Concept map, as defined by Novak and Gowin (1984), is “a schematic device for representing a set of concept meanings in a framework of propositions”. The structured diagram is used to organize and visualize the relationships between a key concept and facts related to it and can be systematically evaluated. Through the use of directional lines and linking text word phrases, concept maps are capable of summarizing complex ideas.
When assigning a concept map, students should have at least a novice level of knowledge around the concept. The more experienced students are with the concept, the more detailed the concept map can be.
The subject of the concept map. The key concept is usually located at the top or center of the concept map.
Lines used to show the direction of the relationship between concepts.
The word(s) used to explain the specific relationship between concepts.
- Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge University Press.
- Using concept maps to create meaningful learning in medical education (Daley, 2016)
- Twelve tips for teaching with concept maps in medical education (Torre, 2013)
- What’s in a word? Concept mapping: a graphical tool to reinforce learning of epidemiological concepts (Berglund, 2015)
- Electronic tools for creating concept maps: