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Use of Concept Mapping for Teaching Science

Article in The International journal of analytical and experimental modal analysis · March 2020

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The International journal of analytical and experimental modal analysis ISSN NO:0886-9367

Use of Concept Mapping for Teaching Science.

Dr. Poonam Dhull*

*Assistant Professor, R.L.S. College of Education, Sidhrawali, Gurugram.

Gunjan Verma**
*Senior Research Fellow, M.D. University, Rohtak

Abstract

Since time immemorial, science has occupied a prominent place amongst other subjects at all
levels of our education system. It requires logical thinking and the ability to understand its
content. To learn science, students are expected to memorize and remember difficult
vocabulary and terminologies. Many investigators have developed various teaching strategies
to make science more relevant and easier to understand. Among these strategies, concept
mapping is a highly interactive and student-centered teaching strategy. Concept mapping is
suitable for teaching at any grade and any subject. This method illustrates the content in a
hierarchical manner leading from the simplicity of the content to its complex form. This map
represents the terms and key concepts in visual form (diagram or graphs). This paper presents
the theoretical framework and origin of concept maps. This paper also illustrates various types
of concept mapping with examples that can be used for teaching science. A sample lesson plan
on “Flower and its parts” is also provided in the paper.
Keywords: - Concept Mapping, Science, Students, Lesson Plan

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Introduction
Science is a complex subject which requires the use of skills such as critical thinking, logical
thinking and, problem-solving ability. Effective learning of science depends on the
instructional methods used by the teacher for teaching. However, due to the use of conventional
teaching methods students are unable to develop necessary critical thinking skills. Therefore,
it is important to create an exciting learning environment with a rich science curriculum to
engage all students. To achieve this objective, it is a necessity to introduce non-conventional
teaching methods for teaching science. For this purpose, many valuable new instructional
methods of teaching and learning such as visual learning, project method and experimentation
have been introduced by many researchers. Among these, most emphasis is being placed on
the visual approach of learning. In support of this, Shabiralyani et. al., (2015) found that
teaching by using visual aids stimulates thinking and improves learning environment in a
classroom. Learning of science depends on the construction of knowledge through the
meaningful learning process (Ghorai and Guha, 2018). This knowledge construction can be
done by linking and understanding the relationships between concepts. Thus, concept mapping
is an effective visual teaching-learning strategy to construct hierarchal relationships among
scientific concepts.

Concept Mapping
Concept mapping was developed by Joseph Novak’s research team in 1972. This strategy is
based on the learning psychology of David Ausubel. The principal idea of Ausubel’s cognitive
psychology is that learning takes place by assimilation. Here, the student builds his/her
knowledge by assimilating new concepts in his/ her existing concepts. This theory
differentiated between rote learning and meaningful learning. Concept mapping can be
described as a tool which helps a learner to organize their cognitive framework into more
powerful integrated patterns. It is a graphical tool that organizes, connects and, synthesizes
information. Concept map shows a graphical relationship between the terminologies. Visual
presentation of ideas helps the students to think about a subject in a holistic sense and increases
mental flexibility. As, Lawson (1994) stated that visual representation develops the holistic
understanding which is not possible by reading only text. Although, it is possible that students
forget what they have learnt after some time. In support of this, Awofala (2011) found that
concept mapping combines visual learning with the spatial representation of information to
promote meaningful conceptual learning.

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It is also an open-ended activity where students create their own maps. These maps are
constructed by linking the previous information with new understanding. Hence, it can be said
that this teaching strategy is based on the constructivist approach. This strategy moves a student
from rote memorization to think logically. Concept maps can summarize a part of a book,
connect historical events, describe how a business is run, develop a personal care plan or patient
treatment, describe how the body works, or the interconnectedness of a wetland’s ecology.
Several researchers have reported that concept mapping enhances students’ performance in
subjects such as science (Udeani and Okafor, 2012; Kamble and Tembe, 2013 and, Ghorai and
Guha 2018). This method has brought a new and interesting way to learn science and other
subjects. Concept map helps the students to (a) think about the connections between the terms
of science, (b) organize their thoughts, (c) visualize the relationship between key concepts and,
(d) reflect on their understanding. It also provides an opportunity for the learner to actively
participate in teaching-learning process. A learner can use this strategy for studying and self-
assessment. Slow learners can also be benefitted by this method as it helps the student to learn
at his/her own pace.
Along with the students, this approach is also beneficial for educators. It allows the educator
to use his/her creative thinking. It is a valuable tool for teachers, as it provides information
regarding the understanding of the students. By repeatedly using this method, a teacher can
quickly identify the gaps in students’ learning and modify lesson plans on this basis. An
educator can use the concept maps as a pre-class assignment, small group activity, whole class
activity, to summarize a concept and, for grading students’ work. In support of this, Sharma et.
al., (2013) found that teaching can be more effective in supplementing with concept maps. In
addition to this, professional development of teachers can be enhanced by introducing concept
map programs in teacher education. Kilic and Azaz (2013) suggested that teachers can design
lesson sequences that allow one proposition to follow naturally from the other; thus,
encouraging meaningful learning. They also reported that it helps the teacher in identifying,
understanding and organizing the concepts.

