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Using concept maps to solve problems, design processes, and codify organizational knowledge

November 7, 2019 by MindManager Blog

Concept maps are diagrams that illustrate relationships between different concepts and ideas. It is often used by designers, engineers, technical writers, and others to organize and structure knowledge.

Most types of concept maps use boxes to represent ideas and concepts. These are interconnected with lines and/or arrows and labeled with key phrases or words that explain the connections between related concepts. For instance, a ‘home’ might be related to a ‘bedroom’ with the phrase ‘contains a’ or ‘includes a’. So a viewer can understand that, in this example, a home contains bedrooms. Other example phrases include ‘contains’, ‘requires’, ‘owns’, ‘reports to’, etc.

One type of concept mapping focuses on solving an issue or a problem. The better you understand the problem or key question you are trying to answer, the easier it becomes to guide the development and focus of the concept map.

When to use Concept Maps?

Concept maps are widely used in education to codify and document knowledge. They have also been adopted in the business world as well. While you can create a concept map alone, it’s a powerful tool to work with a team to develop a shared understanding, solve problems with a variety of perspectives included in the process, and design products or processes. These diagrams can illustrate our worlds as we know it today as well as how we envision it in the future.

Here are common applications of concept maps in business:

• Aligning teams and individuals with a common framework and understanding of business requirements
• Identifying gaps or contradictions
• Illustrating complex relationships among ideas or within a process
• Building out an ontology
• Documenting (internal or external) current or proposed processes
• Highlighting dependencies within requirements
• Analyzing a market or process
• Making important decisions (and visualizing consequences or impacted concepts when changes are made)
• Mapping organizational or team knowledge
• Training employees and new team members
• Designing software (or other products)

How to create a Concept Map in MindManager?

Here is a quick guide on how to create a concept map within MindManager.

• There is a blank concept map template within MindManager which can serve as your starting point.
• Identify the key focus of your diagram. This can be answering a question or describing a specific concept, topic or process. This should be the originating topic within the diagram and connect to many of the underlying
• Identify and enter all the key concepts that relate to the main idea you identified.
• Select the lines linking concepts together and add keywords or phrases that clarify how the concepts are related.
• Repeat the steps above and revise the concept map as needed.

Key MindManager features to use with your Concept Maps

Concept maps will vary based on the problem you’re trying to solve or information and knowledge you are mapping. While they may look different and illustrate different concepts, here’s a list of key MindManager’s features that you can leverage to add even more context within the diagram, and capabilities to help you focus attention to identify remaining issues or discern potential solutions.

• Use color (fonts, topic fill color) to categorize different ideas.
• Adjust font characteristics to emphasize concepts (e.g. bold, larger fonts, different font types, etc.).
• Change topic shapes to highlight key or related concepts.
• Use topic images to add greater context and enhance the visualization.
• Add topic notes for more in-depth details related to a concept.
• Apply icons and tags to categorize concepts.
• Hyperlink or add attachments to link to more information related to a concept.
• Assign resources to any concepts to denote ‘ownership’ or ‘accountability’ for the part of a process that is being documented.
• View the diagram through multiple lenses. For instance, you are not confined to the layout of the spider diagram. Switch views to see the diagram as a Schedule or see all the concepts as they are categorized by icons or tags in the Icon and Tag views.
• Filter content to either show or hide topics that you have annotated with tags or icon markers. For instance, filter on all the concepts marked as Priority 1 or hide all priorities marked greater than 3.
• Finally, share your diagram by either publishing it to the web (and sharing a link) where anyone can open and view the spider diagram interactively in their browser or export the diagram into a variety of different formats (e.g.
• Microsoft Word, HTML5, Microsoft Project, etc.).

Start Concept Mapping with MindManager Today!

Want to try your hand at Concept Mapping with MindManager? Download a FREE, 30-day trial of MindManager today, and download the Concept Map template to get started.

About the Author: 

Michael Deutch is a brand ambassador for MindManager software. After 12 years of working on the MindManager portfolio as VP of Product and, previously, Director of Product and Marketing Solutions, Michael’s extensive product experience makes him an ideal ambassador.

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• Concept mapping

What is a concept map and how do you make one

Browse topics.

Concept maps are visual tools for organizing and representing knowledge and ideas in a graphical format. They consist of concepts (or nodes) with connected lines to illustrate their relationships and hierarchy. Concept maps are useful for organizing information, solving problems, and making decisions. They also help with information sharing and collaboration by allowing contributors to convey ideas in an easily understandable format. This format provides a deeper understanding of complex topics. This guide will discuss concept maps, their key features, and how to use one to benefit your team's decision-making process .

What is a concept map?

A concept map is a visual representation that illustrates the relationships between different concepts, ideas, or information. Concept maps typically portray ideas as boxes or circles, known as nodes, and organize them hierarchically with interconnected lines or arrows, known as arcs. These lines have annotated words and phrases that describe the relationships to help understand how concepts connect.

Concept map key features

While concept maps share similarities with other visual tools, they possess distinct features that set them apart. These characteristics contribute to their effectiveness in organizing information and visually representing relationships within a particular knowledge domain.  Below are the essential components of a concept map and how they work together.

Concepts are the fundamental thoughts, ideas, or topics within the concept map. They serve as the building blocks for organizing information. For example, if a concept map represents a business plan, it could include concepts such as marketing strategies, financial planning, supply chain management, and other key components of the business strategy.

Linking words or phrases

Linking words or phrases describe the relationship between connected concepts. They allow the viewer to understand the flow of information and how the nodes interconnect. Examples of linking words or phrases are “is a part of,” “leads to,” “requires,” “is dependent on,” etc.

Propositional structure

Propositions are statements that combine two or more concepts using linking words. Also known as semantic units or units of meaning, they form the basis for generating new knowledge within a specific domain. Visually depicting interconnected propositions contributes to a greater understanding of the subject matter. In a business plan example, a propositional structure to connect two concepts could look like “marketing strategies increase brand awareness.”

Hierarchical structure

The hierarchical structure positions the most general and inclusive concepts at the top and arranges more specific concepts underneath.

Reading the concept map from top to bottom provides an understanding of concepts from broader categories to more detailed and specific ones.

In a business plan example, the overall business strategy would be at the top level, followed by sub-levels such as marketing strategy, finance, and human resources.

Parking lot

The parking lot is an area for unrelated ideas. It’s a ranked list, starting with the most general concepts and moving to the most specific. It serves as a holding space for ideas until you can determine their appropriate places in the concept map.

Cross-links

Cross-links represent connections between concepts in distinct areas of the map. They enable the visualization of relationships between ideas from diverse domains.

For example, in a concept map for a business plan, you may cross-link market research (part of marketing strategy) and financial forecasting (under financial planning), as insights gained from market research can inform your forecasting and budgeting decisions.

Types of concept maps

The implementation and arrangement of concept maps can vary. Here are four primary types of concept maps:

• Spider maps : Also known as spider diagrams, these concept maps resemble a spider web. The central concept is in the center, and the related topics branch out. This type is most effective when delving into different aspects of a central concept.
• Flowcharts : A flowchart is a visual depiction of a process or workflow. Its linear structure guides readers through the information step-by-step. (See also: how to make a flowchart ).
• System maps : Rather than connecting all ideas to a central concept, a system map concentrates on the relationships between ideas without a clearly defined hierarchical structure.
• Hierarchy maps : Hierarchy maps illustrate rank or position. The primary idea or the concept with the highest rank sits at the top while lower-ranking ideas flow underneath in a structured manner.

How to make a concept map

To create a concept map, follow these steps:

• Identify your primary topic. Ensure that your topic is broad enough to allow for subtopics. You should position this central concept at the top or center of your map, forming the basis of the hierarchical structure.
• Identify the essential concepts relating to the central topic. Place these concepts in the parking lot—a temporary space to store ideas—and arrange them from most broad to most specific.
• Move the key concepts from the parking lot to the concept map, prioritizing the broadest ideas that directly relate to the main topic. Establish the connections between concepts with linking words.
• Double-check the map for accuracy, ensuring the relationships are clear and linking words are coherent. Use cross-links to connect concepts across different sections of the map.
• Expand and revise the map as you generate more ideas.

How to use a concept map

Concept maps have practical applications and offer various benefits in different industries. They help visualize the relationships between various concepts, providing a deeper understanding of complex subjects.  Concept maps help individuals retain and understand concepts and their relationships by organizing and illustrating connections between ideas. While concept maps are popular in academia, their adaptability makes them a valuable tool in many fields. Using a concept map:

• Enhances understanding of complex topics
• Organizes information
• Facilitates critical thinking
• Improves team collaboration and communication
• Provides flexibility for generating new ideas and evolving existing ones

Content map examples

Businesses can use concept maps in various ways to enhance communication, decision-making , and knowledge sharing . Here are some ways businesses can apply concept maps:

• Product development : Teams can use concept maps to organize and visualize ideas, features, and requirements in a brainstorming session .
• Project management : By organizing tasks, mapping dependencies, and displaying the project timeline , teams can better visualize the project life cycle .
• Sales funnel : Sales teams can use a concept map to visualize and optimize the sales funnel, mapping the customer journey from lead generation to conversion.

Use Confluence whiteboards for concept mapping

Concept maps are versatile and valuable tools that contribute to enhanced understanding, effective communication, and collaborative problem-solving.

For collaborative concept mapping, use Confluence whiteboards . Confluence whiteboards are an essential tool for any collaborative culture , enabling teams to create and work together freely on an infinite canvas. They bring flexibility to projects, supporting teams as they move from idea to execution.

Confluence whiteboards bridge the gap between where teams think and where teams do. Brainstorming with Confluence whiteboards helps teams organize their work visually and turn ideas into reality, all within a single source of truth.

Try Confluence whiteboards

Content mapping: Frequently asked questions

What is the difference between mind mapping and concept mapping.

While mind mapping and concept mapping are visual techniques for organizing and representing information, they have a few key differences. Mind maps organize thoughts for brainstorming and problem-solving, while concept maps organize thoughts to emphasize the connections between ideas. A mind map tends to be more free-flowing and lacks a hierarchy, while a concept map has a structured layout that represents relationships and hierarchy.

What is the best tool for concept mapping?

The best concept mapping tool depends on your collaboration requirements and ease of use. To bring your work together in a single source of truth, easily provide access to all contributors, and turn your ideas into reality, try Confluence whiteboards.

Can I collaborate on a concept map?

Yes, collaboration is possible on a concept map. A concept map is a productive tool for gathering insights from multiple contributors, especially when using a dedicated platform that supports collaborative editing such as Confluence whiteboards.

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Concept Maps

What are concept maps.

Concept maps are visual representations of information that show the relationship between ideas or concepts. They are suitable for organizing and representing knowledge in an easy-to-understand manner using shapes and lines to represent relationships visually. 

© Interaction Design Foundation, CC BY-SA 4.0

Benefits of Concept Maps

A concept map helps you see how different ideas fit together, making complex information easier to understand. It's like laying concepts before you to see how they connect.

Enhanced understanding: Concept maps make abstract ideas concrete for quick and enhanced comprehension. 

Efficient learning and recall: Concept maps help you memorize information better and make recall during exams or meetings easier.

Creativity boost: The visual layout reveals the gaps and links between concepts to foster creative thinking. 

Improved problem-solving: Identifying connections between elements helps you tackle issues in a structured way.

Effective communication: Sharing concept maps makes complex topics easy for a team or audience to discuss and understand.

Key Components of Concept Maps

A concept map has three main components: nodes, links, and hierarchies.

Nodes : These are the fundamental building blocks of concept maps, represented as boxes or circles containing a concept or idea. Every node represents a distinct part of the knowledge domain under consideration.

Links : These lines connect the nodes, representing the relationships between different concepts. Each link is usually labeled with a verb or phrase describing the nature of the connection between the nodes it connects.

Hierarchies : Most concept maps have a top-down approach. They start with the most general concepts at the top of the map and branch out to more specific concepts as you move downward. This hierarchical arrangement allows for an overview at a glance and helps organize complex information effectively

Role of Concept Maps in Knowledge Representation and Cognitive Mapping

Knowledge representation converts complex concepts, facts, and information into a structured, easily understandable format. Concept maps visually represent knowledge in an organized way to help with comprehension and knowledge retention.

Cognitive mapping is the mental process that helps us acquire, code, store, recall, and decode information about our environment's relative attributes. It's how we form and recall mental "maps" of our world.

Concept maps bring knowledge representation and the cognitive mapping process together. They visually structure knowledge and thereby mirror how our brains naturally work. Our minds tend to create "maps" or networks of related information; concept maps essentially externalize this process. In doing so, they help us understand and absorb complex information more effectively.

Benefits and Applications of Concept Maps

Concept maps are remarkably versatile tools with applications in various domains, including design , education, business, and research. Let's explore some of the key benefits and applications of concept maps.

Benefits of Concept Maps Across Different Domains

Education : Concept maps are instrumental in fostering deep learning among students. They encourage learners to connect new information with existing knowledge, promoting better comprehension and retention. Teachers can also use concept maps to assess students' understanding of a topic and identify gaps in knowledge.

Business : In the corporate world, concept maps are frequently used for strategic planning, project management, and knowledge management. They facilitate communication of complex ideas, promote collaboration, and help identify potential risks or opportunities.

Research : Concept maps are invaluable in organizing and visualizing the complexities of research. Researchers can use them to map out theories, hypotheses, and experimental designs to see connections or gaps in their work.

Real-World Example of Concept Maps

Concept maps have been effectively used in diverse contexts. Here’s an example: 

In his book, “ Learning, Creating, and Using Knowledge ,” Joseph D. Novak shares how a high school in Costa Rica started using concept maps in all classes to teach and test students. Because of this, in just four years, the percentage of students passing the national high school graduation exam went up from 65% to a perfect 100%.

© Learning, Creating, and Using Knowledge, Fair Use

Applications of Concept Maps in Problem-Solving, Decision-Making, and Creativity Enhancement

Concept maps offer an effective way to understand and navigate the processes of problem-solving, decision-making, and creativity enhancement. This is thanks to their inherent flexibility and visual appeal.

Potential applications of concept maps in problem-solving:

Visualize the problem : Concept maps can help break down complex problems into smaller, manageable parts. They allow a clear understanding of the issue at hand.

Identify relationships : They enable users to identify relationships and connections between different aspects of the problem that they may have overlooked otherwise.

Highlight knowledge gaps : Concept maps can expose areas that need more information or exploration to guide the design thinking process in the right direction.

Watch this video to learn more about design thinking and its five phases.

Hasso-Platner Institute Panorama

Ludwig Wilhelm Wall, CC BY-SA 3.0 , via Wikimedia Commons

• Transcript loading…

Potential applications of concept maps in decision-making:

Compare options : Concept maps enable visual comparison and contrast of different options. They make the decision-making process more transparent and logical.

Analyze risks and benefits : Concept maps can highlight each option's potential risks and benefits. 

Understand consequences : Concept maps can help visualize each decision's potential outcomes, promoting forward-thinking and strategic decision-making.

Potential applications of concept maps in creativity enhancement:

Promote divergent thinking : Concept maps encourage visual thinking and stimulate creativity.

Act as a brainstorming tool : You can use concept maps to be the focus of brainstorming sessions. 

Nurture innovation : They can serve as a platform for integrating existing knowledge with innovative solutions and ideas.

How to Create Effective Concept Maps

Creating an effective concept map isn't difficult, but it does require some strategic thinking and a touch of creativity. 

Here's how they work:

You start with a central concept. This could be anything you're thinking about. It may be a topic you're studying, a project you're planning, or even a big question you're trying to answer.

You then identify the major related ideas or subtopics that connect to this main concept. You draw lines from the central idea to these related ideas.

You might have more specific ideas or details for each subtopic. You draw more lines to show these connections.

You can write words or phrases on each line explaining how the ideas connect.

Here's a step-by-step guide to creating well-structured and visually appealing concept maps to give you a better idea.

Steps to Create Concept Maps

Step 1: Define Your Focus Question

Start by defining your focus question, whether it's a business problem, a research question, or a social issue. It's important to narrow it down to a core concept. This ensures that your map remains organized and easy to understand.

Step 2: Identify Related Concepts

Brainstorm and list all the concepts or ideas related to your focus questions. Having this 'parking lot' of ideas ready before you begin designing your map is beneficial. It saves you time and potential restructuring later on.

Step 3: Choose Your Concept Mapping Tool

You have two main options when it comes to creating your concept map: traditional tools (pen and paper cards, sticky notes, whiteboard) or a digital concept mapping application. Digital diagramming tools like Visme , LucidChart , Miro , and Mural offer advantages like easy collaboration, limitless space for complex maps, and the ability to customize templates and animations.

Step 4: Draw Your Central Concept

Whether you're drawing your concept map by hand or using a digital tool, always begin with your key concept at the top or center of your map. This allows for a clear hierarchical structure.

Step 5: Establish Connections Between Concepts

Now, it's time to connect your ideas. Begin with broader concepts, gradually moving to more specific ones. You can use arrows to indicate the direction of relationships between concepts to make it easier for viewers to understand the map's propositions.

Step 6: Define the Relationships

This step involves adding text to your lines or arrows to define the concepts' relationships clearly. Keep this text brief and straightforward to maintain a clean and clutter-free visualization.

Step 7: Review and Refine Your Concept Map

Now that your concept map has taken shape, review it carefully. Look for potential improvements, redundancies, or missed ideas. Feel free to rearrange nodes or add more cross-links if needed.

