Concept maps

If a concept map is regarded as a representation of knowledge and that a set of given concepts can be linked meaningfully but differently, it is surprising that how students make meaning from a given concept map has not been extensively studied. 

Alternatively, in order to better understand students mental model of particular content area(s), students can be presented with two concept maps which are constructed with the same concept labels and then probed for their interpretation and comparison of the two representations. This approach would help us to understand which organization of concepts students find easier to grapple with and the difficulties they face with respect to certain linkages of concepts. 

Nieoll, G., Franeiseo, J., Nakhleh, M. (2001). An investigation of the value of using concept maps in general ehemistry. Journal of Chemical Education, 78(S), 1111-1117. 

An alternative programme of instraction aimed at reinforcing the use of the triplet relationship when describing and explaining the seven types of chemical reactions was developed by the second anthor and incorporated into the prescribed scheme of work. In order to delineate the content of the alternative instructional prograrmne, the concept map in Fig. 7.1 (Chandrasegaran, 2004) was developed. The concept map encapsulates the characteristics of the seven chemical reactions and indicates... 

Fig. 7.1 Concept map for describing chemical reactions using multiple levels of representation...

Fig. 7.2 Concept map for describing the chemical reaction between iron powder and dilute hydrochloric acid...

Concept maps An informal but structured representation of related terms in the domain. The notation, which is similar to a mind map, is simply concepts or phrases with labeled directed tines between them indicating a relationship it can include rich pictures or storyboards of the domain. 

It is often helpful to start with an initial informal sketch of the main terms and concepts, drawn as a concept map. It serves as a concrete starting point for capturing the vocabulary used and the relationships between terms (see Figure 14.9). A concept map is simply a graph of labeled nodes and labeled (preferably directed) edges. We do not try to formalize the map or even worry much about distinguishing objects, types, actions, and associations. The concept map can serve as the starting point for the type model and collaborations. 

We can develop a concept map that describes the possible geometrical isomers as follows. 

Cross-links Unlike linear flow charts or outlines, concept maps may contain cross-links that allow the reader to visualize complex relationships between ideas represented in different parts of the map (Figure 1.13B), or between the map and other chapters in this book, or companion books in the series (Figure 1.13C). Cross-links can thus identify concepts that are central to more than one discipline, empowering students to be effective in clinical situations, and on the United States Medical Licensure Exam ination (USMLE) or other examinations, that bridge disciplinary boundaries. Students learn to visually perceive non-linear rela tionships between facts, in contrast to cross referencing within lin ear text. 

Key concept map for the enzymes. S = substrate, [S] = substrate concentration, P = product, E = enzyme, v0 = initial velocity, Vmax = maximal velocity, Kn, = Michaelis constant. 

Key concept map for heme metabolism. Note Porphyria cutanea tarda affects both the liver and erythropoietic cells. = Block in the pathway. 

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