A brief presentation discussed with the participants of the workshop.

1. The Concept map: A cognitive
framework for the meaningful learning
AEME in-conference workshop 2014
Dr Mukhtiar Baig
Prof of Clinical Biochemistry/
Medical Educationist
Head of Assessment Unit,
Faculty of Medicine, Rabigh, KAU,
Jeddah, KSA
drmukhtiarbaig@yahoo.com

2. “I hear and I forget. I see and I remember.
I do and I understand.”
(Confucius)

3. Objectives
• What is concept map?
• What is the importance of concept
map?
• What are the steps of construction
of concept map?

4. How do you study?
• Do you read a chapter over the night
before a test, hoping you will remember
all the information the next day?
• Do you try to memorize notes?
• You are learning by rote memorization.
• By rote memorization, information is
stored in your short-term memory.

5. Making a concept map helps you to:
• Find relationships between ideas
• Transfer information from short-term
memory to long-term memory.

6. Concept Map
• The technique for visualizing
relationships among different concepts
is called "Concept mapping".
• A diagram showing the relationships
among concepts.
• A graphical tool for organizing and
representing knowledge.

7. The reflectors of conceptual understanding
of the topic.

8. • The primary function of the brain is to
interpret incoming information to make
meaning.
• It is easier for the brain to make
meaning when information is presented
in visual formats.
• A picture is worth a thousand words.

9. • Concept maps offer a method to
represent information visually.
• Concept maps help students to learn
more meaningfully.
• Joseph D. Novak and his colleagues at
Cornell University developed the
concept mapping technique in the early
1970s.

10. There are two essential skills for
student success.
Learning to think.
Learning to learn.
The concept mapping is among the
very best methods for teaching
students of all ages how to think,
and how to learn.

11. • A characteristic of concept maps is that
the concepts are represented in
hierarchical fashion.
• With the most inclusive, most general
concepts at the top of the map.
• The more specific, less general
concepts arranged hierarchically below.

12. • Concepts, usually enclosed in circles
or boxes of some type.
• Relationships between concepts are
indicated by a connecting line linking
two concepts.

13. • Words on the line referred to as linking
words or linking phrases, specify the
relationship between two concepts.
• e.g., “gives rise to”, “results in”, “is
required by”, or “contribute to” etc.

14. Importance of concept map
technique
Clarify thinking.
• Students see how ideas are connected
• How information can be grouped or
organized.
• Enable them to devote more of their
time to conceptual understanding
rather than rote learning.

15. Reinforce understanding.
• Students recreate, in their own words,
what they've learned.
• This helps them absorb and internalize
new information, giving them
ownership of their ideas.

16. Identify misconceptions.
Just as a concept map shows what
students know, misdirected links or
wrong connections reveal what they
don't understand.

17. Steps of construction of concept map
1. Select key concepts.
2. Write the key concepts.
3. Make an attribute list of the key
concepts.

18. 4.Relate key concepts in a spatial
relationship.
5. Rearrange spatial representations
6. Compare representation to the text.
7.Review your concept map for
completeness.
8. Review your concept map for clarity;
use arrows, colors, etc.

19. 9. Review your concept map for form;
check the positioning of each concept
and link; make the whole picture
compelling, attractive and inviting.
10. Show it to others.
11. Revise and improve as necessary.

20. Hormones
Metabolismendocrine
Influence
Growth &
development
Homeostasis
Classified
according to
Chemical
composition
Types of
signalingparacrine
autocrine
Nuroendo
-crine
solubility Receptors
location
Mechanism
of action
peptides
steroids
Glycopro
teins
Amines&
eicosanoids
Water
soluble
Lipid
soluble
Intra
cellular
Cell
surface
Cell surface
receptors
Act by binding to
Intracellula
receptors
Gene trans-
cription
Act
via
Second
messengers
Act
via
Subclassified as
Subclassified as
are
cAMP,cGMP
Ca+2, PIP2
GH,
insulin
are
P,T
are
TSH, LH
are
T3,T4,LT
are
Epi&NE, All
peptides
T3,T4,All
steroids
are
T3,T4,
steroids
Used by
Eg are
Subclassified as
are

21. Sequential map
Topic
Examples:
time lines, schedules, sequence of events or steps

22. Cyclical map
Topic
Examples: nutrient cycle, water cycle, air cycle

23. Hierarchical map
Topic
Category
Informa
tion
Informa
tion
Informa
tion
Category
Informa
tion
Category
Informa
tion
Informa
tion
Examples: Heredity, food chain, etc

24. Concept map
Topic
Cate-
gory
Cate-
gory
Cate-
gory
Cate-
gory

26. Concept Maps
IdeasPropositions
Concepts
Research &
Assessment Tool
Misconceptions
Feelings &
Values
Affective
Objectives
Learning
Interest
Enjoyment
Motivation
Learning
Effectiveness
Learning
Processes
Metacognition
Study & Revision AidLinear Text
Classroom
Teachers
K. S. Taber (1994) Physics Education 29(5) 276-281
of
may
increase
awareness
of
may
developrelated by
consists of
suitable for
reveals
to assess
such as increasing
improving
Concept map of concept mapping

27. Activity 1
• Construction of a concept map (paired
activity)

28. Activity 2
• Critique on constructed concept map
(group activity)

29. Available software's
• A popular software used to create
Concept Maps is Inspiration.
http://www.inspiration.com.
• IHMC CmapTools is a multiplatform
freeware
• Compendium is a freeware concept
mapper, written in Java

30. Final message
• “It is not enough to do your
best; you must know what to
do, and THEN do your best.”
(W. Edwards Deming)

31. References
• Bentley, B.J.F., et al. 2011). How not to lose your students with concept
maps, Journal of College of Science and Technology, 41(1), 61-68.
• Bramwell S, (2014). The effects of using concept mapping for improving
advanced level biology students' lower- and higher-order cognitive skills.
International Journal of Science Education, 36(5) 839-864.(2011
• Kumar S., (2011). Benefits of testable concept maps for learning about
pathogenesis of disease, Teaching &. Learning in Medicine 23(2),137-143.
• Lee, W. et al. (2013). The longitudinal effect of concept map teaching on
critical thinking of nursing students, Nurse education today, 33(10),1219-23.
• Novak, J. D. & Cañas A. J. (2007). Theoretical origin of concept map, how to
construct them, and use in education, Reflecting education, 3(1), 29-42.
• Novak, J., & Cañas, A. J. (2008). The theory underlying concept maps and
how to construct and use them (Technical report IHMC CmapTools 2006-01
Rev 01-2008). Pensacola, FL: Institute for Human and Machine Cognition.
• Torre, D.M., Daley, B., Stark-schweitzer, T. (2007). A qualitative evaluation of
medical student learning with concept maps, Medical Teacher, 29(9),949-
55.

32. Thank you for
your attention