Step 8: Customize Your Concept Map Design

All that’s left is to save your work in a form that’s easily accessible for future reference. Take pictures if you’re working offline, and name and organize your files properly. Remember to add the date and any context that someone outside your group might need to understand the map fully.

If you plan to share or present your concept map to business stakeholders, you must polish it up. This can be as simple as adding a bold header or tweaking the colors and fonts to match your brand's visual identity. Businesses can consider adding their company logo to increase brand awareness. This can be particularly helpful if they want to share the concept map on social media or embed it on their website.

Step 9: Iterate

Concept maps are a valuable tool for organizing thoughts and explaining complex ideas. However, things may change depending on the subject of your concept map. Creating a concept map is an iterative process of understanding. It may require adjustments and revisions based on new research and insights. 

Best Practices for Concept Mapping

Following the step-by-step guide above will enable you to construct a competent concept map for almost any situation. However, if you want to make your concept map truly exceptional, consider these tips and best practices:

1. Focus on One Idea

While having multiple key concepts in your concept map is possible, it's advisable not to use them. Your key concept originates from your focal question. It is the starting point from which all other ideas branch out in your hierarchical concept map. 

Incorporating more than one key concept could lead to an overly complex and confusing diagram for your audience. Stick to one key concept and create separate concept maps for each if you have multiple key concepts.

2. Cluster Similar Concepts

If your general concepts branch out into too many specific ones, consider grouping related ideas under a sub-concept. 

For instance, you can construct a concept map about "healthy living." You could have two main groups: "physical health" and "mental health." Within these, you could further categorize. 

For physical health, you might have sub-groups like "exercise" and "diet." 

For mental health, "stress management" and "emotional well-being" could be sub-groups. 

Grouping similar ideas will make your concept map neater, less cluttered, and more digestible for readers.

3. Use Color-Coding

Colors can help differentiate the different domains in your concept map. This not only enhances readability but also aids in retaining information for longer periods by associating each domain with a distinct color. Be sure to use colors in a meaningful way rather than using them just for their sake.

For example, you can color-code renewable energy sources in various green shades while using red for non-renewable sources. Use these colors consistently to prevent confusion. But be sure to provide ways of identifying key components since color alone can cause accessibility and display problems. (Red on one screen could be magenta on another, plus red-green color blindness is fairly common.)

4. Incorporate Images and Icons

Consider enhancing the text with images or icons to make your concept map more engaging. 

For instance, you can use outline icons to represent the concepts of "coffee beans" and "hot water." This method promotes faster learning and better recall, as the brain can form stronger associations with icons and words than with plain text.

5. Use Linking Words

We find linking words on the lines that connect different objects in a concept map. When you add linking words or phrases to clarify the relationships between different concepts, make sure they are logical. This will allow readers to form meaningful sentences from the linking words and the two concepts. 

In some cases, you may not need to use any words. You can use symbols like + or - to indicate the addition or subtraction of ideas.

6. Make It Interactive

If you plan to share your concept map online, consider making it interactive to engage readers. 

For instance, you can allow users to collapse and expand notes. You might also include links to your concept maps, leading readers to external web pages for detailed information. 

Additionally, consider inserting additional resources and further reading at the bottom of your concept map or linking to various online sources used to gather information for your diagram.

5 Tips For Enhancing Readability And Clarity In Concept Maps

Creating a concept map is only the first step; ensuring it is easy to understand and digest is another crucial step to pay attention to. Clear concept maps with high readability will ensure effective communication. Here are some key points to consider:

1. Clear hierarchy

Organize your ideas in a clear and logical visual hierarchy. Your key concept should be the primary focus, with other ideas branching out according to their importance and relevance.

Here’s an example of how you can implement hierarchy in UX design that you can apply to your concept maps to make them easier to use.

2. Appropriate spacing

Ensure adequate space between your ideas to avoid overcrowding. This will help readers distinguish between concepts and avoid confusion.

3. Consistent layout

Consistency in your layout, such as using shapes, colors, and fonts, will enhance readability. Make sure that similar concepts are visually unified.

4. Use of colors

Use different colors to distinguish between various levels or types of concepts. Striking a balance will bring about improved clarity.

5. Legible fonts

Ensure your fonts are easy to read. Avoid overly stylized fonts or small text sizes, which can detract from the readability of your concept map.

Integrating into Workflows and Learning Environments

1. daily planning.

Use concept maps as a planning tool. Start with your main goal for the day in the center and branch out with tasks and subtasks.

2. Meeting summaries

After a meeting, create a concept map to summarize key points discussed, decisions made, and action items.

3. Learning and study

For students, concept maps can be invaluable in summarizing chapters, understanding complex topics, or revising for exams. They can turn dense textual information into a visual snapshot, making it easier to recall.

4. Project management

Concept maps can provide a visual overview of a project, showcasing the different phases, tasks, responsibilities, and timelines.

5. Collaborative brainstorming

In team environments, digital concept mapping tools allow real-time collaboration. This way, team members can contribute simultaneously, creating a comprehensive map with diverse perspectives.

6. Integration with digital tools

Ensure that your concept mapping tool integrates with other platforms you use, be it task management systems, cloud storage, or note-taking apps. This seamless integration ensures you can easily share and make the maps accessible.

Tools and Software for Concept Mapping

When it comes to translating your ideas, plans, or projects into a visual format, concept mapping tools and software offer a range of solutions. With the surge in remote work and online collaboration, these tools have become essential for organizations and individuals. Let's take a closer look at some of the top contenders in this space, including factors like key features, presentation mode, and collaboration features. 

© Clickup, Fair Use

ClickUp is an all-in-one productivity platform with several views to visualize ideas and tasks. It offers some powerful collaboration tools, such as mind maps and whiteboards, to help keep cross-functional teams updated, whether they are working in real-time or asynchronously.

Features and functionalities of ClickUp include:

Over 1,000 integrations with other work tools

Detailed online help center, webinars, and support

A template library that expedites the creation process

Reporting and dashboards for an instant overview of your work

Multiple views for various project styles

50+ task automation to streamline workflows

Unique features of ClickUp:

Real-time collaboration with Docs

Customizable task statuses for project needs

Multiple assignees for tasks for transparency

Limitations:

The sheer number of features can make it challenging for new users

Not all views are available in the mobile app

© Xmind, Fair Use

XMind is a concept mapping software that offers various map types and is compatible with Windows and Mac OS.

Features and functionalities of Xmind include:

Support for various formats, including PNG, PDF, SVG, and more

Map Shot to adjust the format for displaying and viewing

Tree Table for presenting topics with nested rectangles

Unique feature of Xmind:

Smart Color Theme for a consistent look and feel

It lacks project or task management features

©  GitMind, Fair Use

GitMind is an easy-to-use concept map maker software that offers advanced features like outlining, shape customization, shared editing, and exporting.

Features and functionalities of GitMind include:

Format painter to copy all formats of a first node to the second node

A global search to find concept maps or mind maps by keywords

Relationships to connect two nodes on a concept map

Unique feature of GitMind:

Concept map generator with an outline mode

Not equipped with project management tools

Limited scalability for larger teams

©  Canva, Fair Use

Canva is an online graphic design software that allows anyone to create stunning visuals and designs, including concept maps.

Features and functionalities of Canva include:

Image enhancer to correct photos

Online video recorder to help explain complex concepts

Grid designs for photos and other design elements

Unique feature of Canva:

Dynamic messaging through text animations

Multiple file downloads are automatically compressed into a zip file

5. TheBrain

© TheBrain, Fair Use

TheBrain is a concept map maker package that helps users organize their thoughts and ideas in an interactive mind map format.

Features and functionalities of TheBrain include:

Desktop, mobile, and browser platform support

Connected topics to find related information

Document tags with priority indicators

Unique feature of TheBrain:

Events and reminder attachments

Not scalable to build powerful concept map templates

Lacks collaboration tools for teams

Consider your specific needs and each software program's unique features when choosing a concept mapping tool. Whether you have a small team or one with hundreds, there's a tool that can help you visualize information and connect ideas effectively.

Collaborative Concept Mapping

Collaborative concept mapping harnesses the collective intellect of a group, enabling participants to construct a shared understanding of a topic. Let's explore its benefits:

Benefits of collaborative concept mapping

1. fostering teamwork.

Working together on a concept map requires mutual respect, understanding, and communication among team members. This process helps build trust and reinforces the spirit of collaboration.

2. Sharing Knowledge

Each participant brings a unique perspective and information. Integrating these diverse viewpoints into one map generates a richer, more comprehensive understanding of the topic.

3. Combating Cognitive Biases

When multiple individuals collaborate, it's easier to challenge and rectify individual cognitive biases , which leads to a more objective and balanced representation of information.

4. Enhancing Retention

The act of discussing, debating, and then representing ideas in a visual format can significantly improve memory retention.

Techniques and Tools for Collaborative Concept Mapping

You can employ certain tools and techniques to enhance collaboration in concept mapping:

1. Brainstorming Sessions

Before beginning the mapping process, have a brainstorming session. This allows all team members to voice their perspectives, ensuring inclusivity.

2. Real-time editing

Tools like Google Docs , ClickUp , and GitMind allow multiple users to edit concept maps in real time, ensuring that changes are immediately visible to all participants.

3. Feedback loops

Encourage team members to critique and review the map at various stages. Iterative feedback ensures the final product is well-rounded and comprehensive.

4. Use templates

Starting with a template can expedite the mapping process. Many digital tools offer customizable templates tailored for different purposes.

5. Integration with other tools

Some advanced mapping tools integrate with task management and communication platforms. This facilitates seamless sharing and discussion of the map content.

Example of Successful Collaborative Concept Mapping Project

Below, you will have the chance to take a peek into a fascinating study involving the real-life application and benefits of Concept Mapping. We’ve summarized it below in easy-to-grasp terms, just for you.

Study : Improving Medical Student Learning with Concept Maps

Background and purpose.

This study aimed to see if concept maps could help medical students in India learn better. 

The study involved two groups of third-year medical students. The team conducted the study in two parts. In the first part, students took a test to see how much they knew about a topic. Then, they were taught about tuberculosis using a concept map. After this, another test took place. In the second part of the study, the students were asked how they felt about using the concept map. The team compared the scores from the two tests using a statistical method called the Wilcoxon test.

The scores on the test after using the concept map were higher than before (an average score of 10 compared to 4, which is statistically significant at P < .0001). More than half of the students got a perfect score on the test after using the concept map, while none of them did on the first test. When asked about using the concept map, 82.09% of students liked it.

The study found that concept maps are a helpful tool for teaching and learning for medical students. They can be used to help students understand complex topics more easily. More use of concept maps could help improve student learning.

© National Center for Biotechnology Information, Fair Use

Advanced Concepts in Concept Mapping

Concept mapping has evolved considerably since its inception. Academic research, technological advancements, and the increasing complexity of subjects are at the forefront of this evolution.

As we look deeper into the emerging sophisticated techniques, we find innovations such as concept linking, concept evolution, and the development of ontologies. Additionally, the future of concept mapping holds exciting prospects as emerging trends reshape the process of creating concept maps.

Advanced Techniques and Concepts

1. concept linking.

Concept linking is a way to connect related pieces of information by finding shared ideas within them. It's like seeing which things often appear together in a document. A concept is the main idea or thing that's important in that situation.

2. Concept Evolution

Advanced mapping tools now offer the capability to track the evolution of a concept over time. This dynamic visualization can show how an idea has changed, grown, or diminished. It is useful for projects spanning long durations or evolving subjects, like technology trends or scientific theories.

3. Ontologies

An ontology captures knowledge about entities and their relationships in a specific domain, while concept maps are visual tools. Both help in understanding complex topics. Ontology sets the groundwork, and concept maps visualize it.

Emerging Trends and Future Directions

1. Integration with Artificial Intelligence

As AI continues to progress, there's potential for it to analyze large volumes of data and automatically generate concept maps, uncovering relationships that the human eye might miss. Additionally, AI can offer real-time suggestions to enhance the quality and comprehensiveness of concept maps.

2. Augmented Reality (AR) and Virtual Reality (VR) in Concept Mapping

Imagine wearing VR glasses and walking through a 3D concept map, exploring ideas like physical objects in a room. AR and VR offer opportunities to make concept mapping a more immersive experience, thereby enhancing comprehension and retention.

3. Collaborative Real-time Mapping

With the rise of remote work and global teams, tools that allow multiple users to build and edit concept maps in real-time collaboratively will become even more critical. These platforms will enhance global teamwork and ensure you account for diverse perspectives.

4. Adaptive Concept Mapping

Future concept mapping tools may be able to adapt to individual users’ needs with user data and feedback. For example, if a user often struggles with a specific topic, the tool might offer more detailed nodes and links in that area.

5. Integration with Other Digital Tools

As our digital ecosystems become more interconnected, concept mapping tools that seamlessly integrate with other platforms—be it task management systems, learning platforms, or communication tools—will become invaluable. These could be task management systems, learning platforms, or communication tools.

6. Personalized Learning Paths

Advanced concept maps could guide learners through personalized paths based on their prior knowledge and learning pace in educational settings. Such maps would dynamically evolve, presenting new information when the learner is ready.

7. Semantic Analysis

Future concept maps may analyze the semantic relationships between concepts, offering more profound insights into the meaning and context of ideas. This could be particularly useful in linguistics, literature, and the social sciences.

As technology advances and our understanding of cognition and learning deepens, concept mapping will undoubtedly remain at the forefront of knowledge visualization and management. The future holds exciting possibilities as new techniques and tools emerge to make concept maps more dynamic, insightful, and valuable.

Tips for Effective Concept Map Usage

Like all tools, the effectiveness of concept maps hinges on how well they're used. Here are some strategies to maximize their potential, address common challenges, and seamlessly integrate them into various workflows and learning environments.

Practical Tips and Strategies

Start with a central idea : Always begin your map with a central concept or idea. This serves as the foundation for your map and ensures you stay focused on the topic.

Use hierarchies : Position the most general concepts at the top or center of the map and branch out to specific concepts. This provides a clear, top-down view of the information.

Limit node text : Keep the text within each node concise. If you need to add more detail, consider using keywords or phrases rather than complete sentences.

Differentiate links : Use different colors, line types, or arrows to represent different relationships between concepts.

Revise and update : Knowledge and understanding and your map evolve. Regularly update it to reflect new insights or information.

Common Challenges and Solutions

Challenge 1 : Overwhelming Complexity: A common challenge is cramming too much information into a single map and cluttering it.

Solution: Break down complex topics into multiple, interconnected maps. Each map can focus on a particular sub-topic or aspect.

Challenge 2 : Lack of Clarity: The relationships between nodes can sometimes be ambiguous.

Solution: Use linking phrases or words on the connecting lines to specify the nature of the relationship.

Challenge 3 : Getting Started: Starting the map can be intimidating for some.

Solution: Begin with a brainstorming session and jot down all the ideas or concepts related to the topic without worrying about organization. Once you have a list, start identifying connections and building your map.

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Literature on Concept Maps

Here’s the entire UX literature on Concept Maps by the Interaction Design Foundation, collated in one place:

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So… what is a proven and pain-free way to well-executed accessibility? If you’ve ever tried to optimize your site or app for accessibility, you’ll know it can be a complex and intimidating task… and it can therefore be very tempting to leave it until last or, worse still, avoid it altogether. By understanding that accessibility is about more than just optimizing your code, you’ll find you can build it into your design process. This will ensure you are taking a disability advocacy approach, and keeping the focus on your users throughout the development process .

This course will help you achieve exactly that— from handling images to getting the most out of ARIA markup, you ’ll learn how to approach accessibility from all angles. You’ll gain practical, hands-on skills that’ll enable you to assess and optimize for common accessibility issues , as well as show you how to place an emphasis on the quality of the user experience by avoiding classic mistakes. What ’ s more, you’ll also come away with the knowledge to conduct effective accessibility testing through working with users with disabilities.

The course includes interviews with an accessibility specialist and blind user, as well as multiple real-world examples of websites and apps where you can demonstrate your skills through analysis and accessibility tests. Not only will this give you a more practical view of accessibility, but you’ll also be able to optimize your websites and mobile apps in an expert manner—avoiding key mistakes that are commonly made when designing for accessibility.

You will be taught by Frank Spillers, CEO of the award-winning UX firm Experience Dynamics, and will be able to leverage his experience from two decades of working with accessibility. Given that, you will be able to learn from, and avoid, the mistakes he’s come across, and apply the best practices he’s developed over time in order to truly make your accessibility efforts shine. Upon completing the course, you will have the skills required to adhere to accessibility guidelines while growing your awareness of accessibility, and ensuring your organization’s maturity grows alongside your own.

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Concept Mapping

Concept maps are a powerful tool for identifying relationships among ideas you learn in class. Understanding these relationships and depicting them visually can help you learn course material at a much deeper level and retain it better, too.

Concept maps are highly personalized and provide an opportunity to organize course material in a way that makes most sense to you .

The main point is to end up with a diagram of all of the important ideas from your class, with terms you add that describe how the ideas are connected to each other.  (Some students find that adding these “linking terms” is one of the most challenging part of making a concept map- actively deciding how the ideas are related is key to the effectiveness of concept maps, so don’t skip the linking terms.)

Concept maps can be helpful learning tools in just about any class: STEM, humanities, social sciences, languages, even the arts!

There are many ways to make concept maps, find an approach that works for you.

