thumb|upright=1.5|An example of a concept map about [[electricity]]

A concept map or conceptual diagram is a diagram that depicts suggested relationships between concepts. Concept maps may be used by instructional designers, engineers, technical writers, and others to organize and structure knowledge.

A concept map typically represents ideas and information as boxes or circles, which it connects with labeled arrows, often in a downward-branching hierarchical structure but also in free-form maps.

The technique for visualizing these relationships among different concepts is called concept mapping. Concept maps have been used to define the ontology of computer systems, for example with the object-role modeling or Unified Modeling Language formalism.

Differences from other visualizations

  • Topic maps: Both concept maps and topic maps are kinds of knowledge graph, but topic maps were developed by information management professionals for semantic interoperability of data (originally for book indices), whereas concept maps were developed by education professionals to support people's learning. In the words of concept-map researchers Joseph D. Novak and Bob Gowin, their approach to concept mapping is based on a "learning theory that focuses on concept and propositional learning as the basis on which individuals construct their own idiosyncratic meanings".
  • Mind maps: Both concept maps and topic maps can be contrasted with mind mapping, which is restricted to a tree structure. Concept maps can be more free-form, as multiple hubs and clusters can be created, unlike mind maps, which emerge from a single center. It has subsequently been used as a way to increase meaningful learning in the sciences and other subjects as well as to represent the expert knowledge of individuals and teams in education, government and business. Concept maps have their origin in the learning movement called constructivism. In particular, constructivists hold that learners actively construct knowledge.

Novak's work is based on the cognitive theories of David Ausubel, who stressed the importance of prior knowledge in being able to learn (or assimilate) new concepts: "The most important single factor influencing learning is what the learner already knows. Ascertain this and teach accordingly." Novak taught students as young as six years old to make concept maps to represent their response to focus questions such as "What is water?" "What causes the seasons?" In his book Learning How to Learn, Novak stated that a "meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures."

Various attempts have been made to conceptualize the process of creating concept maps. McAleese suggested that the process of making knowledge explicit, using nodes and relationships, allows the individual to become aware of what they know and as a result to be able to modify what they know. Maria Birbili applied the same idea to helping young children learn to think about what they know. McAleese's concept of the knowledge arena suggests a virtual space where learners may explore what they know and what they do not know.

  • Lexicon development

See also

  • List of concept- and mind-mapping software

References

Further reading

  • Example of a concept map from 1957 by Walt Disney.