Types of Concept
Mapping

a) Spider b) Hirearchy c) Flowchart

Mapping Mapping Mapping

Fig 1: Figure showing Types of Concept Mapping

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A) Spider Concept Mapping:

This map is used to investigate and illustrate different aspects of a concept or topic. A spider
map has the main idea in the center of the diagram. Each sub-topic is associated with the main
topic. This map helps in planning, organizing and recording a simple topic.

Solar
Radiation

Trapped Heat Causes of Deforestation

Global
Warming

Greenhouse Co2 Emission

Gases

Fig 2: Figure showing Causes of Global Warming by Using Spider Concept Mapping

B) Hierarchy Concept Mapping:

This method presents information in descending order. It shows the concept ranging from
simple to complex. Linking words are also used in this type of mapping to show relationships
among main and sub-topics. They also represent the creative thinking of the map creator.

Trees
Gives

Oxygen Wood
Is important for

Humans Plants Furniture

Fig 3: Figure showing Role of Tree by using Hierarchy Concept Mapping

C) Flowchart Concept Mapping:

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The flowchart organizes the information in a linear format. In this type of mapping strategy,
the content is organized in a logical and ordered manner. It is also very easy to read and
understand. However, it is not possible to illustrate huge amount of content through this
method. This method also does not promote the use of critical thinking.

Is divided in

The
Troposphere Stratosphere Mesosphere Thermosphere
Atmosphere

Fig 4: Figure Showing Layers of Atmosphere by using Flowchart Concept Mapping

Lesson Plan on Introducing Flower and its Parts by using Hierarchy Concept
Mapping
Topic: Flower and its parts Duration: 45 Minutes
Subject: Science Class: 8th
Objectives:
❖ Students will be able to create a concept map based on a text.
❖ Students will be able to learn new vocabulary and terminology.
❖ Students will be able to show an alternative relationship among concepts.
❖ Student-teacher interaction will be encouraged.
Step 1: Preparation of the Lecture: - In the first step, the teacher should select a topic and
prepare labelled small cards of all the main idea and its sub-concepts. These small
cards are easy to place and move around. This helps in the visual representation of the
topic.

Flower Peduncle Receptacle Sepal

Petal Stamen Filament Anthers Pistil

Style Stigma Ovules Ovary

Step 2: Formulation of a Focus Question: - Now, the teacher should define the context by
using a focus question. A focus question clearly emphasizes the problem which has to

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be solved. It also helps in the formation of a concept map. In this lesson plan, the focus
question will be, “What is a flower?”.
Step 3: Providing Guidelines to the Students: - It may be difficult for the students to
understand and rank the concepts without knowing anything about them. So, the
teacher should outline the concept briefly in advance. Reiska et. al., (2015) suggested
that it is important to give conceptualizations to students beforehand (concepts, focus
question, time range, etc.) because it plays an important role in enabling students to
create good concept maps.
Step 4: Introducing the Concept to the Students: - The teacher should place the card of
‘flower’ in the center of the board and ask focus questions to prompt students’
thinking:
(a) What is a flower?
(b) What does a flower look like?
(c) What does it smell like?
(d) Where can you find it?
Step 5: Placing the Cards from main Concept to Sub-Concepts: -Now show the other
cards to the students and ask them to place them according to their relationships by
using linking words. The concepts should be placed by their ranking i.e., the broadest
concept should be placed on the top. For example, in the present scenario ‘flower’ is
the broadest concept and should be placed on the top.