Here’s the general idea:

1. Start by brainstorming the main big-picture ideas you want to study.

• This is not a list where the order matters, it’s just a brain-dump list.
• Look through chapter headings, lecture notes, and other class material to make sure you haven’t forgotten anything major.
• You can make your list digitally, with pencil and paper, on note cards, or even on small scraps of paper.

2. Choose an idea from your brain-dump list. It can be an idea that:

• you think is important (the title of the chapter or lecture, for example),
• was covered in class most recently,
• you feel most confident about,
• or even just a random one.

3. Put that idea down on paper or on a whiteboard or chalkboard, sort of in the middle. People usually like to but a box or circle around each term—it helps the terms stand out, and it’s oddly satisfying.

4. Now, go through your list of terms.

• What other terms are connected in some way to the one you just used?
• The relationship could be a hierarchy, a timeline, small things going to large things, or something else.
• You might not know what relationship you’re going to identify until you look at your list of terms!
• If you’re feeling stuck this is a great time to work with peers or go to office hours .
• You might identify different relationships than people you’re studying with, that’s ok. It can be useful to try to understand why your study partners are thinking differently than you. You don’t necessarily need to agree, but do check to make sure you’re not operating with misconceptions or misunderstandings of the material.

5. Come up with “linking terms” that explain how you see the ideas being related to each other.

• Linking terms are important for seeing relationships and connections.
• If you can’t come up with a linking term for an idea, try moving the idea around to different spots until you can.

6. Arrange and re-arrange all of the ideas you identified on your brain-dump list until the way you have them organized makes sense to you.

• You may find you want to hold off using some ideas for a different concept map, and/or you may find you want to add some you hadn’t thought of initially.

7. When you are studying for exams it can be effective (and for some people also super fun) to geek out and make giant concept maps that put together smaller concept maps you’ve made throughout the semester.

©Cornell University Learning Strategies Center

References: Holschuh, J. and Nist, S. (2000).  Active learning: Strategies for college success.  Massachusetts: Allyn & Bacon.

Javonillo, R., & Martin-Dunlop, C. (2019). Linking Phrases for Concept Mapping in Introductory College Biology. Bioscene: Journal of College Biology Teaching , 45 (3), 34–38.

Would you like to learn more?

• Use of Concept Mapping to Improve Problem Solving
• Concept Mapping: An Effective, Active Teaching-Learning Method
• The Effect of Concept Mapping to Enhance Text Comprehension and Summarization
• The Effect of Concept Mapping on Students’ Learning Achievements and Interests
• Linking Phrases for Concept Mapping in Introductory College Biology

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Creating Concept Maps: A Step-by-Step Guide

Concept maps are powerful visual tools that help individuals and teams capture, organize, and communicate complex ideas. They provide a structured framework for representing relationships between concepts, making it easier to understand and analyze information.

In this guide, we will explore the definition of concept maps, their importance in capturing ideas, and how they can be effectively used in corporate settings.

Definition A concept map is a graphical representation of concepts, ideas, and their relationships. It consists of nodes (representing concepts) connected by labeled arrows (representing relationships). Concept maps visually depict the hierarchical structure and connections between various elements, enabling a comprehensive understanding of complex topics.

Capturing Complex Ideas with Your Team and Key Stakeholders Concept maps are invaluable tools for capturing and organizing ideas during collaborative sessions with your team and key stakeholders. They facilitate effective communication and ensure that everyone’s thoughts and perspectives are captured and considered. By visually representing complex ideas, concept maps help in identifying knowledge gaps, exploring new possibilities, and fostering creativity.

Importance of Concept Maps

• Capture Everyone’s Ideas : Concept maps provide a platform for all team members and stakeholders to contribute their thoughts and ideas, ensuring that no valuable insights are overlooked.
• Bring Everyone Together : Concept maps encourage collaboration and foster a shared understanding among team members, promoting effective teamwork and alignment.
• Gather Deep Insights : By visually representing the relationships between concepts, concept maps enable deeper analysis and insights into complex topics, leading to better decision-making and problem-solving.

Why Companies are Interested in Concept Maps Companies are increasingly recognizing the value of concept maps in various aspects of their operations. Here are ten reasons why companies are interested in concept maps:

• Enhanced Knowledge Management : Concept maps help in organizing and structuring knowledge, making it easier to access and share within the organization.
• Improved Communication : Concept maps facilitate clear and concise communication, ensuring that ideas are effectively conveyed to all stakeholders.
• Enhanced Creativity and Innovation : Concept maps encourage out-of-the-box thinking and foster innovation by providing a visual representation of ideas and their relationships.
• Efficient Decision-Making : Concept maps enable a comprehensive understanding of complex issues, leading to more informed and efficient decision-making processes.
• Effective Training and Onboarding : Concept maps can be used to design training materials and facilitate the onboarding process, ensuring that new employees grasp complex concepts quickly.
• Streamlined Project Management : Concept maps help in planning and organizing projects, ensuring that all tasks and dependencies are clearly defined and understood.
• Improved Problem-Solving : Concept maps provide a structured approach to problem-solving, enabling teams to identify root causes and develop effective solutions.
• Enhanced Collaboration : Concept maps foster collaboration and teamwork by providing a shared visual representation of ideas, promoting a collective understanding.
• Efficient Knowledge Transfer : Concept maps facilitate the transfer of knowledge from experts to novices, ensuring that critical information is effectively communicated.
• Facilitate Strategic Planning : Concept maps can be used to develop strategic plans, aligning organizational goals and objectives with actionable steps.

Getting Started with Concept Mapping: 10 Best Practices To effectively utilize concept maps in your organization, consider the following best practices:

• Define Clear Objectives : Clearly define the purpose and objectives of the concept map to ensure that it aligns with your desired outcomes.
• Identify Key Concepts : Identify the main concepts and ideas that need to be represented in the concept map.
• Establish Relationships : Determine the relationships between concepts and represent them using labeled arrows.
• Use Consistent Symbols : Establish a set of symbols and conventions to ensure consistency throughout the concept map.
• Engage Stakeholders : Involve relevant stakeholders in the concept mapping process to gather diverse perspectives and insights.
• Encourage Collaboration : Foster a collaborative environment where team members can contribute and build upon each other’s ideas.
• Iterative Refinement : Continuously refine and improve the concept map based on feedback and new insights.
• Keep it Simple : Avoid cluttering the concept map with unnecessary details and focus on capturing the core ideas.
• Use Visual Hierarchy : Organize concepts hierarchically to represent their importance and relationships.
• Regularly Update and Review : Concept maps should be regularly updated and reviewed to ensure they remain accurate and relevant.

Common Framework of Concept Maps Concept maps typically follow a common framework, consisting of the following elements:

• Concepts : Nodes representing the main ideas or concepts being explored.
• Relationships : Labeled arrows connecting concepts to represent the relationships between them.
• Examples : Instances or illustrations that provide concrete examples of the concepts.
• Context : Additional information or explanations that provide a deeper understanding of the concepts.

Examples of Concept Maps in the Workplace Concept maps can be applied in various workplace scenarios. Here are five examples:

• Strategic Planning : Concept maps can be used to develop strategic plans, aligning organizational goals, and identifying key initiatives.
• Product Development : Concept maps help in visualizing product features, user requirements, and their relationships, aiding in the development process.
• Training and Onboarding : Concept maps facilitate the design of training materials, ensuring that complex concepts are effectively communicated to new employees.
• Process Mapping : Concept maps can be used to map out and optimize business processes, identifying bottlenecks and areas for improvement.
• Knowledge Management : Concept maps aid in organizing and structuring knowledge within an organization, making it easily accessible to employees.

Features and Benefits of Concept Maps in Corporate Learning Settings Concept maps offer several features and benefits in corporate learning settings:

• Visual Representation : Concept maps provide a visual representation of complex ideas, making them easier to understand and remember.
• Promote Active Learning : Concept maps engage learners actively, encouraging them to analyze and synthesize information.
• Facilitate Knowledge Retention : The visual nature of concept maps enhances knowledge retention and recall.
• Encourage Critical Thinking : Concept maps promote critical thinking by requiring learners to identify relationships and analyze concepts.
• Support Collaborative Learning : Concept maps can be created collaboratively, fostering teamwork and knowledge sharing among learners.
• Flexible and Scalable : Concept maps can be easily modified and expanded as new information or insights emerge.
• Promote Conceptual Understanding : Concept maps help learners develop a deep understanding of complex topics by visualizing relationships between concepts.

Summary Concept maps are powerful tools for capturing, organizing, and communicating complex ideas. They enable effective collaboration, gather deep insights, and promote a shared understanding among team members and stakeholders.

By following best practices and utilizing concept maps in various workplace scenarios, organizations can enhance knowledge management, improve communication, and foster creativity and innovation.

In corporate learning settings, concept maps facilitate active learning, critical thinking, and knowledge retention, ultimately leading to improved performance and outcomes.

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How digital concept maps about the collaborators’ knowledge and information influence computer-supported collaborative problem solving

• Published: 17 June 2010
• Volume 5 , pages 299–319, ( 2010 )

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• Tanja Engelmann 1 &
• Friedrich W. Hesse 1  

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For collaboration in learning situations, it is important to know what the collaborators know. However, developing such knowledge is difficult, especially for newly formed groups participating in a computer-supported collaboration. The solution for this problem described in this paper is to provide to group members access to the knowledge structures and the information resources of their collaboration partners in the form of digital concept maps. In an empirical study, 20 triads having access to such maps and 20 triads collaborating without such maps are compared regarding their group performance in problem-solving tasks. Results showed that the triads being provided with such concept maps acquired more knowledge about the others’ knowledge structures and information, focused while collaborating mainly on problem-relevant information, and therefore, solved the problems faster and more often correctly, compared to triads with no access to their collaborators’ maps.

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Acknowledgments

This research project was supported by the Knowledge Media Research Center in Tuebingen (Germany). The first author is supported by the European Social Fund and by the Ministry of Science, Research and the Arts Baden-Württemberg (Germany). We especially thank Prof. Dr. John Coffey of the Florida Institute for Human and Machine Cognition (USA), as well as the Media Development Group of the Knowledge Media Research Center for their technical assistance.

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Engelmann, T., Hesse, F.W. How digital concept maps about the collaborators’ knowledge and information influence computer-supported collaborative problem solving. Computer Supported Learning 5 , 299–319 (2010). https://doi.org/10.1007/s11412-010-9089-1

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DOI : https://doi.org/10.1007/s11412-010-9089-1

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Concept Mapping: 13 Benefits of a Visual Roadmap to Learning Success

Concept Mapping is a creative and effective tool that can transform the way we absorb and retain information. Born from the field of cognitive science, concept mapping serves as a visual representation of understanding and ideas. It has the potential to solidify learning by breaking complex topics into manageable, interconnected chunks. So whether you’re a student, an educator, or a lifelong learner, join us as we delve deeper into the world of Concept Mapping and explore its impact on learning and retention.

Effective learning strategies are crucial for enhancing comprehension, retention, and application of knowledge. They foster deep understanding, promote critical thinking, and facilitate the transfer of learning to new contexts. One powerful learning tool that exemplifies these benefits is concept mapping. 

Benefits of Using Concept Maps in Learning

Concept maps are powerful tools that offer several benefits when used in the context of learning. Here are some of the key advantages:

1. Enhanced Understanding

Concept maps help learners organize and structure information in a visual format. This process aids in clarifying relationships between concepts and allows for a deeper understanding of complex topics.

2. Improved Memory Retention

By engaging both visual and textual aspects of learning, concept maps enhance memory retention. When learners create concept maps, they actively process information, making it more likely to be stored in long-term memory.

3. Effective Summarization

Concept maps can serve as concise summaries of large volumes of information. They allow learners to distill the most important concepts and connections, making it easier to review and recall key details.

4. Facilitates Critical Thinking

Creating concept maps encourages critical thinking as learners must analyze, synthesize, and evaluate the relationships between concepts. This promotes a deeper level of engagement with the material.

5. Enhances Problem Solving

Concept maps help learners see the bigger picture and identify potential solutions to problems. They promote a holistic understanding of topics, making it easier to apply knowledge to real-world scenarios.

6. Organized Study Tool

Concept maps act as organized study guides. They provide a structured overview of a subject, making it easier to plan study sessions and track progress.

7. Customized Learning

Concept maps are versatile and can be tailored to individual learning preferences. Learners can adapt the structure and content of their concept maps to suit their specific needs.

8. Effective Communication

Concept maps are not only a personal learning tool but also a means of effective communication. They can be used to convey complex ideas to others, making them valuable in group projects or presentations.

9. Cross-Disciplinary Learning

Concept maps can be applied to various subjects and disciplines. They promote interdisciplinary connections, helping learners relate ideas from different areas of knowledge.

10. Assessment Preparation

Concept maps can be used as a study aid when preparing for exams or assessments. They serve as a visual summary of the material, making it easier to review and test one’s knowledge.

11. Enhanced Creativity

Creating concept maps allows for a degree of creativity in representing ideas and connections. This can make the learning process more engaging and enjoyable.

12. Long-Term Learning

Because concept maps promote a deeper understanding of concepts, the knowledge acquired through this method is more likely to be retained over the long term, compared to rote memorization.

13. Increased Engagement

Concept mapping is an active learning technique that keeps learners engaged in the material. It encourages exploration and discovery, fostering a sense of curiosity and interest in the subject matter.

Concept maps are versatile learning tools that offer numerous benefits, including improved understanding, memory retention, critical thinking, and problem-solving skills. They can be customized to suit individual learning styles and are effective aids for both studying and communicating complex ideas. Incorporating concept mapping into your learning strategy can enhance your overall learning experience and academic performance.

Understanding Concept Mapping

Concept mapping is a visual representation of information that helps learners understand and remember complex ideas. By displaying the relationships between concepts, it enables learners to structure their thoughts, identify connections, and grasp the big picture, thus promoting a more profound and lasting understanding.

Concept mapping, a visual tool for representing knowledge, has its roots in the cognitive theories of education proposed by American psychologist and educational researcher David Ausubel in the 1960s. Ausubel emphasized the importance of prior knowledge in learning new concepts. In the mid-1970s, his student Joseph D. Novak developed the concept mapping technique based on Ausubel’s learning theory. 

Novak’s approach was designed to represent an individual’s cognitive structure, enabling learners to understand and integrate new information in relation to what they already know. Over the years, the use of concept maps has expanded beyond education, serving as a tool for knowledge representation and organization in a range of fields including business, healthcare, and software development.

How to Create a Concept Map

Creating a concept map is a systematic process that helps you visualize the relationships between concepts and ideas. Here’s a step-by-step guide to creating a concept map:

1: Identify Your Central Concept or Topic

Begin by determining the central concept or topic that you want to explore or understand. This concept will be placed at the center of your concept map.

2: List Key Concepts and Subconcepts

Identify the key concepts related to your central concept. These are the main ideas or categories that will branch out from the central concept.

Beneath each key concept, list sub-concepts or details that are related to each key concept. These sub-concepts should be connected to their respective key concepts.

3: Create Connections

Draw lines or arrows to connect the key concepts to the central concept. These lines represent the relationships or connections between the central concept and its key concepts.

Connect sub-concepts to their respective key concepts using lines or arrows as well.

4: Label Each Concept

Write labels or keywords for each concept and sub-concept. These labels should be concise and clear, helping you understand the content of each concept at a glance.

5: Use Visual Elements

Enhance your concept map with visual elements such as colors, shapes, and icons. These elements can help differentiate concepts, emphasize relationships, and make the map more visually appealing.

6: Organize and Arrange

Arrange the concepts and sub-concepts in a logical and organized manner. Typically, key concepts are placed closer to the central concept, and sub-concepts are positioned beneath their respective key concepts.

Use hierarchy and spatial organization to indicate the importance and relationships between concepts.

7: Review and Refine

Step back and review your concept map. Check for clarity, accuracy, and completeness. Ensure that the connections and relationships make sense.

Make any necessary revisions or refinements to improve the overall structure and readability of your concept map.

8: Add Details

If needed, you can add additional details, examples, or explanations to the concept map. These details can provide a deeper understanding of each concept.

9: Share or Use Your Concept Map

Your concept map can be used as a study tool, a teaching aid, or a visual representation of your knowledge. Share it with others to communicate complex ideas or use it to study and reinforce your understanding of the topic.

10: Update as Needed

Concept maps are dynamic tools. As your understanding of the topic evolves or as you gather more information, feel free to update and expand your concept map to reflect your growing knowledge.

Creating concept maps can be a valuable part of the learning process, helping you organize information, clarify relationships between concepts, and deepen your understanding of complex topics. Remember that there’s no single “right” way to create a concept map, and your map can be tailored to your specific needs and preferences.

Educational Technology: 12 Transformative Ways to Teach and Learn in the Digital Age

Tools and Software for Creating Concept Maps

There are several tools and software applications available for creating concept maps, ranging from simple and free options to more advanced and feature-rich ones. Here is a list of some popular tools and software for creating concept maps, along with a brief discussion of each:

Coggle is a web-based tool that offers a user-friendly interface for creating concept maps. It allows for collaboration in real-time, making it ideal for group projects and brainstorming sessions. Coggle offers both free and paid plans.

2. Lucidspark

Lucidspark, by Lucid, is a virtual whiteboard tool that can be used for creating concept maps, mind maps, and collaborative diagrams. It offers a range of interactive features and is suitable for remote or online collaboration.

3. MindMeister

MindMeister is an online mind mapping tool that enables users to create concept maps, share them with others, and collaborate in real-time. It offers various templates and integrations with other productivity tools.

