.org/wp-content/uploads/2020/11/Costas-Levels-of-Inquiry.pdf   (Accessed June 30, 2024). 
• Grand Canyon University (2023). 6 Benefits of Inquiry-Based Learning in the Classroom . Available at https://www.gcu.edu/blog/teaching-school-administration/6-benefits-inquiry-based-learning-classroom (Accessed June 29, 2024). 
• Norfolk State University (2023). How Inquiry Based Learning Can Work in a Math Classroom. Available at https://online.nsu.edu/degrees/education/masters-urban/mathematics/inquiry-based-learning-math-classroom/ (Accessed June 30, 2024). 
• Rice University, Office of Undergraduate Research and Inquiry. Pedagogy of Inquiry . Available at https://ouri.rice.edu/faculty-resources/pedagogy-inquiry (Accessed 29 July 2024). 
• The Learning Center, University of North Carolina at Chapel Hill (2024). Concept Maps. Available at https://learningcenter.unc.edu/tips-and-tools/using-concept-maps/ (Accessed June 29, 2024). 
• University of Connecticut Center for Excellence in Teaching and Learning. Socratic Questions. Available at https://cetl.uconn.edu/resources/teaching-your-course/leading-effective-discussions/socratic-questions/ (Accessed June 30, 2024). 
• Zwaal, W. , & Otting, H. (2012). The Impact of Concept Mapping on the Process of Problem-based Learning. Interdisciplinary Journal of Problem-Based Learning, 6 (1).Available at: https://doi.org/10.7771/1541-5015.1314

Mattie Farrer

AVID Site Coordinator / Content Curator

Mattie Farrer has been an educator in various grade levels and capacities during her career. She has a passion for supporting English learners and their language development. She also loves helping teachers reach all students.

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