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What is Concept Map

Chapter 7
Online Survey Design and Data Analytics: Emerging Research and Opportunities
A 2D diagram that shows interrelationships between words and concepts.
Published in Chapter:
Using Computational Text Analysis to Explore Open-Ended Survey Question Responses
Copyright: © 2019 |Pages: 33
DOI: 10.4018/978-1-5225-8563-3.ch007
Abstract
To capture a broader range of data than close-ended questions (often defined and delimited by the survey instrument designer), open-ended questions, such as text-based elicitations (and file-upload options for still imagery, audio, video, and other contents) are becoming more common because of the wide availability of computational text analysis, both within online survey tools and in external software applications. These computational text analysis tools—some online, some offline—make it easier to capture reproducible insights with qualitative data. This chapter explores some analytical capabilities, in matrix queries, theme extraction (topic modeling), sentiment analysis, cluster analysis (concept mapping), network text structures, qualitative cross-tabulation analysis, manual coding to automated coding, linguistic analysis, psychometrics, stylometry, network analysis, and others, as applied to open-ended questions from online surveys (and combined with human close reading).
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Chapter 12
A Systematic Review of Research on Collaborative Learning with Concept Maps
A diagram that facilitates organization, presentation, processing and acquisition of knowledge by showing relationships among concepts as node-link networks. Ideas in a concept map are represented as nodes and connected to other ideas/nodes through link labels.
Published in Chapter: A Systematic Review of Research on Collaborative Learning with Concept Maps; From: Handbook of Research on Collaborative Learning Using Concept Mapping
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Chapter 45
Mobile Technology-Enhanced Learning
A diagram that presents the relationships between concepts.
Published in Chapter: Mobile Technology-Enhanced Learning; From: Encyclopedia of Mobile Phone Behavior
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Chapter 9
Teaching Critical Thinking and Team Based Concept Mapping
A visual construct composed of encircled concepts (nodes) that are meaningfully inter-connected by descriptive concept links either directly, by branch-points (hierarchies), or indirectly by cross-links (comparisons). The construction of a concept map can serve as a tool for enhancing communication, either between an author and a student for a reading task, or between two or more students engaged in problem solving.
Published in Chapter: Teaching Critical Thinking and Team Based Concept Mapping; From: Handbook of Research on Collaborative Learning Using Concept Mapping
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Chapter 4
Eliciting Thinking Skills with Inquiry Maps in CLE
was developed by Joseph Novak around 1972, based on Ausubel’s theory that meaningful learning only takes place when new concepts are connected to what is already known. Concept maps are hierarchical trees, in which concepts are connected with labelled, graphical links, most general at the top. Novak and many others have reported empirical evidence of the effectiveness of this technique, with an international conference dedicated to the approach.
Published in Chapter: Eliciting Thinking Skills with Inquiry Maps in CLE; From: Handbook of Research on Collaborative Learning Using Concept Mapping
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Chapter 3
Using Technology to Promote Student Ownership of Retrieval Practice
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Chapter 7
Distance Collaboration with Shared Concept Maps
According to Novak & Cañas (2008) concept maps are graphical tools for organizing and representing knowledge characterized by: labelled nodes (closed shapes) to represent concepts, linking phrases and connecting lines as a way to make explicit the relationships between concepts and to form oriented propositions, i.e. meaningful statements with two or more concepts that are hierarchically ordered. The main use of a C-map in education is to provide a shareable document for teacher and students to negotiate meaning.
Published in Chapter: Distance Collaboration with Shared Concept Maps; From: Handbook of Research on Collaborative Learning Using Concept Mapping
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Chapter 3
Learning Design Based on Personal Paths and Learning Sequences for Activation, Development, and Closure in Teaching
A representation of a set of concepts that makes interrelationships among them evident, and that is useful as an interface to a model of a knowledge domain.
Published in Chapter: Learning Design Based on Personal Paths and Learning Sequences for Activation, Development, and Closure in Teaching; From: Design and Measurement Strategies for Meaningful Learning
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Chapter 10
Using Concept Maps to Enhance Students' Prior Knowledge in Complex Learning
Are graphical ways of working with ideas and presenting information. They reveal patterns and relationships and help students to clarify their thinking, and to process, organize and prioritize. The visual representation of information through word webs or diagrams enables learners to see how the ideas are connected and understand how to group or organize information effectively.
Published in Chapter: Using Concept Maps to Enhance Students' Prior Knowledge in Complex Learning; From: Handbook of Research on Human Performance and Instructional Technology
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Chapter 28
Analyzing Process Data from Technology-Rich Tasks
A diagram that relates concepts to one another by connecting related ideas with lines.
Published in Chapter: Analyzing Process Data from Technology-Rich Tasks; From: Handbook of Research on Technology Tools for Real-World Skill Development
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Chapter 5
Concept Maps as a Tool for Promoting Online Collaborative Learning in Virtual Teams with Pre-Service Teachers
A concept map is a diagram that depicts concepts and their hierarchical relationships.