XMind is a versatile and feature-rich mind mapping software available for Windows, macOS, and Linux. It provides a wide range of customization options, including various themes and layouts. XMind offers both free and paid versions.

5, ConceptDraw MINDMAP

ConceptDraw MINDMAP is a professional mind mapping and concept mapping software for Windows and macOS. It is known for its advanced diagramming capabilities and is suitable for complex projects and presentations.

6. Bubbl.us

Bubbl.us is a straightforward and web-based tool for creating simple concept maps and mind maps. It is intuitive and doesn’t require any software installation. Bubbl.us offers a free version as well.

Scapple, by the creators of Scrivener, is a minimalistic and cross-platform brainstorming tool. While not as feature-rich as some other options, it’s excellent for quickly jotting down ideas and concepts.

8. Edraw MindMaster

Edraw MindMaster is a professional mind mapping and concept mapping software that offers various templates, styles, and export options. It’s suitable for both educational and business use.

9. Microsoft Visio

Microsoft Visio is a diagramming and vector graphics application that can be used for creating concept maps, flowcharts, and other visual representations. It is part of the Microsoft Office suite.

10. Pen and Paper

Sometimes, the simplest tools are the most effective. Many people prefer to create concept maps using pen and paper, allowing for complete flexibility and creativity without the constraints of software.

When choosing a concept mapping tool or software, consider factors such as your specific needs, platform compatibility, collaboration requirements, and your budget. Many of these tools offer free trial versions, so you can experiment with a few options before settling on the one that best suits your purposes.

Ways to Integrate Concept Mapping into Your Learning Routine

Integrating concept mapping into your learning routine can be a highly effective way to enhance your understanding and retention of information. Here are several ways you can incorporate concept mapping into your learning process:

1. Note-Taking

Use concept maps as an alternative or complementary method to traditional linear note-taking. When listening to lectures or reading textbooks, create concept maps to visually represent key ideas and their relationships. This approach can make your notes more organized and easier to review later.

2. Study Guides

Before major exams or assignments, create concept maps that summarize the main topics and concepts you need to cover. This serves as a visual study guide that provides a structured overview of the material.

3. Brainstorming and Idea Generation

Use concept maps as a tool for brainstorming and generating ideas for essays, research papers, or creative projects. Start with a central concept and branch out with related ideas, arguments, or themes.

4. Project Planning

When working on projects or research, create concept maps to outline the project’s scope, objectives, and key milestones. This can help you stay organized and ensure that all components are properly considered.

5. Problem Solving

Concept maps can aid in problem-solving by helping you break down complex issues into smaller, more manageable components. Identify the main problem in the center and branch out with potential causes, solutions, and outcomes.

6. Group Work and Collaboration

Collaborative concept mapping is a valuable tool for group projects. Work with peers to create concept maps that synthesize collective knowledge and ideas. It can help ensure that everyone is on the same page and promote a deeper understanding of the project.

7. Visual Summaries

After completing a chapter or unit of study, create a concept map that serves as a visual summary. This will allow you to review the material in a more structured and efficient manner.

8. Review and Self-Assessment

Regularly revisit your concept maps as part of your study routine. Use them to test your knowledge by covering sections of the map and trying to recall the related concepts and connections. This active recall can enhance your long-term retention.

9. Problem-Based Learning

For subjects that involve problem-solving, create concept maps that represent different scenarios or case studies. Use these maps to analyze and evaluate possible solutions or outcomes.

10. Interdisciplinary Connections

Explore connections between concepts from different subjects or disciplines by creating cross-disciplinary concept maps. This can help you gain a broader perspective on complex topics.

11. Digital Tools and Software

Take advantage of digital concept mapping tools and software, which often offer collaboration features, templates, and the ability to easily edit and share your maps.

12. Experiment with Different Styles

Don’t be afraid to experiment with different concept mapping styles, such as hierarchical, radial, or flowchart-based maps. Choose the style that best fits the nature of the content and your personal preferences.

Concept mapping is a flexible technique that can be adapted to various learning situations. The key is to make it an integral part of your learning routine, allowing it to enhance your comprehension, organization, and retention of information across different subjects and contexts.

Real-Life Examples

Practical examples of concept maps for various subjects.

Concept maps can be applied to a wide range of subjects and topics to help organize and clarify complex information. Here are some practical examples of concept maps for various subjects:

Biology: The Nitrogen Cycle

• Central Concept : Nitrogen Cycle
• Key Concepts : Nitrogen fixation, Nitrification, Assimilation, Denitrification
• Sub-Concepts : Atmospheric nitrogen, Ammonia, Nitrites, Nitrates, Plants, Decomposers, Bacteria
• Relationships : Arrows indicating the flow of nitrogen through the cycle

History: Causes of World War I

• Central Concept : World War I
• Key Concepts : Militarism, Alliances, Imperialism, Nationalism
• Sub-Concepts : Assassination of Archduke Franz Ferdinand, Triple Entente, Triple Alliance
• Relationships : Arrows connecting key concepts to the outbreak of the war

Literature: Themes in “To Kill a Mockingbird”

• Central Concept : “To Kill a Mockingbird” Themes
• Key Concepts : Racism, Moral Conscience, Innocence
• Sub-Concepts : Atticus Finch, Boo Radley, Tom Robinson, Scout Finch
• Relationships : Arrows indicating how characters and events in the book relate to the central themes

Physics: Laws of Thermodynamics

• Central Concept : Laws of Thermodynamics
• Key Concepts : First Law (Conservation of Energy), Second Law (Entropy), Third Law (Absolute Zero)
• Sub-Concepts : Heat, Work, Efficiency, Temperature Scales
• Relationships : Arrows showing how energy, heat, and work are related according to the laws

Psychology: Theories of Motivation

• Central Concept : Motivation
• Key Concepts : Maslow’s Hierarchy of Needs, Self-Determination Theory, Drive-Reduction Theory
• Sub-Concepts : Physiological needs, Psychological needs, Intrinsic vs. Extrinsic motivation
• Relationships : Arrows illustrating how each theory relates to different aspects of motivation

Geography: Factors Affecting Climate

• Central Concept : Climate
• Key Concepts : Latitude, Altitude, Ocean Currents, Wind Patterns
• Sub-Concepts : Tropical, Temperate, Polar Climate Zones
• Relationships : Arrows connecting factors like latitude and altitude to specific climate zones

Mathematics: Pythagorean Theorem

• Central Concept : Pythagorean Theorem
• Key Concepts : Right Triangle, Hypotenuse, Legs, Triangular Inequality
• Sub-Concepts : Formula, Proof, Applications
• Relationships : Diagram illustrating the theorem and its components

Economics: Circular Flow of Income

• Central Concept : Circular Flow of Income
• Key Concepts : Households, Firms, Government, Financial Markets
• Sub-Concepts : Income, Expenditure, Savings, Investment
• Relationships : Arrows depicting the flow of money and resources among the different sectors

Chemistry: Periodic Table

• Central Concept : Periodic Table
• Key Concepts : Elements, Atomic Number, Atomic Mass, Periods, Groups
• Sub-Concepts : Metals, Nonmetals, Noble Gases, Transition Metals
• Relationships : Arrangement of elements in the table based on atomic number and properties

Art: Elements of Design

• Central Concept : Elements of Design
• Key Concepts : Line, Shape, Color, Texture, Space
• Sub-Concepts : Primary Colors, Complementary Colors, Geometric Shapes, Organic Shapes
• Relationships : Arrows indicating how elements can be combined in artworks

These examples demonstrate how concept maps can be used to visually represent and organize information in various academic disciplines, helping learners to better understand and retain complex subject matter.

How Professionals Use Concept Mapping in Their Fields

Professionals across various fields utilize concept mapping as a valuable tool for organizing ideas, solving problems, and communicating complex information. Here are some ways professionals use concept mapping in their respective fields:

• Teachers : Educators use concept maps to design curriculum, plan lessons, and illustrate relationships between topics for students. They also use concept mapping as a teaching tool to help students visualize and understand complex subjects.
• Students : Students employ concept mapping to take structured notes, create study guides, and summarize course materials. Concept maps are particularly useful for preparing for exams and writing research papers.

Business and Management

• Project Managers : Concept maps aid in project planning by visualizing project scope, objectives, tasks, and dependencies. They help project managers allocate resources efficiently and track progress.
• Marketing Professionals : Marketers use concept mapping to develop marketing strategies, brainstorm campaign ideas, and identify target audiences. Concept maps can clarify the steps in a marketing plan.
• Business Analysts : Concept mapping helps business analysts understand complex business processes, map workflows, and identify areas for improvement. It is useful for requirements gathering and system design.
• Doctors and Clinicians : Healthcare professionals create concept maps to outline patient diagnoses, treatment plans, and medical histories. Concept mapping can aid in clinical decision-making and patient communication.
• Nurses : Nurses use concept maps for care planning, tracking patient progress, and organizing patient information. They help ensure coordinated and effective patient care.

Research and Academia

• Scientists : Researchers use concept maps to organize research hypotheses, experimental designs, and data analysis plans. They help scientists identify gaps in their research and plan future experiments.
• Academics : Academics employ concept mapping to visualize complex theories, outline research papers, and structure lectures. Concept maps enhance the clarity of academic presentations.

Information Technology (IT)

• Systems Analysts : IT professionals use concept maps to model system architectures, map data flows, and document software requirements. Concept mapping aids in understanding complex IT systems.
• Network Administrators : Network administrators create concept maps to visualize network topologies, troubleshoot issues, and plan network upgrades. They help maintain network efficiency and security.

Environmental Science

• Environmentalists : Concept maps assist environmental scientists in analyzing ecosystems, documenting species interactions, and planning conservation efforts. They help professionals identify environmental challenges and solutions.

Legal Profession

• Lawyers : Lawyers use concept maps to outline legal cases, strategies, and arguments. They help lawyers visualize the structure of their cases and ensure all legal elements are considered.
• Legal Researchers : Legal researchers employ concept maps to organize legal precedents, statutes, and case law. Concept mapping aids in legal analysis and the preparation of legal briefs.

Architecture and Engineering

• Architects : Architects use concept maps to conceptualize building designs, site plans, and interior layouts. Concept mapping helps translate ideas into tangible plans.
• Engineers : Engineers create concept maps to model complex systems, map out engineering processes, and troubleshoot issues. Concept maps aid in designing efficient engineering solutions.

Concept mapping is a versatile tool that professionals can adapt to their specific needs in various fields, enabling them to better organize, analyze, and communicate complex information and ideas.

Concept mapping stands as a powerful tool in the learning process, weaving a network of understanding that connects new knowledge with existing information. It fosters a deep and thorough comprehension of concepts and their interrelationships, enabling learners to navigate complex subjects with confidence. The visualization of knowledge structures through concept mapping not only enhances recall but also facilitates critical thinking and creativity. Whether you’re an educator aiming to illuminate a topic or a student endeavoring to grasp intricate material, concept mapping can prove to be an invaluable ally in your learning journey.

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• Spaced Repetition Unleashed: 11 Benefits to Unlock Your Brain’s Potential
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Concept Mapping as a Metacognition Tool in a Problem-Solving-Based BME Course During In-Person and Online Instruction

Rucha joshi.

1 Plaksha University, Alpha, Sector 101, IT City Road, SAS Nagar, Mohali, Punjab 140306 India

Dustin Hadley

2 Department of Biomedical Engineering, University of California, Davis, CA 95616 USA

Saivageethi Nuthikattu

3 Department of Internal Medicine, University of California, Davis, CA 95616 USA

Shierly Fok

Leora goldbloom-helzner, matthew curtis, associated data.

Not applicable.

Metacognitive skills can have enormous benefits for students within engineering courses. Unfortunately, these metacognitive skills tend to fall outside the content area of most courses, and consequently, they can often be neglected in instruction. In this context, previous research on concept mapping as a teaching strategy points to meaningful learning. The purpose of this innovation paper is to report an application of concept mapping (1) to facilitate metacognition steps in students, and (2) to identify the muddiest points students struggle with, during both in-person and online instruction of a problem-solving-based biomedical engineering course. This innovation article also looks at the usefulness of concept mapping through instructor and student perceptions and students’ class performance. The entire concept mapping intervention was conducted during weeks 8–10 of the Spring 2019 in-person quarter and during weeks 3–4 and 8–10 of the Spring 2021 online quarter. The exercise involved concept mapping, explanation and discussion with peers, and answering structured reflection prompts. Each concept map activity was contextualized to the metacognitive knowledge domain of the revised Bloom’s taxonomy. The average class performance was compared between students who completed concept mapping vs. those who did not, using a t-test and one-way ANOVA at alpha = 0.05 significance level followed by a Tukey HSD test. Students’ concept maps and reported answers were analyzed qualitatively following the concept mapping intervention. During the Spring 2019 in-person quarter, 59.30% of students completed concept mapping with reflection, whereas 47.67% completed it in spring 2021 online instruction. A two-tailed, unpaired t -test indicated that concept mapping did not significantly enhance students’ class performance ( p > 0.05) within each of the in-person and online instructions. Peers’ suggestions to students to improve concept maps revealed themes related to course concepts, prerequisite concepts, and the act of concept mapping itself. Concept mapping was effective in revealing the muddiest points of the course. Concept mapping did not significantly enhance students’ class performance either in-person or online instruction (effect sizes were 0.29 for the 2019 in-person quarter and 0.33 for the 2021 online quarter). However, instructors and students’ perceptions reflected that concept mapping facilitated metacognition in a problem-solving-based biomedical engineering course both during in-person and online instruction. Most students (78%) were optimistic about the usefulness of concept mapping for this course, and 84% were inclined to apply it for a variety of other courses.

Supplementary Information

The online version contains supplementary material available at 10.1007/s43683-022-00066-3.

Introduction

One of the major intellectual challenges students face upon entering college is managing their learning. 56 Students who perform well in high school can often not show the same performance level in the university. They might struggle to adapt to a new learning environment and may not know strategies to cope with more complex tasks. They tend to assume that they know how to study based on their high school experiences (memorize facts rather than understanding key concepts and ideas) without realizing that they may need to adopt a different approach as the learning outcomes may have changed. 27 To worsen the problem, students may not realize their approach could be at fault. 43 Consequently, they may relentlessly redouble their previous efforts after a poor performance on a midterm only to find in the final examination that the fundamental problem lies within their strategy, and more of the same surface learning strategy does not help.

At a large public university, while teaching a problem-solving-based course on mass and energy conservation principles, called “Fundamentals of Bioengineering” to sophomore biomedical engineers, we noticed that many students were taking an approach of memorizing equations and reciting problem-solving steps the instructor used for specific examples in lectures, rather than concentrating on the conceptual underpinnings. This course serves as a prerequisite course for the upper-division courses in biomedical engineering in which subsequent courses rely on students’ content knowledge from this course. Therefore, we are continually improving methods to make content more accessible from a learning perspective and enhance the conceptual understanding of students.

We wanted our students to adopt deeper learning approaches. We discovered in the literature that of the three common approaches to learning—surface, deep, and achieving—the last two result from effective metacognition. 7 Metacognition, the process of reflecting on and directing one’s thinking, 45 can help students become self-directed learners, breaking the cycle of relentless efforts made in a direction without assessing what one is doing wrong. Specifically, metacognition can help in self-directed learning by teaching one to assess the demands of a task, evaluate one’s knowledge and skills, plan an approach to tackle the tasks based on the knowledge and skill assessment, monitor the progress as a result of using a particular approach, and adjust the strategies as needed. 13

However, these metacognitive skills do not necessarily develop independently in students. Instructors play an essential role in helping students cultivate these skills and help students become expert learners who use the knowledge they have gained of themselves as learners, of task requirements, and specific strategy-use to deliberately select, control, and monitor learning to achieve desired goals. 18 Unfortunately, the assumption that metacognition may take ample curriculum space, time, and effort can result in anxiety leading to the omission of metacognition in the instruction. Consequently, many students lose on cultivating appropriate intellectual habits valuable across disciplines (such as planning one’s approach to a large project, considering alternatives, and evaluating one’s perspective). They do not unlock their full potential to gain in-depth knowledge of a discipline/topic covered within the curriculum.

To develop meaningful learning amongst our students, we were inspired to develop a strategic concept mapping intervention facilitating metacognition in students. We also leveraged the benefit of concept mapping in formative assessment, where students revealed the muddiest points of the course. In this context, concept mapping could support two features for quality teaching 50 : (1) identifying the learner's specific existing conceptual and propositional knowledge, and (2) planning appropriate organization of new knowledge to optimize the learner's ability to relate to previously understood concepts and propositions.

We also hoped that concept mapping-based intervention would ultimately help students refine their problem-solving strategies. Problem-solving is a complex activity involving various components that include concepts, rules, and principles. However, it also involves structural knowledge, ampliative skills, and metacognition abilities. From this aspect, concept mapping was also considered a valuable tool for enhancing metacognition and problem-solving abilities. 34 , 35 , 65

Prior research related to the use of concept mapping for metacognition is overviewed in the literature review section. Based on this research and reported benefits, we applied the concept mapping intervention to both in-person and online instructional settings and tailored it to facilitate metacognition and revelation of the muddiest points in our problem-solving course.

The overall learning outcomes associated with concept mapping exercises in our course were to enable students to:

(1) organize the concepts learned in the course in a systematic way, (2) describe the connections between various concepts learned in the course, (3) create a visual map depicting the relationships between principal concepts, (4) verbalize their understanding by explaining concepts to peers, and (5) evaluate one’s strengths and weaknesses in explanation of the concepts.