Flower

Receptacle Petal Stamen Pistil

Peduncle Sepal
Filament Style

Anthers Stigma

Ovules

Ovary

Step 6: After placing the cards, connect them with lines, actions or linking words. These links
illustrate the connection between different concepts (cards). By using this method, it
is easy for the students to understand and remember the concept. With the help of the

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students, the teacher should arrange the concepts in a hierarchal order and also add
their position, characteristics and, functions by writing or by placing other small cards.
The final map illustrates how these concepts are related to each other.

Flower

is made up of is
Responsible
for
Peduncle reproduction

is Receptacle Sepal Petal

Stalk of
is is is
the Flower

Central Outermost A layer

which
base of the whorl of above the
flower flower sepals
Attaches
the flower
to Plant helps in helps in main function

Attaching Protecting Is to attract

the stalk to the buds pollinators
the flower (Insects)

Parts responsible for reproduction are

Stamen is Pistil
is is
/

Male part of Female part

the flower of the flower

are divided into are divided into

Filament Anthers Style Ovary

Stigma Ovules
7

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The International journal of analytical and experimental modal analysis ISSN NO:0886-9367

Step 7: Reviewing the map: - To analyse a concept map, the teacher can ask questions such
as: a) Is the core concept accurately positioned? (b) Do the connecting links explain
the relationship between the terms accurately? (c) Which is the muddiest point and
how it can be clarified? (d) Is it possible to enhance the map by adding any more
functions, parts or links?
Step 8: Assigning the topic: - As a part of the home assignment, assign the topics to students
and ask them to create individual maps.
Step 9: Evaluation of concept maps (Homework)- Ask the students with similar topics to
make groups and discuss their maps. It is important that every student must present
his/her perception of the topic. Ask them to find similarities and differences among
their maps. Group discussions help in maintaining good relationships among students.
An “Excellent Concept Map” requires – (a) Content and, (b) Structure. A good
concept map should be concise, explanatory, easily understandable and, present the
message clearly.

Educational Value of Concept Mapping in Teaching Science

Vanides et al., (2005) suggested that concept mapping reflects on the students’ understanding
of concepts. This method also helps in identifying the misconceptions of students. It further
provides opportunities for students to determine their conceptual understanding. The concept
maps can further effectively promote students’ learning and can be used as an effective
teaching strategy. The maps foster a long-term change in thinking and, contribute to students’
success. These maps support constructivist approach and may have wider applicability to the
work world as well (Asan, 2007). Patrick (2011) further stated that concept mapping is the best
alternative of experimental studies because it ensures retention of subject for a longer time
period. In support of this, Udenai and Oka (2012) also found that concept mapping brings
meaningful learning of biological concepts and experiments in slow learners. In addition to
this, Kamble and Tembe (2013) suggested that adopting a concept mapping strategy can
significantly improve students’ performance in problem-solving compared to using traditional
teaching methods. Concept maps also help in understanding and identifying and learning of the
key concepts, ease the transition from theory to practice and, reinforces student’s self-
confidence.
Sharma et al., (2013) reported that using a concept map as a tool in science classes helped the
students in developing a better understanding of concepts and constructing knowledge bases.
Khrais and Saleh (2017) reported that concept mapping develops and improves cognitive

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ability, inductive reasoning and, critical thinking of students which are required for learning
science. Ariaga and Nwanekezi (2018) reported that students’ performance in concept mapping
method was superior to the conventional method. Also, students were able to connect various
concepts on their own. It was also reported that concept mapping effectively improved the
performance of students. Ghorai and Guha (2018) concluded that for teaching the complex
concepts of physical science, concept mapping teaching strategy was found to be more
effective. It is an approach to improve equity in science learning by supporting the learning of
diverse students (Marzetta et al., 2018).

Conclusion
Science education requires a curriculum which is suitable for individual students according to
their mental model and learning pace. After reviewing several studies, it can be concluded that
concept mapping is a useful tool which helps the students to learn in meaningful way by
visualizing the scientific concepts. Visual representation of a content helps the students to learn,
recognise and remember the content for a long time. This method also promotes lively
interaction among teacher-student as it requires active participation of students. The students
can also work in small groups to discuss and, interpret various topics. The hierarchical structure
of a map and the use of linking words helps in the facilitation of critical, creative and logical
thinking. It is an excellent method to evaluate the creative thinking of students.

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