Published in Chapter: Concept Maps as a Tool for Promoting Online Collaborative Learning in Virtual Teams with Pre-Service Teachers; From: Handbook of Research on Collaborative Learning Using Concept Mapping
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Chapter 37
A Web-Based Collaborative Learning System Using Concept Maps: Architecture and Evaluation
Is a directed graph that shows the relationship between the concepts. It is used to organize and structure knowledge.
Published in Chapter: A Web-Based Collaborative Learning System Using Concept Maps: Architecture and Evaluation; From: Handbook of Research on Natural Computing for Optimization Problems
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Chapter 9
Pedagogic Frailty and the Ecology of Teaching at University: A Case of Conceptual Exaptation
A graphic visualization of the connections between ideas in which concepts (drawn as nodes or boxes) are linked by explanatory phrases (on arrows) to form a network of propositions that depict the quality of the mapper’s understanding – as devised by Joseph Novak.
Published in Chapter: Pedagogic Frailty and the Ecology of Teaching at University: A Case of Conceptual Exaptation; From: Handbook of Research on Ecosystem-Based Theoretical Models of Learning and Communication
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Chapter 13
Exploring Semiotic Approaches to Analysing Multidimensional Concept Maps Using Methods that Value Collaboration
The term is used generically in this paper. It term is often associated with Novak. Novak’s style maps are hierarchical, although they also radiate from a central idea. Buzan ’mind maps’ are designed to radiate from concept placed at the centre of the map.
Published in Chapter: Exploring Semiotic Approaches to Analysing Multidimensional Concept Maps Using Methods that Value Collaboration; From: Handbook of Research on Collaborative Learning Using Concept Mapping
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Chapter 4
Studying Abroad to Inform Teaching in a Diverse Society: A Description of International Elementary Education Teaching Experiences at Ball State University
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Chapter 10
Adaptive Computer Assisted Assessment
One powerful knowledge presentation format, devised by Novak, to visualize conceptual knowledge as graphs in which the nodes represent the concepts, and the links between the nodes are the relationships between these concepts.
Published in Chapter: Adaptive Computer Assisted Assessment; From: Handbook of Research on Hybrid Learning Models: Advanced Tools, Technologies, and Applications
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Chapter 33
Concept Mapping as a Mediator of Constructivist Learning
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Chapter 93
A Support System for the Strategic Scenario Process
Concept maps are built of nodes connected by connectors, which have written descriptions called linking phrases instead of polarity of strength. Concept maps can be used to describe conceptual structures and relations in them and the concept maps suit also aggregation and preservation of knowledge (see Causal map, Cognitive map).
Published in Chapter: A Support System for the Strategic Scenario Process; From: Encyclopedia of Decision Making and Decision Support Technologies
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Chapter 19
Evidence-Centered Concept Map in Computer-Based Assessment of Critical Thinking
A graphical tool for representing knowledge structure in a form of a graph whose nodes represent concepts, while arcs between nodes correspond to interrelations between them.
Published in Chapter: Evidence-Centered Concept Map in Computer-Based Assessment of Critical Thinking; From: Handbook of Research on Technology Tools for Real-World Skill Development
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Chapter 62
Constructing Technology Integrated Activities that Engage Elementary Students in Learning
A tool that assists learners in the understanding of the relationships of the main idea and its attributes, also used in brainstorming and planning.
Published in Chapter: Constructing Technology Integrated Activities that Engage Elementary Students in Learning; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 206
Visualization as Communication with Graphic Representation
A graphical two-dimensional display of knowledge. Concepts, usually presented within boxes or circles, are connected by directed arcs that encode, as linking phrases, the relationships between the pairs of concepts.
Published in Chapter: Visualization as Communication with Graphic Representation; From: Encyclopedia of Information Science and Technology, Third Edition
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Chapter 25
Using Logic Models for Program Planning in K20 Education
A graphical depiction of relationships ideas, principals, and activities leading to one major theme.
Published in Chapter: Using Logic Models for Program Planning in K20 Education; From: Handbook of Research on Teaching and Learning in K-20 Education
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Chapter 443
Visualization as a Knowledge Transfer
A graphical two-dimensional display of knowledge. Concepts, usually presented within boxes or circles, are connected by directed arcs that encode, as linking phrases, the relationships between the pairs of concepts.
Published in Chapter: Visualization as a Knowledge Transfer; From: Encyclopedia of Information Science and Technology, Fourth Edition
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Chapter 1
Cognitive Learning with Electronic Media and Social Networking
A graphical two-dimensional display of knowledge that is comprised of concepts (usually represented within boxes or circles) connected by directed arcs encoding brief relationships (linking phrases) between the pairs of concepts (Cañas, A. J., Carff, R., Hill, G., Carvalho, M., Arguedas, M., Eskridge, T. C., Lott, J., & Carvajal, R., (2005).
Published in Chapter: Cognitive Learning with Electronic Media and Social Networking; From: Handbook of Research on Maximizing Cognitive Learning through Knowledge Visualization
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Chapter 54
New Roles of Digital Libraries
Concept maps are graphical knowledge representations that are composed to two components: (1) Nodes: represent the concepts, and (2) Links: connect concepts using a relationship.
Published in Chapter: New Roles of Digital Libraries; From: Handbook of Research on Digital Libraries: Design, Development, and Impact
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