Specifically, for metacognition, we wanted our students to be able to (6) assess the demands of a given task, (7) evaluate one’s knowledge and skills, (8) create a plan/an approach to tackle the tasks based on the knowledge and skill assessment. Nevertheless, an initial understanding of how students approach concept maps will be instructional for improving implementation of the activity for future courses, and inform setup of future studies.

We launched the first concept mapping intervention in BIM 20 class during the Spring 2019 in-person instruction (pre-COVID-19 pandemic). It helped the instructional team to know whether students were developing a coherent and scientific understanding of the important concepts before conducting the examinations. In 2020, due to the COVID-19 pandemic, course instruction was forced to be online. Therefore, we redesigned the concept mapping activity to suit an online class environment and relaunched it during the Spring 2021 online instruction. We share the results from both in-person and online implementation of concept mapping activity in our classroom in this innovation article. The context of different course implementations could indicate the robust nature of concept mapping for facilitating personal metacognition.

Literature Review

Metacognition.

Metacognition is often referred to as “thinking about thinking,” which involves the regulation of one’s cognitive activities in the learning processes. 20 More specifically, metacognition consists of two dimensions, our knowledge, and regulation of our thinking processes. 13 Knowledge of cognition comprises knowing about persons, tasks, and strategies. Regulation of cognition puts our knowledge into action through planning, monitoring, controlling, and evaluating activities. 13 There is cyclical interaction of knowledge and regulation of our thinking processes in metacognition.

Metacognition is associated with several terms, such as metacognitive beliefs, metacognitive awareness, metacognitive experiences, metacognitive knowledge, feeling of knowing, a judgment of learning, theory of mind, metamemory, metacognitive skills, executive skills, higher-order skills, metacomponents, comprehension monitoring, learning strategies, heuristic strategies, and self-regulation. 68 While there is a consistent acknowledgment of the importance of metacognition through these terms, there have been inconsistencies in its conceptualization within learning. 68 A more unified model was given by Nelson, 46 who postulated that flows of information derive from two levels in metacognition. The first is an object-level, at which the cognitive activity occurs, and the second is a meta-level, which governs the object-level. Information about the state of the object-level is conveyed to the meta-level through monitoring processes, while instructions from the meta-level are transmitted to the object-level through control processes. Thus, if errors occur on the object level, monitoring processes will notify the meta-level, and control processes will be activated to resolve the problem. This simple and elegant model applies to metamemory and the phenomena of Feeling-of-Knowing and Judgment-of-Learning. 15 , 44 Other scholars have investigated Feeling-of-Knowing and Judgment-of-Learning as metacognitive processes. 16

While everyone is metacognitively active to one degree, we can benefit from improving our metacognitive skills. Metacognitive instruction appears to enhance metacognition and learning in a broad range of students, but it is particularly relevant to students with insufficient studying practices. 68 Many students mainly use surface approaches to learning, such as rote learning, rehearsal, and memorization. These students would greatly benefit from a more elaborative and organizational approach associated with deeper and meaningful learning facilitated through tools helping in metacognition.

Concept Mapping to Enhance Metacognition and Problem Solving

One such tool facilitating metacognition is concept mapping, largely credited to Joseph Novak. 53 Novak et al . developed a concept mapping strategy at Cornell University in 1984. 53 Concept maps are a graphic organization technique designed to help learners explore their knowledge or understanding of topics that are highly elusive and mystifying. 53 Essentially, concept maps are diagrams that present the mental connections and association of structures of student knowledge. In its simplest form, a concept map connects only two concepts by a linking word. 53 A concept map consists of nodes representing concepts and links to show relationships among concepts. These nodes and links are arranged in a structure (hierarchical, cyclic, or hybrid) to represent all the key concepts. This graphical nature of the concept map can be useful to activate prior knowledge, support problem solving, enhance conceptual understanding, and organize and revise knowledge. 70 Early uses of concept mapping were mainly in the context of science classrooms. More recent uses have broadened to explore the nature of learning in various disciplines and contexts, 28 as well as for research productivity. 41

Employed as a learning activity, concept mapping is claimed to be effective in two ways: as a cognitive strategy to stimulate learners to make cognitive progress in organizing and understanding new information 51 ; and as a metacognitive strategy to empower learners to monitor and control cognitive progress. 32 , 66 The theoretical power of concept mapping is derived from Ausubel’s 5 idea of meaningful learning. Ausubel’s learning theory places central emphasis on the influence of students’ prior knowledge on subsequent meaningful learning. Ausubel 5 postulated that meaningful learning is a process in which new information is related to an existing relevant aspect of an individual’s cognitive structure. Novak demonstrates how concept maps put into practice the theoretical principles of Ausubel’s assimilation theory. 48 Novak describes how, during the evolution of a concept map, learners continually develop new propositions to elaborate and refine concepts that the learners already know. The new and more specialized concept is then subsumed into more general concepts in the learner’s cognitive structure. Thus, with new learning, a concept map helps elucidate how learner’s concepts are modified and integrated into a progressively more complex conceptual framework.

By explicitly identifying concepts and the relationships between concepts, concept mapping not only facilitates the development of a learner’s representation of domain knowledge but also facilitates the reflection on this progress. To establish a nonarbitrary association between the new information and the relevant concepts or propositions they already possess, learners are required to engage in an analytical process in which they evaluate, integrate, and elaborate on their understanding in new ways during the construction of concept maps. In this reflective process, concept mapping becomes a way “to learn how to learn,” as described by Joseph Novak et al . 53 ; it serves as a metacognitive tool to help learners take charge of their meaning-making.

Many researchers have investigated the effectiveness of concept mapping as a metacognitive tool. 11 , 21 , 31 , 37 , 49 , 58 , 65 Concept mapping has been shown to effectuate self-reflection and strategic action by students in college, 4 high school, 12 and primary school. 64 Drawing a concept map requires students to engage in higher cognitive functions. 1 , 67 Researchers report various benefits that this approach yields, including classroom shifts in the epistemological authority from the teacher to the student, less emphasis on right and wrong answers, creation of visual entry points for learners of varying abilities, and reduction of cognitive load to support learning. 58 August-Brady 4 showed that students who used concept mapping demonstrated an increase in deep approach to learning and the self-regulation of that learning, compared with students who did not use concept mapping. Chularut and DeBecker report statistically significant gains in students’ level of English proficiency when concept mapping was employed as a learning strategy with students taking English as a Second Language. 12

From the problem-solving perspective, compared to traditional teaching methods, concept mapping strategy has been found to significantly improve students’ performance in problem-solving. 9 , 36 Concept mapping provides a way to externalize students’ mental models. 65 Kamble et al . found that most of the third-year undergraduate mechanical engineering students were optimistic about using concept mapping strategy in an internal combustion engine course. 36 Their students indicated that concept maps could help them understand, identify, and connect the various concepts. Similarly, Stoymov 65 reported that concept mapping for students’ problem-solving specifically added value in idea generation and selection phases for solving ill-structured problems. Furthermore, although Zwaal and Ottingdid did not find empirical evidence, their report indicated that concept mapping might be a valuable tool to enhance the process of problem-based learning. 70 In their study, students working with concept mapping were more satisfied with the decision-making process and the communication within the group while solving problems, than the students who did not use concept mapping.

As a tool to help learners organize their cognitive frameworks into more integrated patterns, concept mapping also has its theoretical strength in meaningful learning to empower learners to transfer learning (apply something learned to other situations). The metacognitive view holds that successful transfer occurs when the problem solver can recognize the requirements of the new problem, select previously learned specific and general skills that apply to the new problem, and monitor their application in solving the new problem.

Despite these promising results of concept mapping as a tool for improving meaningful learning, there has been some pushback to concept mapping from students or their teachers. 6 , 54 Researchers have found that the actual value of concept mapping as a learning strategy depends on it being utilized appropriately by the learners. Hence, the setting of the classroom climate for the implementation of concept mapping is crucial. Indeed, existing literature suggests that the acceptance of the concept map strategy by both teachers and students depends on the appropriate time for introduction and identification of apt conditions for student utilization of the strategy. 38 , 39 , 55 , 61 We built such a classroom environment and carefully developed the concept mapping intervention to serve as a metacognition tool for students in both face-to-face and online course settings.

Concept Mapping for Classroom Assessment

Concept mapping enriches the practice of teaching by offering to meet the diverse learning needs of students, assess different types of knowledge (structural knowledge in addition to declarative and procedural knowledge), and implement different forms of assessment, 3 e.g., diagnostic, formative and summative assessment. At the beginning of instruction, concept maps allow the teacher to identify what knowledge students already possess (diagnostic assessment) and to establish a baseline for future formative assessment activities. During instruction, concept maps can be used to evaluate changes in students’ structural knowledge and alter the instruction accordingly (formative assessment). At the end of instruction, concept maps can be useful to evaluate the final knowledge structure acquired by the students (summative assessment) and can tell the effectiveness of formative feedback activities.

Concept mapping is a suitable tool for formative assessment of students’ structural knowledge because concept maps represent the differences between the structural knowledge of experts and novices, supporting the characteristics mentioned in the definition of formative assessment. For e.g., concept maps allow differences to be seen between experts’ and novices’ structural knowledge in quantitative (e.g. number of linkages and concepts) and qualitative (e.g. the quality of linking phrases and uncovered relationships) aspects of concept maps. 3

This broad feedback on the qualitative aspects of students’ structural knowledge can provide information about any misconceptions, false beliefs, and gaps in knowledge. Students can use this information to improve the state of knowledge, the level of achievement, and their learning process. In the case of the teacher, the feedback gives valuable information about the knowledge state of both specific students and the student group. This feedback can be used to make adjustments to the course.

Innovation Aspect

Previous studies have shown that concept mapping as a metacognitive tool plays a key role in students’ development of meaningful learning. 26 , 31 , 47 , 61 Our report provides new context to the body of knowledge by applying concept mapping as a metacognitive tool in a problem-solving biomedical engineering course in both a physical (face-to-face) and an online setting. We further report how employing the concept mapping intervention enabled formative classroom assessment, and how it enabled capturing students’ thinking about the utility of concept mapping.

Assuming that concept mapping can have real value for promoting meaningful learning and promoting metacognition under appropriate classroom ecology, we developed a specific class environment conducive to the use of concept mapping in our problem-solving-based sophomore BME course on mass and energy conservation principles. We then introduced the peer discussion component of the concept map exercise to channel students’ thinking about complex course concepts, grow and modify their concepts, and reflect upon their course knowledge organization. Concept mapping intervention in this report refers to the full intervention of creating a map + peer discussion + answering reflection questions. We also reframed the activity to suit both in-person and online classroom instruction.

To facilitate meaningful learning for our students, we represented each of the concept mapping activity steps to the cognitive process dimensions in the revised Bloom’s taxonomy. 2 , 40 We then investigated the effect of applying concept mapping on students’ class performance in both in-person and online instruction through their assignments and their self-reported perceptions. Finally, we utilized concept mapping activity for formative class assessment revealing student-perceived muddiest points in the course and took remedial action in response to the feedback.

Implementation

The broad learning outcomes for our “Fundamentals of Bioengineering” course are given below.

At the end of this course, students will be able to:

• Methodically formulate a biomedical engineering problem and solve it
• Develop mass and energy conservation equations
• Apply conservation equations to model biological and physiological systems and to solve problems in biological and medical sciences

This four-credit course met twice a week for 80 min in the classroom and once a week for 50 min for discussion sessions (problem-solving sessions). This course encouraged pre-reading, active learning, and peer collaboration through various activities and assignments. For the Spring 2019 in-person instruction, the course assignments and grade weightage were—Reflection on assigned readings (5%), Quizzes based on the reading textbook (10%), Homework (10%), CAD project (15%), Midterm 1 (15%), Midterm 2 (20%), Cumulative Final Exam (25%). The concept mapping was offered as an extra-credit intervention. Concept mapping intervention was offered for extra credit to incentivize students to benefit from it without feeling extra stress since this was a new assignment introduced into the course. 59.30% of the class participated in the extra-credit concept mapping activity during in-person instruction in Spring 2019.

For the Spring 2021 online instruction, the course assignments with their weightage were—Weekly discussion posts (5%), Quizzes based on the reading textbook (10%), Homeworks (40%), Take-Home Midterm (20%), Take-Home Final Exam (25%). Concept mapping intervention was implemented as two concept mapping activities, the first one as a compulsory activity through the discussion post in week 4—teaching students what is entailed in a good concept mapping. 100% of the class participated in the first concept mapping intervention created as a required assignment in week 4 of the quarter. However, the second concept mapping was offered as an extra credit activity in week 10 to incentivize students to benefit from this metacognition tool for their upcoming final examination performance rather than be stressed about it. 52.33% of the class took advantage of this extra credit opportunity.

The overall timeline indicating where we embedded various concept mapping activities during the Spring 2019 in-person instruction and the Spring 2021 online instruction is shown in Fig. ​ Fig.1 1 .

The timeline indicating the progress of concept mapping activities is indicated by the upper arrow in (a) for Spring 2019 in-person instruction, and the lower arrow in (b) for Spring 2021online instruction.

During the Spring 2021 online quarter, we thought offering an early introduction and extra practice of concept mapping in the course would benefit the students to construct their final concept map in week 9 in a more efficient manner and aid in metacognition. 68 To familiarize students with concept mapping early on in the course, we chose week 3 to facilitate an online TA-led concept mapping discussion on mass conservation principles for the first concept map. We also illustrated what constitutes a good concept map vs. a bad concept map. 52 Students could use these concept maps for their take-home Midterm examination.

After providing students with time to cover the energy conservation principles in the syllabus, the second concept mapping intervention was done in week 9 of the 11-week quarter. Week 9 was selected in the hope that the concept mapping activity could be helpful to the students for their final examination in week 11.

Thus, apart from introducing concept mapping early in the course, the other major differences between the Spring 2021 online quarter and the previous in-person instruction were that the online instruction included an extra practice of concept mapping with peers (week 3); illustration of good concept mapping techniques during week 3, and more structured reflection with prompts designed to facilitate metacognition during the online Spring 2021 quarter.

The implementation of concept mapping in the in-person and online quarters is described in detail below. For results in which student comments are provided, pseudonyms are used to anonymize their responses.

Concept Mapping During In-Person (Face-to-Face) Instruction

During the Spring 2019 in-person instruction, students were asked to prepare a pictorial concept map in week 8, out of the 11-week quarter course, after completion of midterms. Students were instructed to develop the concept map based on at least 30 keywords related to mass and energy transfer concepts (Fig. ​ (Fig.2) 2 ) that they deemed important in chapters 1–4 of the course textbook, Bioengineering Fundamentals, authored by Dr. Ann Saterbak et al . 62 Chapter 1 of this book introduces engineering calculations; chapter 2 deals with the foundations of the conservation principles; chapter 3 elaborates on the conservation of mass; and chapter 4 discusses energy conservation. We provided students with example words and illustrated the process of making a concept map in class using a handout (Supplementary Information), along with examples of good and bad concept maps. 52 The concept mapping strategy was presented to the class as a graphical tool for organizing and representing course information and students’ ideas. The learning outcome for this class was: At the end of this class period, students will be able to create their concept map for mass conservation principles. Accordingly, students were asked to construct their concept maps and encouraged to be creative in representing the concepts with the help of equations/pictures. Students were also encouraged to draw concept maps as nodes and links in a network structure, where nodes represent concepts, usually enclosed in circles or boxes, and links represent relationships, usually indicated by lines drawn between two associate nodes. It was emphasized to write linking words or phrases specifying the relationship between the two concepts on the linking lines between them. Students began making their concept maps in class, and we allowed a week’s timeframe to finalize their maps. Students were asked to bring their concept maps to next week’s class for peer discussion.

The concept maps in the Spring 2019 in-person quarter provided a neat and unique graphical view of how students organized, connected, and synthesized their ideas about mass and energy conservation principles. Figure 2 shows two representative concept maps by two different students. Part (a) shows a representative concept map where the student made ample use of equations, part (b) shows a representative concept map where the student made ample use of cartoon drawings. However, the quality of linking words was reduced compared to the map type shown in (a).

Figure adapted from our work (anonymized).

The following week (week 9) of the instructional quarter, an entire class time (80 min) was devoted to concept map discussion. The learning outcome for this class was: At the end of this class period, students will be able to explain their concept map for mass and energy conservation principles and reflect on their knowledge gaps. Eighty-six students of the online class were divided into 14 groups (about six members in each group). Each team was asked to assign a scribe and a group reporter. The instructor and the teaching assistant (TA) provided teams with easel pad stations, markers, post-it notes, and instruction papers. Fourteen easel pad papers with sticky sides were pasted on the walls of the classroom.

For group discussion, each student in the group was asked to describe their concept-map to their groupmates (5 min for each student between six students for a total of 30 min), and this was followed by feedback from their peers about which concepts were not explained clearly by the presenter (3 min for each presentation from six students for a total of 18 min). The group reporter took notes on the easel pad noting the feedback shared by peers for every presenter in the group. Then, for each difficult concept noted on the easel pad, all group members brainstormed alternative pictures/equations to help their peers explain the concept (10 min). The scribe helped illustrate the brainstormed points on the easel pad. At the end of the activity, the group reporter shared with the instructor their progress (5 min). The class’s remaining 10–20 min were reserved for them to explore other groups’ maps.

Following this class exercise, to facilitate metacognition, two prompts were provided to students to complete individually for extra credit, worth 0.1% of their final grade. The prompts were:

After this class exercise, please circle the concepts on your concept map that you struggled to explain to your group. Then, on the backside of your concept map, please write down answers to:

• what about that concept was difficult to explain to peers?
• what ideas did you get from the group to understand this concept better?

