This presentation emphasized the utility of concept mapping as an active learning strategy to help students develop an integrative thinking skills. An introductory example described how concept mapping played a key role in helping linear learners develop their integrative learning skills producing dramatic results in many students. Several definitions of concept mapping were described to help serve as a context for the presentation. The definitions emphasized concept mapping as an active process, and as a way of reading.

 The fundamental unit of concept map anatomy was shown to consist of nodes that are linked through relationships. If several links branch from a single node, a hierarchy is created and if cross-links between branches can be discovered, they serve as powerful visualizations of relationships, or in other words, integrative knowledge. The functional anatomy of maps shows that they contribute to all levels of cognitive complexity with simple facts being represented by two nodes connected by a link. Branching and cross-linking represent higher orders of complexity which might be missed in ordinary study.

 Maps are constructed by first scanning the text and listing the more general concepts and then selecting the most inclusive of these to start the map, usually at the top of the page. Subheadings, or grouping terms, are then selected and branching begins as the map develops its structure. The map is completed by filling in details and cross-links. The process can be chaotic for many students since several correct organizational patterns might be possible. Many students benefit initially with support and encouragement in developing their maps, but the need for this is short-lived.

 Students should attempt to map all their lecture notes and reading assignments, i.e. any material that is going to be tested. Mapping changes the way they read from linear to integrative. They can also hold highly productive group study sessions by comparing maps. Teachers can use maps to organize lectures, introduce lectures, summarize lectures, emphasize certain points, or facilitate small group discussions. Maps can be scored so that integrative thinking is highly rewarded, providing an evaluation tool that may have great utility in a PBL curriculum. Also, a method of side-to-side mapping that allows students to cross-link patient data with either answer choices for case vignette questions, or to a differential diagnosis (not discussed), facilitates the development of diagnostic reasoning.

 Several barriers such as time requirements, learning style, and mental energy were mentioned regarding student motivation to adopt mapping as a learning tool. It was recommended to teach sparingly with concept maps with the responsibility for their construction resting with the student. Teachers should do enough mapping to model thinking, but not to do all of the thinking. The magic is not in the map, but in creating it.

 Students can be encouraged to share and discuss maps with the goal of enhancing their own maps. Concept mapping is a way of reading because it gives students something to look “for” to replace their habit of looking “at.” Mapping even helps integrative learners by increasing their memory for details and helping them stay on task when they study.

 Updated links requested during discussion:

http://www.fed.cuhk.edu.hk/~johnson/misconceptions/concept_map/cmapguid.html

http://www.fed.cuhk.edu.hk/~johnson/misconceptions/ce/learn/concept_map.htm

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