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Concept Maps

Concept Maps. Laura Buchanan, Christine Kuspa, Katie Weathers, Jacy Brasher, Garnet Jelley, and Rachelle Parr. Why do we need it?. The maps are a great tool for teachers because it makes the student look at the big picture instead of allowing the child to see each topic as its own entity.

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Concept Maps

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  1. Concept Maps Laura Buchanan, Christine Kuspa, Katie Weathers, Jacy Brasher, Garnet Jelley, and Rachelle Parr

  2. Why do we need it? • The maps are a great tool for teachers because it makes the student look at the big picture instead of allowing the child to see each topic as its own entity. • Good way of organizing thoughts. • Helps the teacher see the student’s thought process. • This is a visual learning strategy that will help enhance the students understanding of the connection between concepts.

  3. Description • Graphical representation of the relationship among terms. • Allows the student to take prior knowledge and relate it to what they are currently learning. • There are typically four different types of concept maps: tree, hub or spoke, circle, and linear.

  4. “How-to” • Determine a set of terms that correspond with the curriculum unit. • Review previous information and relate to new content. • Find a central theme related to the topic and when using a hub or spoke concept map, put the word in the center of the paper. • Discuss sub-topics which all connect to the center term. Each sub-topic may have additional information attached. • These maps can be used to retrieve information in the future or just as an organizer for facts.

  5. Implications for Practice • Pros vs. Cons • Applications across Subjects • Other Considerations

  6. Grandma Grandpa Grandma Grandpa Mom Dad Sister Me (Sister) Brother Sister Tree Concept Map

  7. Circle Concept Map

  8. Linear Concept Map

  9. Hub and Spoke

  10. References • Kinchin, Ian M. (2000). Concept mapping in biology. Journal of Biological Education, 34(2), 61-69. • Vanides, Jim, Yin, Yue, Tomita, Miki, & Ruiz-Primo, Maria Araceli (2005). Teaching strategies – using concept maps in the science classroom create an exciting learning environment and help monitor students' understanding with the use of concept maps. Ophthalmology clinics of North America, 18(2), 27-32. • Gallenstein, Nancy, L. (2005). Never too young for a concept map. Science and Children, 43(1), 44-51. • Newlin, Elizabeth, L. Concept maps for science. Encyclopedia of Educational Technology. Retrieved August 26, 2007, from http://coe.sdsu.edu/eet/articles/sciencemaps/index.htm.

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