Of 86 students, 51 students responded to the prompts and turned in their concept maps for extra credit. From prompt responses, the keywords representing student-reported difficulties for explaining to peers were shortlisted for every response. The frequency of the concepts mentioned as difficult to explain was accounted for by generating a word cloud. Student responses from prompt (b) were analyzed to determine how the discussion with peers might have helped them approach difficult concepts better. The concept map study was approved by IRB (Protocol: 1730137-1 for Spring 2019).

Concept Mapping During Online Instruction

During the Spring 2020 quarter, because of the COVID-19 pandemic, the course met the significant challenge of converting to an online teaching mode in a short period of a week instead of planned face-to-face instruction. The concept mapping exercise was not implemented that year in the hustle to convert instruction online.

However, for teaching the same online course in Spring 2021, we had a year to plan and integrate concept mapping into the online format, resulting in an advantage over the Spring 2020 quarter. The instructor applied the following method to integrate concept mapping in an online quarter.

Students were informed about the Concept Mapping exercise in week 1 of the quarter while going over the syllabus. In week 3 of the quarter, two teaching assistants (TAs) facilitated a class-wide concept mapping exercise using an instruction template. 29 The process of making a concept map was illustrated by the teaching assistants in class for about 30 min, using PowerPoint slides and google slides, along with examples of good and bad concept maps, leaving the rest of the class time for making concept maps by students.

For individual student concept mapping, after the TA-illustration of concept mapping, students in the online class were grouped (randomly) in ZOOM breakout rooms (3–4 students per room) and given 30 min to start drawing individual concept maps on their own. They could discuss the concepts on mass transfer principles that they had learned in the course or discuss the logistics of making the concept map in their groups. TAs acted as facilitators for this activity, rotating through various breakout rooms in 30 min of the concept mapping activity. During this time, students were encouraged to use nodes and links, where the nodes represented concepts, usually enclosed in circles or boxes, and links represented relationships, usually indicated by lines drawn between two associate nodes. Words on the line are referred to as linking words or phrases specifying the relationship between the two concepts. Students were given a week to revise the concept map. After a week, they were individually asked to post their finished concept map to Canvas Learning Management System (LMS) as a response to a Discussion Assignment with the prompt: “What is the muddiest point in your concept map and what can be done to clarify it?”.

All 86 students completed the discussion post. The research team looked at the muddiest point data to create a word cloud of concepts marked as the most difficult ones to understand by students.

Further, in weeks 9 and 10 of the instructional quarter, students were given the following assignment involving peer discussion and self-reflection components for 1% extra credit. Out of 86 students, 45 students turned in this assignment. The structure of this assignment is given below.

Extra Credit Assignment

Part 1: implemented in week 9.

• Design a new concept map on Ch 3.7-3.9 and Ch 4 concepts, using the technique you learned in lecture 6.
• On Thursday 5/27, after the first half of the class, you will be explaining your concept maps to your peers, and listening to theirs, in break out-groups.
• You will give feedback to your peers about what terms in their explanation were not clear. Similarly, you will get feedback for your explanation.
• After the breakout groups, please circle/highlight/ underline the concepts that you were struggling to explain.

On a separate paper, for each concept you struggled to explain in your group, write a paragraph answering each of the following prompts as Extra Credit—part 2.

Part 2: Implemented in Week 10

• What about that concept circled in your map was difficult to explain to your peers in the breakout group?
• What ideas did you get from the group to explain that concept better?

Now, please answer the following open-ended questions:

• (c) Has concept mapping in this course so far been useful to you? How (in what ways) did it prove to be useful?
• (d) Would you be using concept maps again for any other courses? Any examples you can think of?
• (e) Would you recommend concept mapping to your peers in other classes? Why or why not?
• (f) If anonymized completely, do you consent to use your concept map and associated answers to this assignment as a representative example to help demonstrate the use of concept map in learning to other educators /learners within OR outside of the [university]? (Yes / No)*

*Your choice to decline will not affect your grade or performance in this course in any manner.

The prompts a-e were designed to facilitate metacognition as described in Table ​ Table1. 1 . Each concept mapping activity step was mapped to the cognitive process dimension in the revised Bloom’s taxonomy. 2 , 40 The prompts (b–e) focused on making students self-reflect on their concept maps more deeply. These prompts were constructed to enable students to (a) identify the concept(s) that they found difficult to map /explain to peers in breakout groups; (b) reflect on the ideas suggested by peers for better grasping and explanation of the identified difficult concept(s); (c) reflect on the usefulness of the concept mapping activity for this course; (d) contemplate on the concept mapping application to other courses; (e) consider the recommendation of concept mapping activity to peers in other classes.

Mapping concept mapping intervention to metacognitive knowledge in cognitive process dimension of revised Bloom's taxonomy.

Thematic Coding of Students Responses in Online Instruction

From prompts (a) and (b), the difficult concepts students reported in explaining to peers were thematically coded. 23 We started with a set of 41 student responses to prompts (a) and (b) and listed keywords highlighting difficulties students reported in explaining concept maps to peers and suggestions they got from peers for improvement. We further analyzed these keywords concerning where and when the muddiest concept reported was first introduced to students. Specifically, from responses to prompt a) “What about that concept circled in your map was difficult to explain to your peers in the breakout group?”, three themes emerged—(1) difficulties reported in topics that were specific to this course , (2) difficulties that pertained to topics taught in prerequisite courses , (3) difficulties that related to other topics ( non-prerequisites ). Here, prerequisite courses included a general chemistry series, calculus and vector analysis, thermodynamics, and an introduction to MATLAB. Non-prerequisite courses include courses students previously taken as part of the undergraduate curriculum but are not explicitly required for this course, such as linear algebra, organic chemistry, and differential equations. Notably, the coding determination was decided after students performed the exercise. Nevertheless, the coding in this context could potentially highlight concepts that might not be addressed under the assumption that students understand prerequisites sufficiently.

Students’ answers to prompt (b) “What ideas did you get from the group to explain that concept better?” were also similarly thematically coded into three areas—(1) ideas based on interpretation of topics specific to this course , (2) ideas based on topics students learned in previous courses , (3) ideas students learned in class about making a good concept map .

Additionally, a word cloud was generated based on the frequency of the concepts mentioned as difficult to explain in part a. The prompts (b)–(e) responses were also analyzed qualitatively, and representative student responses were reported. The Spring 2021 concept map study was approved by IRB (Protocol 1777033-1).

Comparison of Student Performance During In-person and Online Instruction

To test whether there was an impact of concept mapping done during in-person vs. online instruction on students’ class performance, we performed a one-way analysis of variance (ANOVA) on class performance means. Specifically, comparisons were made for students who completed concept mapping and those who did not participate during the Spring 2019 in-person instruction and Spring 2021 online instruction. We performed Tukey HSD/Tukey-Kramer posthoc test to determine if groups were significantly different.

Results and Discussion

Flavell 19 defines metacognition as “one's knowledge concerning one's own cognitive process and products or anything related to them." The definition classifies two aspects of metacognition: knowledge about cognition and regulation of cognition. Knowledge about cognition concerns knowledge about one's cognitive resources, and regulation of cognition concerns self-regulatory mechanisms used by an active learner during ongoing attempts to solve problems. Concept mapping is claimed to engage a high degree of metacognitive involvement 32 , 49 because the learners are aware of and are active in their knowledge construction. Our course focused on promoting metacognitive knowledge by mapping the steps in concept mapping intervention to cognitive process dimensions of the revised Bloom's taxonomy. The regulation of cognition and self-regulatory mechanisms students use after concept mapping intervention were not characterized for this report.

Promoting Metacognitive Knowledge via Concept Mapping

The revised Bloom taxonomy 2 , 40 consists of two dimensions: (1) knowledge (or the kind of knowledge to be learned) and (2) cognitive process (or the cognitive processes to be used in acquiring knowledge). Based on Anderson's perspective, the knowledge dimension is composed of four categories: Factual, Conceptual, Procedural, and Metacognitive. The second dimension is the cognitive process, involving six levels: Remember, Understand, Apply, Analyze, Evaluate, and Create. 2 These six categories are arranged in a hierarchical framework, building in the complexity of the skills.

The metacognitive knowledge in Krathwohl’s framework involves knowledge about cognition in general, as well as awareness of, and knowledge about one’s own cognition. 57 It means consciously thinking about oneself's understanding to know about cognition and to also know how to regulate one’s cognition. 69 Metacognition in a problem-solving course can thus be strategic or reflective knowledge about how to go about solving problems, cognitive tasks, including contextual and conditional knowledge and knowledge of self. 69

A concept map has the potential to address both the metacognitive knowledge dimension in Bloom’s taxonomy as well as the cognitive process dimension. Cognitive processes are addressed as a student has to work hard to complete a concept mapping task, including structuring of knowledge, re-constructing/re-combining it to answer such questions as which concepts are interrelated, realizing what kinds of relationships exist between concepts, and which terms/keywords display knowledge mastered in the study course. Moreover, concept maps improve students’ mental capacity to understand the information, to process it in a meaningful way, to retain it, and to retrieve it from memory when the information is needed. Therefore, concept mapping activates and facilitates students’ cognitive processes as well as allows them to develop meta-cognitive reasoning skills: for example, if the student cannot relate some concepts to other available concepts, the student can ask him/herself what s/he does not know.

Focusing on these metacognitive aspects, we specifically mapped various steps of our concept mapping activity to cognitive dimensions in Bloom’s taxonomy as illustrated in Table ​ Table1. 1 . Each step as it relates to various hierarchical level(s) in the cognitive process dimension in revised Bloom's taxonomy is described in the Supplementary Information.

Concept Mapping During Spring 2019 In-Person Instruction

Of 86 students, 51 students (59.3% of the class) responded to the prompts and turned in their concept maps for extra credit in week 9. As students were introduced to new concepts in our course, they embarked upon a cognitive process to construct meaning and make sense of the new ideas and consciously or subconsciously integrate these new ideas with their existing knowledge. When students drew concept maps, they gained insight into what they already knew and how they could represent their knowledge, working through all six levels of revised Bloom’s taxonomy. 40 Novak and Gowin 53 as well as other scholars 11 , 25 , 37 have emphasized that concept mapping requires students to work at all six cognitive levels of Bloom’s taxonomy: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. This advantage is especially manifested when students have to show linkages or cross-link various concepts in the concept map because when students begin to focus on them, they can see that each concept could be related to any other concept.

Apart from application to cognitive processes in revised Bloom’s taxonomy, another feature of our concept mapping activity was its low directedness, where students were free to decide which concepts should they include in their maps, which concepts are related, and which words to use to explain a relationship. 59 In contrast, high-directed concept map tasks provide students with the concepts, connecting lines, linking phrases, and the map structure. We chose low-directedness in our activity because scholars report low-directed techniques are content-rich (strong conceptual knowledge demand) and process open (student determines procedure), whereas high-directed techniques are content lean and process constrained. 24 Ruiz-Primo et al . demonstrated in their study how the low-directed technique provides students with more opportunities to reveal their conceptual understanding (explanations and errors) than the high-directed techniques. 60 We thought a similar low directedness of concept mapping aided in promoting metacognition in our students.

Concept Mapping Activity for Mass Conservation Principles in Week 3

For the first concept mapping activity in week 3 of the Spring 2021 quarter, all 86 students submitted a concept map as an obligatory assignment on mass conservation concepts. About 10% of students created quality maps with detailed connections and thoughtful linking words written between concepts. Others either showed detailed connections with partially complete linking words or showed some clustering of ideas without linking words. All students were given full points for completing the concept maps without deducting points for partial linking or missing linking words, as the instructor focused on having students reflect on the concept map and identify the muddiest points. However, the instructor provided feedback in class on how to improve concept mapping in their future submissions.

The muddiest point analysis of students' concept mapping activity for week 3 is presented in word cloud format (Fig. ​ (Fig.3). 3 ). From student responses, most students identified difficulty in (1) determining when to use algebraic, differential, or integral forms of an accounting equation for a problem; (2) defining a system based on the problem description. An accounting equation was new to many students early in the course. Students were also having trouble interpreting the problem statement, which led to the emergence of the above muddiest points in their concept maps. As a remedial action after looking at the reported muddiest points, the instructional team selected specific examples to work out in class, discussion sections, and online quizzes. These activities aimed to help students get more practice with correct interpretations of problems by identifying systems and boundaries and applying the correct form of accounting statements.

Word cloud representing muddiest concepts reported by students in week 3 of the Spring 2021 online instruction. The size of a word shows how important it is, e.g., how often it appears in a text — its frequency. This word cloud was generated using https://worditout.com/ .

Concept Mapping Activity for Energy Conservation Principles in Week 9

The second concept mapping activity was similar to the Spring 2019 quarter, except that the students were given additional prompts for self-reflection, and the syllabus did not cover the dynamic system portion for energy conservation problems. Like in-person instruction, it was also possible during online instruction to apply concept mapping to various cognitive processes in revised Bloom’s taxonomy, and preserve the low directedness, 59 where students were free to decide which as well as how many concepts should they include in their maps, which concepts to link, and which words to use to explain a relationship.

Representative work of students' concept maps is shown in Fig. ​ Fig.4. 4 . Overall, students' concept maps were more detailed compared to their week 3 concept maps. Students also showed richer connections of concepts with each other (e.g., Fig. ​ Fig.4a). 4 a). Some students also wrote down formulae along with concepts in their maps and uniquely wrote examples about the concepts from the textbook (Fig. ​ (Fig.4b). 4 b). Few students continued to show a basic mapping structure with minimal nodes and connections to capture the concepts (Fig. ​ (Fig.4c). 4 c). However, there was an improvement in linking words on the map in this second attempt. Similarly, other scholars have reported improved final concept maps compared to initial maps, indicating an increase in students’ conceptual and critical thinking ability. 14

Representative concept maps presented by students in week 9 of the course, focusing on the energy conservation principles. (a) concept maps with clear clustering of ideas, detailed connections, and linking words between clustered concepts, (b) hand-drawn concept maps with ample formulae/equations, (c) basic mapping structure with minimum branching, and minimal connections between the concepts.

Muddiest Point Analysis for In-Person and Online Instruction

The most common themes that students seemed to struggle with during the Spring 2019 in-person class are indicated in Fig. ​ Fig.5a. 5 a. These themes included concepts of Enthalpy, Dynamic Systems, Energy Accumulation, Open systems with reactions, Heat of Reaction, use of Hypothetical path, and Limiting Reactants, among others. Many students knew the formulae for these concepts but did not understand in depth what the concept itself meant and how it was a tool in solving problems on energy conservation in various systems.

Word cloud representing concepts that students indicated as difficult to explain in their peer groups during (a) Spring 2019 in-person instruction and (b) Spring 2021 online instruction. The size of a word shows how important it is, e.g., how often it appears in a text—its frequency. This word cloud was generated using https://worditout.com/ .

The visualization of the muddiest points reported by students in week 9 of the Spring 2021 online quarter is provided in Fig. ​ Fig.5b. 5 b. Enthalpy again emerged as the most confusing concept, followed by the heat of reaction at non-STP conditions and the energy conservation equation. This year, dynamic systems did not emerge as a difficult topic because it was omitted from the syllabus for the Spring in 2021 quarter by the instructor.

Group discussions with peers seemed to have revealed to students some alternative ways of thinking about a concept rather than reciting it. Emphasis on these outcomes from the peer discussion and self-reflection of the concept mapping activity could trigger higher performance of students in the course. Nevertheless, this remains to be investigated through revised integration of this metacognition tool.

For instructors, it was highly beneficial to see themes in students' understanding development and knowledge around energy conservation concepts. It helped direct our teaching in Spring 2019 in-person and Spring 2021 online instruction. It was evident through students' concept maps that while some students created appropriate concept maps with rich content, elaborate connections, and linking words, some students had misclassified concepts of energy conservation by inappropriately linking unrelated concepts, failing to connect related concepts, or assigning an item to a superordinate position that belongs in a subordinate position. Thus, the concept map served as a powerful tool to ascertain what the learner already knew, including faulty knowledge structures or misconceptions, and helped organize the subject matter of new material to be taught. This use of concept maps to diagnose problems in students' knowledge organization has been reported by other scholars. 1

Class Performance Comparisons During In-Person and Online Instruction

The statistical comparison of class performance between students who completed concept mapping with reflection prompts vs. those who did not is indicated in Table ​ Table2. 2 . Specifically, for the Spring 2019 in-person instruction, an average student grade of 80.51% was observed for 51 students who completed concept mapping and reflection prompts vs. those who did not complete concept mapping with reflection prompts (average grade of 78.29% for 35 students in the class). However, a two-tailed, unpaired t -test for groups assuming unequal variance indicated no statistically significant difference ( p > 0.05) between the means of students' final scores for students who either completed the concept mapping or did not complete concept mapping. The effect size for comparison of means between final scores of students who completed concept mapping vs. those who did not was observed to be 0.29 (Cohen's d ).

Comparison of means of final performance between students who completed concept mapping vs. those who did not.

A similar trend was observed for the Spring 2021 online quarter. Students who completed concept mapping and reflection prompts scored higher (average grade of 87.27% for 45 students) than those who did not complete concept mapping with reflection (83.10% average grade for 41 students). However, a two-tailed, unpaired t -test for groups assuming unequal variance again indicated no statistically significant difference ( p > 0.05) between the means of two groups, i.e., the mean of students' final scores for groups who completed the concept mapping was not significantly different from those who did not complete concept mapping during Spring 2021 online quarter as well. The effect size for the Spring 2021 online quarter was 0.33 (Cohen's d ).

Previous studies have reported that concept mapping used in conjunction with other educational strategies has led to superior achievements. 49 Although enhancement of class performance was not statistically established, a small effect size was observed along that direction. The effect size for comparison of means was slightly smaller for Spring 2019 in-person instruction (Cohen's d = 0.29) when one concept mapping activity was given compared to the Spring 2021 online quarter (Cohen's d = 0.33) when two concept mapping activities were conducted. It will be interesting to see if there is any correlation between the number of times students perform concept mapping with their performance in class in future work.

Although the unpaired t -test comparison of means did not indicate a significant difference between class performance means of students who completed concept mapping vs. those who did not, we also wanted to investigate how the online concept mapping activity impacted class performance compared to the in-person instruction. Therefore, we performed one-way ANOVA followed by Tukey HSD test on all four groups: (1) Group 1: Students who completed concept mapping + reflection during Spring 2019 in-person instruction; (2) Group 2: Students who did not complete concept mapping + reflection during Spring 2019 in-person instruction; (3) Group 3: Students who completed concept mapping + reflection during Spring 2021 online instruction; (4) Group 4: Students who did not complete concept mapping + reflection during Spring 2021 online instruction. One-way ANOVA followed by Tukey HSD test indicated that the difference between the means for Groups 1 and 3 and Groups 2 and 3 was significant at alpha = 0.05. This indicates that of the students who completed concept mapping with reflection (Group 1 and 3), online instruction (Group 3) demonstrated higher class performance than the in-person instruction (Group 1). Perhaps the extra practice the students received in concept mapping in weeks 3–4 of online instruction helped them enhance their class performance. This result was encouraging given the challenges of conducting online instruction during the pandemic. However, many other factors such as reduced syllabus, online classes, and diverse student populations could have contributed to this result.

We further looked at the content and structure of concept maps submitted by students to categorize them into poor vs. good/excellent levels of concept maps, as described by Canas and Novak. 10 A concept map with good structural quality but poor content quality, or poor structural quality and good content quality was still considered poor. Accordingly, we found that 10 out of a total of 51 concept maps (19.6%) were at a poor level during Spring 2019 in-person instruction. This number of concept maps at a poor level surprisingly increased to 18 out of 45 (i.e. 40% poor) during Spring 2021 online instruction.

We next analyzed which quartile of class performance the authors of the poor-quality maps lay in for Spring 2019 in-person and Spring 2021 online instructions. Of the poor-level concept maps, most of their creators were within quartiles 1 and 2, indicating that students with lower-quality concept maps also scored low in overall class performance. However, a few students who created poor-level concept maps also scored within the upper quartiles (3 and 4) of class performance. We think this is because more knowledgeable students in class probably did not need a complex map; a simple map may have been sufficient to act as a set of keys to unlock their memory and reasoning store. This is in agreement with a study by Johnstone, which indicated that students who produce poor concept maps could fall into the lower and upper quartiles of normal assessment regimes. 33 The box plot summary indicating the quartiles and student performance means is shown in Fig. ​ Fig.6 6 .

Box plot summary reflecting the distribution of students' overall class performance means for four groups: (1) Group 1: Students who completed concept mapping + reflection during Spring 2019 in-person instruction; (2) Group 2: Students who did not complete concept mapping + reflection during Spring 2019 in-person instruction; (3) Group 3: Students who completed concept mapping + reflection during Spring 2021 online instruction; 4) Group 4: Students who did not complete concept mapping + reflection during Spring 2021 online instruction. Q1 and Q3 denote lower and upper quartile levels. The numbers highlighted in yellow on box plots for Group 1 denote the number of poor level concept maps in each quartile of class performance during Spring 2019 in-person instruction. The numbers highlighted in green on box plots for Group 3 denote the number of poor level concept maps in each quartile of class performance during Spring 2021 online instruction. (Data shown in inset table).

Capturing Students' Thinking About Concept Mapping Activity in Spring 2019 In-Person Quarter

59.30% of the class students (51 out of 86 students) submitted responses to the provided prompts. From concept mapping activity results from the Spring 2019 in-person quarter, the instructor went through student responses to self-reflection prompts and aimed to understand how/in what ways students were internalizing the feedback received on their concept map explanations and reflecting upon their work. We looked at whether the peer presentation component seemed to help. The instructor found that peer discussion enabled students to identify and discuss similarities and differences in their maps and provided an opportunity to articulate their thoughts. As students verbalized their understanding and gave feedback to each other, they also clarified others' ideas. They gave each other a novel lens through which to look at the mass and energy conservation principles.

For example, one student who took in-person instruction in the Spring of 2019 wrote- My group suggested that I look back at lectures covering [section] 4.10, so that I have another resource to learn from, apart from the textbook. They also suggested that, after I read more about dynamic systems with energy accumulation and do some problem solving, I revisit this concept map and try relating dynamic state systems to more concepts (currently I only have the connection with the first law of thermodynamics drawn).

Furthermore, a student from the Spring 2019 in-person instruction wrote- The concepts that I circled in red were difficult to explain because I didn't have a solid understanding of them. For example, open systems with chemical reaction was troubling for me because I didn't understand the units of heat of reaction or how to use it. I forgot the formulas. Some ideas that I got from my peers was to relook at the formulas and write units down for each term and see how they cancel. That way I can check whether I wrote the units correctly and also I can remember it better. Overall this experience was good!

Another student commented- My peers asked me if I just memorize the equations, and I said yes. And they said that this is where the problem lies. Instead of memorizing equations, learn why an equation is like this, and don't plug and chug.

We also found that while peer discussion was important, it was equally essential to intervene and debrief the peer explanation exercise. Sometimes, the groups themselves did not have a clear idea of how to explain a concept better, and instructor intervention during and after the concept map discussion seemed to help students during the in-class discussion.

Capturing Students' Thinking About Concept Mapping Activity in Spring 2021 Online Quarter

Out of the total class of 86 students, 52.33% (45/86 students) completed concept mapping and submitted responses to the provided prompts in week 9. The thematic coding of student responses to metacognition prompts provided in week 9 of the online Spring 2021 quarter revealed that 78% of students found the concept mapping exercise to be useful because of the following reasons: concept mapping helped them compile concepts and make connections; it was found to be efficient for tests through summarization of concepts; it clarified ideas about topics and helps interconnect ideas; it helped decipher difficult concepts; it located knowledge gaps; it helped to focus, and refresh knowledge for tests; it helped with better concept visualization; it showed the flow of the class; it helped visual learners, and it made things less intimidating and less overwhelming .

However, 20% of the students reported concept mapping as only somewhat useful, and 2% of students reported it as not useful (Fig. ​ (Fig.7a). 7 a). Those who said concept mapping was not useful noted the following downsides: it is not better than a study sheet and takes too much time; it is only supplemental and not the main study form; it is messy and hard to follow.

Student responses to self-reflection prompts on concept map utility (a), application to other courses (b), the recommendation to peers (c). n = 45.

When asked whether students would be using concept mapping for other courses (Fig. ​ (Fig.7b), 7 b), 84% of the students said yes, 9% said maybe, and 7% said no. When asked if students would be recommending concept maps to their peers (Fig. ​ (Fig.7c), 7 c), 80% responded yes, 16% said maybe, and 4% said no. Those who said “no” or “maybe” reported the following reasons: everyone's study methodologies are vastly different, and one approach that works for them may not work for others. Another reason was that the time and effort required in making concept maps felt significant, and without spending an appropriate amount of time, the concept map became messy .

The instructor agrees that the concept map utility can be decreased if students do not follow the procedure (mentioned in Supplementary Information). Also, it takes time and practice to develop a good concept map. If some students were exposed to it for the first time, they possibly underestimated the time required for mapping concepts.

Peer discussion perhaps also played a critical role in generating metacognition. With peer discussion, one of the reflection prompts (prompt b) asked students—what ideas they got from the group about how to explain the concepts they stumble to describe themselves. Students' self-reflection responses to this question revealed that the peer discussion led to numerous ideas or alternative ways to think about a concept and its relationship with other concepts in the map, boosting the metacognition resulting from the activity. The coded responses of students to this prompt are shown in Table ​ Table3 3 below.

Students' self-reflection responses to prompts (a) and (b) coded thematically.

The thematic coding indicated that the topics that the students reported to be difficult were equally diverse for our course and prerequisites. However, a few of the concepts reported as muddy points were from non-prerequisites (Cramer's rule, matrix analysis) that may need to be addressed in future courses to aid students to contextualize content and concepts in the course. The student responses to prompt (b) also indicated how peer discussion benefitted them to contextualize previous knowledge from the current course or from the prerequisite courses with newer mass and energy conservation concepts they were learning in this course.

Additionally, in answering prompt (b), many students also pointed out how peers suggested methods to improve their concept map structure (last row, last column in Table ​ Table3). 3 ). Within this context, concept maps played an important metacognition role for students, making them realize the scope to evolve the representation and functioning of their concept map. In the process, the peers also went through metacognitive exercises to assess whether the concept mapping task requirements were met by their peers and whether the concepts were mapped and explained appropriately.

We observed that the concept mapping exercise with peer discussion required students to demonstrate their cognitive framework through drawing a concept map. At the same time, its oral presentation forced students to articulate their thought processes to peers. This intervention pushed students to demonstrate their basic understanding of concepts, as well as how they related complex, elusive concepts to these basic concepts, thus building upon their prior knowledge.

Student reflections indicated a rich variety of classes that they were considering the application of concept mapping to, such as courses on Biology, Chemistry, Organic Chemistry, Biochemistry, Physics, Mathematics, Circuits, Neurobiology, Physiology and Behaviour, Thermodynamics, Biomedical Signals, Material Engineering, Cellular, and Tissue Engineering, Computer Science, English, Communications, History, Mythology, and Coding.

For example, one student mentioned, [I would use concept maps again] most likely when I am doing the coding. Whenever I code, I make a map of a list of what needs to be coded. The concept map works similarly because I plan out what I need to do, how to approach it, and what method to solve it. It is almost exactly the same with concept mapping.

Some students had even already applied the concept maps to other courses they were taking at the time (Spring 2021).

For example, Mathew reported, I actually ended up using concept mapping in the biology course that I'm taking this quarter (truthfully, I found it more helpful there than in this course). It was useful in a course like Biology which is mostly fact-based because it allowed me to better see the connections between concepts which, at a glance, can seem to be filled with details. Like I mentioned earlier, it was also a low-stress way to wrap up my studying—my studying strategy is to finish the bulk of it a few days earlier and relax a bit before the exam. I see myself using concept-mapping in non-STEM courses or courses that are more detail-oriented.

Diana wrote— I have used something similar to concept mapping before to tie together concepts from different chapters. I have used concept mapping in my chemistry classes before as well as history classes. I have found it especially useful in history classes to identify how an event influences and causes other events further down the road. In physics and chemistry classes, physical concepts like energy, force, velocity, and acceleration are interconnected and can be related on a concept map to get a fuller image.

A couple of students wished they knew about the concept mapping tool earlier. For example, Swara said— I wish I knew more about concept maps in my physics and chemistry classes. All of the topics in each of those classes correlates to one another and explain details from previous chapters. Concept maps would have helped me connect it all together. I will most likely be using concept maps for my final this quarter for physics and organic chemistry, hopefully will get better grades on these exams due to this amazing tool.

Students also mentioned how concept mapping made knowledge accommodation less overwhelming. For example, Jeremy said— I would recommend concept maps to friends. I think that just writing down all the concepts is very important, just so that all of it is on a page. It helps me feel less overwhelmed.

The benefit of interconnections in the concept mapping was revealed by some students. For example, Kevin said— I would recommend concept mapping to peers in other classes because it helps you understand how different concepts are interrelated and how you can use one concept to help understand other concepts.

The use of concept mapping to identify knowledge gaps was mentioned by another student. Maria reported— I would recommend using the concept map to my peers/fellow students because a lot of us struggle with studying and sometimes it is nice to take a step back first and observe what you know well and what you do not. It would help to make a study plan to work on one's weakest points and review the rest.

Interestingly, some students described the technical benefits and how the process of concept mapping itself was fun. For example, Samuel said:

Yes! Of course! [I would recommend concept mapping to peers because] Concept maps are especially useful for students like me who learn better visually, although they can be of benefit to any type of learner who wants an organized and flow-based workspace. They are a powerful study strategy because they help you see the big picture: by starting with higher-level concepts, concept maps help you chunk information based on meaningful connections. Working on problems under a strict time limit with so much information to consider was made possible for me by concept maps and I would want fellow students to succeed as well! There are plenty of benefits to creating a concept map and it can be a lot of fun to just take a break from studying strenuously to sit down and make something too! Especially if it helps you succeed even more!

Through this work, we developed a successful concept mapping intervention that serves as a metacognitive tool to support students' self-assessment of learning in a problem-solving course on mass and energy transfer. Upon developing metacognition-related learning outcomes using concept mapping, we mapped each of the concept map activities to various cognitive process dimensions (remember, understand, apply, analyze, evaluate, create) within the metacognitive knowledge domain in the revised Bloom's taxonomy. This was facilitated in concept mapping exercise by taking students through assessment of a given task's demands, evaluation of one's knowledge and skills, and creation of a plan/an approach to tackle the tasks based on the knowledge and skill assessment.

The concept mapping intervention did not significantly enhance class performance either in-person or online instruction (effect sizes were 0.29 for the 2019 in-person quarter and 0.33 for the 2021 online quarter). However, instructors and students' perceptions reflected that concept mapping served to facilitate metacognition in a problem-solving-based biomedical engineering course both during in-person and online instruction. Furthermore, the benefits of metacognition tools might have additional benefits beyond traditional formal assessments.

Analysis of students' reflections revealed that concept mapping served their metacognitive purpose in this course. Concept mapping was found helpful by students to re-contextualize previous information with the new knowledge taught in the present course. It also helped inform the instructor of the disconnect between previously taken courses. Most students (78%) were optimistic about the usefulness of concept mapping for this course, and 84% were inclined to apply it for a variety of other courses. Overall, the development of the concept maps appeared useful to students for baseline objectives. Although we were unable to establish whether students were better able to address the demands of a task or improve their ability to form a plan, recommendations and ideas from peer comments suggest broadening students’ perspectives in their concept maps that would enhance their understanding to solve problems.

In both the in-person and online instructional modes of this course, building concept maps helped students visually represent their knowledge organization. The peer discussion component facilitated communication of this knowledge organization to other students. Reflection prompts facilitated evaluation of own knowledge organization, making it apparent to oneself and others, and promoted analysis of how new knowledge can be integrated with their existing knowledge structures.

We hope that the other instructors might find this report helpful in applying concept mapping to their classroom to reveal, analyze, enhance their students' knowledge organization, and enhance their metacognitive skills. The self-reflection prompts we designed could be beneficial to those students who focus on the rote-learning method of learning instead of meaningful learning. The concept mapping followed by its peer discussion and reflection activity together can help students recognize how they currently organize their knowledge and improve it in the future. It can also help students analyze if their knowledge of concepts in this course has been built on accurate prior knowledge. In addition to this concept mapping intervention, other helpful tools such as the Metacognitive Awareness Inventory can be simultaneously tapped by the instructors to increase the metacognitive skills. 63

Limitations and Future Scope

Problem-solving is considered one of the most important learning activities in engineering education, supporting meaningful learning. 17 To cope with the complexity of knowledge in problem-solving, students need to organize, retain, and apply knowledge to real-life situations. 8 Metacognitive processes in problem-solving include assessing the requirements of the problem, constructing a solution plan, selecting an appropriate solution strategy, monitoring progress toward the goal, and modifying the solution plan. 42 We hoped that the concept mapping intervention in this work could be helpful to students in solving problems, but to what extent was it helpful to students in problem-solving, was not specifically studied in this investigation.

Moreover, for metacognition, we wanted our students to be able to (6) assess the demands of a given task, (7) evaluate one’s knowledge and skills, (8) create a plan/an approach to tackle the tasks based on the knowledge and skill assessment; but we did not explicitly assess these outcomes through specific rubrics. Much of the effort in this instance went into the design of concept mapping intervention and its adaption as a metacognitive tool specific to our problem-solving course but future study should aim to develop an assessment rubric and produce a metacognitive skill model specific to this course.

Here we focused on promoting the metacognitive knowledge aspect by mapping the steps in concept mapping intervention to cognitive process dimensions of the revised Bloom's taxonomy. What kind of self-regulatory mechanisms were used by the students and what effect they had on students' problem-solving abilities were also not part of this study. These limitations should be considered while adopting the intervention we developed to other courses.

Our results showed a trend that students who completed concept maps and turned in the self-reflection assignments had a higher average grade. However, this analysis did not control for student GPA. The possibility is not ruled out that high-performing students, who are usually more inclined to do additional assignments, may have appeared to do better in the course, but this may not be directly linked to the concept mapping activity. This correlation remains to be tested. Additionally, this work was performed at a single institution, so the findings are within the context of our institutional setting, and should not be generalized. The sample size in this study was limited to 86 students each for in-person instruction and online instruction. Changes made between the two course implementations (in-person and online) could have also affected the results of this study.

This report also did not consider the effect of concept mapping on students' abilities. In our course, students were exposed to both well-structured as well as ill-structured problems; we did not look at the student performance separately in these two categories of problems when calculating the class performance average. Future research can be directed to find the effect of using concept mapping on students' problem-solving skills in cases of structured vs. ill-structured problems. For example, Kamble et al . have investigated the effect of concept mapping on the performance of mechanical engineering students' problem-solving ability and observed that the concept mapping strategy improved student performance with well-structured problem solving but not in solving ill-structured problems. 36 They attributed this to the fact that in solving well-structured problems, the concept mapping strategy helps the student activate the schema, search for a solution, and then implement the solution. Nevertheless, in their study, concept maps provided very little help in solving ill-structured problems because these problems lack an explicit set of rules to solve, have multiple possible solutions, and multiple potential paths. 22 , 30 Such analysis to find the utility of concept mapping in solving well-structured vs. ill-structured problems would be interesting within biomedical engineering courses involving problem-solving.

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The Power of Concept Mapping: Benefits and Purpose

Last Updated on June 17, 2023 by Milton Campbell

Have you ever found yourself struggling to organize your thoughts or ideas? Maybe you have a big project coming up, or you’re trying to study for an exam. Whatever the case may be, concept mapping can be a powerful tool to help you visualize and connect your ideas. In this article, we’ll explore the purpose and benefits of concept mapping, and give you some tips on how to get started.

What is Concept Mapping?

At its core, a concept map is a visual representation of ideas and their relationships. It’s a way to organize information in a way that makes it easier to understand and remember. Concept maps can take many forms, from simple diagrams to complex webs of interconnected ideas.

The Purpose of Concept Mapping

The purpose of concept mapping is to help you make connections between ideas and see the big picture. By breaking down complex ideas into smaller, more manageable pieces, you can better understand how they all fit together. This can be especially helpful when dealing with large amounts of information or trying to solve complex problems.

Concept mapping is also a great way to brainstorm new ideas. By starting with a central concept and branching out into related ideas, you can explore new possibilities and connections that you may not have considered otherwise.

The Benefits of Concept Mapping

There are many benefits to using concept mapping as a tool for learning and problem-solving. Here are just a few:

1. Improved Understanding and Retention

When you create a concept map, you’re actively engaging with the material you’re trying to learn. This can help you better understand the information and remember it more effectively. By organizing the information in a way that makes sense to you, you’re creating a mental framework that you can use to build on later.

2. Enhanced Creativity

Concept mapping is a great way to spark creativity and generate new ideas. By exploring different connections and possibilities, you can come up with unique solutions to problems or think about things in a new way.

3. Better Communication

Concept maps can also be used as a tool for communication. By creating a visual representation of your ideas, you can share them with others in a way that’s easy to understand. This can be especially helpful when working on group projects or trying to explain complex ideas to others.

4. Improved Problem-Solving

Concept mapping can help you break down complex problems into more manageable pieces. By identifying the key components of a problem and how they relate to each other, you can come up with more effective solutions.

5. Increased Productivity

By organizing your thoughts and ideas using a concept map, you can work more efficiently and effectively. You’ll spend less time trying to figure out what to do next and more time actually getting things done.

Uses of Concept Mapping

Concept mapping is a versatile tool that can be used in a variety of settings and for a range of purposes. Here are some of the most common uses of concept mapping:

1. Learning and studying

Concept mapping is often used as a study aid or learning tool, as it can help students organize and retain information more effectively. By breaking down complex concepts into smaller, more manageable pieces and visualizing their relationships, students can better understand the material and remember it more easily.

2. Project management

Concept mapping can also be used for project management , as it can help teams plan and execute projects more effectively. By mapping out the key components of a project and their relationships, teams can identify potential roadblocks and develop strategies for overcoming them.

3. Problem-solving

Concept mapping is a powerful tool for problem-solving, as it can help individuals and teams break down complex problems into smaller, more manageable pieces. By identifying the key components of a problem and their relationships, individuals and teams can develop more effective solutions.

4. Brainstorming

Concept mapping is a great tool for brainstorming new ideas and exploring different possibilities. By starting with a central concept and branching out into related ideas, individuals and teams can generate new insights and connections that they may not have considered otherwise.

5. Communication

Concept mapping can also be used as a tool for communication, as it can help individuals and teams share ideas and information more effectively. By creating a visual representation of ideas and their relationships, individuals and teams can communicate complex concepts more clearly and efficiently.

6. Personal development

Concept mapping can be used for personal development, as it can help individuals set goals, track progress, and improve productivity. By mapping out their goals and the steps needed to achieve them, individuals can stay focused and motivated, and make progress towards their desired outcomes.

7. Research and analysis

Concept mapping can also be used for research and analysis, as it can help individuals and teams organize and analyze large amounts of information more effectively. By mapping out the key components of a topic and their relationships, individuals and teams can identify patterns and insights that may not be apparent otherwise.

Overall, concept mapping is a versatile tool that can be used in a wide range of settings and for a variety of purposes. Whether you’re a student, a professional, or just someone looking to improve your thinking skills, concept mapping is definitely worth exploring.

How to Make a Concept Map

Now that you know the purpose and benefits of concept mapping, you may be wondering how to get started. Here are some tips to help you create your first concept map:

• Start with a central idea or concept

The first step in creating a concept map is to identify the central idea or concept that you want to explore. This could be a topic you’re studying, a problem you’re trying to solve, or an idea you want to brainstorm. Once you have your central idea, write it in the middle of a blank page or whiteboard.

• Branch out into related ideas, using lines or arrows to show how they’re connected

The next step is to start branching out from your central idea and exploring related concepts. Draw lines or arrows from your central idea to these related concepts, and write a brief description of each one. Try to keep your descriptions short and to the point, as you’ll be adding more detail later.

As you branch out, you may find that some concepts are more closely related than others. In this case, you can draw lines or arrows between those concepts to show how they’re connected. This will help you create a more organized and effective concept map.

• Use different colors or symbols to represent different types of ideas or relationships

One of the great things about concept mapping is that you can use different colors or symbols to represent different types of ideas or relationships. For example, you could use one color for concepts that are related to your central idea, and another color for concepts that are related to each other.

You could also use symbols such as stars or circles to represent important concepts, or use different line styles to represent different types of relationships (e.g., cause and effect, similarity, etc.).

• Keep it simple and don’t try to include too much information at once

It’s important to remember that concept mapping is meant to be a tool for organizing your thoughts and ideas, not a comprehensive summary of everything you know about a topic. As such, it’s important to keep your concept map simple and focused.

Try to include only the most important concepts and relationships, and avoid getting bogged down in details. You can always add more detail later if needed.

• Review and revise your concept map as needed

Finally, it’s important to review and revise your concept map as needed. As you add more detail and explore new ideas, you may find that your concept map needs to be adjusted or revised. Don’t be afraid to make changes or start over if needed.

By following these tips, you can create an effective concept map that will help you organize your thoughts, explore new ideas, and solve problems more effectively. So why not give it a try and see how it can help you?

Concept Mapping Tools and Software

There are a variety of tools and software available for creating concept maps, ranging from simple pen-and-paper methods to sophisticated digital platforms. Here are some of the most popular concept mapping tools and software:

1. Pen and paper

One of the simplest and most accessible ways to create a concept map is with pen and paper. All you need is a blank sheet of paper and a pen or pencil, and you can start mapping out your ideas and their relationships. This method is great for brainstorming and quick sketches, but it can be limiting when it comes to organizing and editing your map.

2. Mind mapping software

Mind mapping software is a popular type of concept mapping software that allows users to create digital maps with ease. Some of the most popular mind mapping software include MindNode , XMind , and Coggle . These platforms offer a range of features, such as the ability to add images, videos, and links to your map, and the ability to collaborate with others in real-time.

3. Diagramming software

Diagramming software, such as Microsoft Visio and Lucidchart, can also be used for concept mapping. These platforms offer a range of tools for creating professional-looking diagrams, including flowcharts, organizational charts, and mind maps. While these platforms may be more complex than mind mapping software, they offer more flexibility and customization options.

4. Online concept mapping tools

There are also a variety of online concept mapping tools available, such as MindMeister and Creately . These platforms allow users to create and share concept maps online, making it easy to collaborate with others and access your maps from anywhere. Many of these platforms also offer templates and tutorials to help users get started.

5. Mobile apps

Finally, there are a variety of mobile apps available for creating concept maps on-the-go. Some popular options include SimpleMind , Mindly , and iThoughts . These apps offer a range of features, such as the ability to add voice memos and images to your map, and the ability to export your map to other formats.

Overall, there are many concept mapping tools and software available to suit different needs and preferences. Whether you prefer a simple pen-and-paper method or a sophisticated digital platform, there’s a concept mapping tool out there for you.

Concept mapping is a powerful tool for learning, problem-solving, and creative thinking. By organizing your ideas in a visual way, you can better understand how they all fit together and come up with new and innovative solutions . Whether you’re a student, a professional, or just someone looking to improve your thinking skills, concept mapping is definitely worth exploring.

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What does a problem-solving mind map look like?

So what does a problem-solving mind map refer to? Well, when we think of mind mapping, we think of generating ideas or brainstorming. When you brainstorm ideas, it’s not about possible solutions; it’s about all the possibilities. The focus of a mind map is more on where to explore and find strategies. Yet with a stable framework, it can help to find solutions for complex problems.

This is yet another one of many mind map examples out there and one of the most efficient problem-solving strategies you can use. Mind maps are already powerful idea-generating tools to consider. They help with the complexities and chaos to get to the most efficient path.

It can be a particular problem or several problems where you’re trying to process the big picture. It helps to organize solutions that are hiding in the brain, whether those problems come from life or business. The structure of a problem-solving mind map slightly shifts, but the technique of mind mapping stays the same. Of course, it helps to understand how to see the big picture of how to solve a problem first.

Is mind mapping an efficient tool for problem-solving?

Short and long answer, a mind map is excellent for problem-solving. This is because it’ll have all the elements that are different in one place. The central idea instead is the actual problem, and the connections branch out. We now brainstorm ideas that are really there to point out the possible solutions.

If the problem is too complex, creating multiple simpler mind maps will help the brain to process possible solutions easier. A recent study shows how the brain can handle the essentials first against complex problems. This puts less stress on the brain and gives a better chance to solve the problem.

A mind map helps with the rest of the components of the study as well. You’re able to divide up the ideas and content, such as images or even a reference article. The benefit of creating a mind map is that central concept and base for all the detailed information. It all depends on how you use mind maps , to begin with.

How is a problem-solving mind map structured?

It’s a good idea to have the key skills required to make a normal mind map. Even before we get there, take a moment to do an exercise on paper. Write the problem down and try to connect or implement solutions throughout. You’ll quickly see the need to organize, and here you can stop and head back to your mind map software. It’s more just to see that structure is essential, as well as data and information collection.

Key skills include knowing typical structures, what main branches are, and mapping out the flows. Getting these key skills mean using a graphic organizer on a constant basis. Whether you make business mind maps , creativity mind maps, or education mind maps , make sure to have the right level of experience. You want this before attempting mind mapping to find solutions to a simple or complex problem.

Once you get the key skills required, the structure of the problem-solving mind map starts out the same.

Here we begin with a hierarchical approach, where the main branches are the problems to address. The sub-branches are either ideas or solutions to the problems. It benefits from the creativity and brainstorming that comes with mapping a mind map.

You can also go with a radiant thinking approach, where you start with the problem in the center. As the central idea, the ideas and solutions will radiant from the center. It’s ok to put imaginative solutions as well as more practical ones as a mind-mapping technique.

Consider colors and symbols

It may be a good idea to color code the sub-branches and write down what each color means. Writing notes is a standard aspect of mind maps focused on solving a problem. Don’t be shy to use images in your mind maps. These images can be of an individual problem, such as a roadblock that represents an obstacle. You can use positive symbols for your mind mapping to show ideas or a solution.

Doing mind maps this way actually ends up making them much more fun to use. That means you’ll be more prone to map out everything that you need to solve.

Mind map templates for problem-solving

You can start creating your mind map from scratch and get inspiration from existing mind map examples, or you can use a predefined template. Here are the most used templates you can copy and edit anytime:

1. Problem solving mind map template

This mind mapping template helps you solve a problem following the 5 step strategy: describe the problem, set goals, identify possible solutions, make an action plan, and add conclusions.

2. Manage a problem

This mind map helps you identify all the information on how the elements of problem management interact with each other. It’s more suitable for complex problems.

3. 6 Thinking Hats

The 6 thinking hats template allows looking at a problem from multiple perspectives. This way, you get significantly higher chances of solving it more effectively.

4. 5-Whys Root Cause analysis

This template will help you find the reasons behind the obvious reasons and go back to the root of your problem.

5. Means-end analysis

This is suitable for simple problems and has a similar backward process as the template above.

6. Fishbone diagram

The fishbone diagram is a fantastic example of a mind map for kids , and adults can also use it.

7. Problem description toolbox

Before starting to solve a problem, it is essential to describe and analyze it constructively and comprehensively. That is exactly what this template will guide you to do.

Mind mapping a problem is not a one-time solution

Problem-solving is typically an iterative approach, and that means your mind map will be a dynamic tool. That’s why it’s always best to use mind mapping software when possible so as to be able to keep track of everything. Whether you’re using it for problem-solving on your business plan or for making life choices, you want it fresh. Even if a particular problem has been resolved, adding on a new creative problem keeps the brain working to find a solution.

Don’t forget to take time to get fresh air once in a while to clear your head. Your daily life problems you’re trying to resolve will still be there. A clear mind will help bring in more ideas and eventually the desired result you were looking for. Problem-solving isn’t always meant to be easy. Mind maps can only be effective at problem-solving when you’re fresh as well.

Use the right mind-mapping tools

When you are creating a mind map for problem-solving, you want to start with an example of an excellent mind map. Mindomo helps you not only with the right starter example but with one ready to handle a problem.

It comes with tools to help organize your thoughts , focus on the moment’s problem, and show all the possibilities. You can place problems on one end and solutions on the other. Or you can map out the whole end-to-end route from problem to solution. Either way, it will help you solve problems.

 Get your problem-solving hat out and be amazed at how mind-mapping software removes the difficulties of getting started. Feel free to try out our flexible tool and simple solution today. You’ll find the answer to your complex problems in no time.

Keep it smart, simple, and creative! The Mindomo Team

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Bring an innovative approach to teach and learn math to your school!

Our program prepares your teachers to transfer effective quantitative thinking skills to their students.

Problem Solving Maps method has been used by hundreds of teachers impacting thousands of children in different countries

What is the Problem Solving Maps method?

Problem Solving Maps (PSM) are graphical representations of critical thinking processes needed to solve math problems successfully. The maps are 1) Example-Conclusion Map, 2) the Multi-Rule Map and 3) the Math-Breaker Map.  The purpose of these maps is twofold: 1) to provide support in learning a specific topic and 2) to map out problem-solving strategies that are generic enough to be used on a large variety of math content.

• Instructors, tutors or parents can use PSM to teach a large variety of topics
• PSM do not take a long time to learn
• Students learn thinking and problems solving skills that are transferable from one math topic to the next
• PSM are very effective to diagnose where students are having trouble
• With PSM, students can have better notes to study
• With PSM, student can improve self confidence and performance

Training Content

We create a dedicated space for your school.  the training program has the following features:, prerecorded videos, private online community.

Participate in a private online community  to share their examples and get feedback from the instructor and other participants.

Live sessions

Join several live sessions via Zoom to ask any questions and learn additional information.

Access a library of examples to use as a starting point to create teaching materials.

Use ready-to-use blank PSM templates to do your Maps

Download a 150+ page workbook that you can use as a reference

Train others with worksheets that are included to streamline the process of learning the Maps

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Praises for Problem Solving Maps

 "We are glad that we turned to the Problem Solving Maps (PSM) system as one of one of our strategies to improve students' quantitative thinking skills in the Philippines.  We have been able to positively impact thousands of students in our schools." 

Dr. Jeni Corpuz Superintendent, Department of Education - Philippines

 "I attribute much of the success of my Math students to the use of the Problem Solving Maps (PSM). This mathematical tool helped my students understand different concepts in Math, which are crucial to their success not only in school but in preparation for the Math portion of the ACT and SAT Tests as well". 

Felesia M. Harrel Johnson Founder, College Bound Academic Center - USA

 "We have observed that with Problem Solving Maps (PSM) students get a deeper and quicker understanding of math concepts for topics that are usually challenging.  PSM methods are without a doubt a cutting edge process to teach quantitative and logical reasoning skills." 

Maciej Winiarek Critical Thinking Specialist - Poland

 "The Problem Solving Maps are helping our students make concrete their thinking about abstract concepts. This process also allows teachers to clearly see where students are struggling so they can address these concerns easily and directly."

Vikki Wandmacher Principal, White Pine Middle School - USA

 "The [PSM] math tools enable us to organize our thought by a pattern. Learning a thinking pattern makes life much easier, not only in studying math but also in various aspects of everyday life." 

Motoi Tobita, Ph.D., Master Lead Facilitator, TOCFE - Japan

 "With the Problem Solving Map (PSM) system, it is very easy to find out the gaps students have in their knowledge.  I am glad I learned PSM so I can help my students being successful." 

Karyna Lopez Award Winning Math Teacher-Mexico

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Meet the instructor.

Dr. Danilo Sirias has a Master’s degree in Industrial and Systems Engineering and a Ph.D. in Business Administration. He is also a certified Critical Chain Project Manager and a certified TOCICO thinking process implementer. Dr. Sirias created the Problem Solving Maps methodology to teach mathematics which is currently being used in several countries.

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