Volume 3, Issue 1, 2009

Concept Mapping in Introductory Physics

Voltaire Mallari Mistades, Assistant Professor of Physics, De La Salle University, Philippines

[email protected]

Abstract

Concept mapping is a meta-learning strategy based on the Ausubel-Novak-Gowin theory of

meaningful learning. In a concept map, concepts are related with linking words to form propositions.
By expanding this concept-proposition link, one eventually forms a web of concepts whose meanings
are embedded in the presented map. The paper describes the authors experience with students use
of concept maps and how concept maps are scored. The strategy was utilized as an advance
organizer and as an assessment tool (for diagnostic and summative purposes). Sample concept maps
constructed by students taking up Introductory Physics are presented.

Introduction

Concept mapping is a meta-learning strategy based on the Ausubel-Novak-Gowin theory of

meaningful learning (Ausubel, Novak, and Hanesian, 1978; Novak and Gowin, 1984). It had its origins
in research done at Cornell University to study changes in students understanding of science
concepts over a 12-year span of schooling (Novak, 1990). The Cornell University group, led by Joseph
Novak, worked with the idea that new concept meanings were acquired through assimilation into
existing concept/prepositional frameworks. This idea of hierarchical representation of
concept/prepositional frameworks was eventually described as cognitive maps or concept maps.

Basic to making a concept map for a piece of scientific knowledge is the ability of the student to
identify and relate its salient points to a general (or super-ordinate) concept. Concepts can be
connected with linking words to form propositions (for example, potential energy may be classified as
either gravitational potential energy or elastic potential energy). Wandersee (1990) describes a
concept map as a schematic device for representing a set of concept meanings embedded in a
framework of propositions.

Novak, Mintzes, and Wandersee (2000) posit that learning may proceed in two different ways. Rote
learning occurs when the learner makes no effort to relate new concepts and propositions to prior
relevant knowledge s/he possesses. Meaningful learning occurs when the learner seeks to relate new
concepts and propositions to relevant existing concepts and propositions in her/his cognitive structure.
When students are presented with innumerable bits of information to be recalled, it is difficult for them
to consider how each bit of information relates to what they already know, thus they resort to rote
learning.

The perspective presented by Edmondson (2000) the fundamental goal of education is to facilitate
learning through shared meaning between teacher and student views students as active
participants in the process of knowledge construction and not simply as passive recipients of
knowledge that is given by the teacher. As noted by Novak, Mintzes, and Wandersee (2000),
students who learn meaningfully integrate information from different sources. Students form
connections between new information and material that has been previously studied.

During the early years of research in concept maps, Symington and Novak (1982) found that primary-
grade students are capable of developing very thoughtful concept maps, which they can explain
intelligently to others. This observation led the researchers to explore even more the value of concept
maps in organizing the instructional material and helping students learn this material.
Yin, et. al. (2005) describe a concept map as follows, [concept map] includes nodes (terms or
concepts), linking lines (usually with a unidirectional arrow from one concept to another), and linking
phrases which describe the relationship between nodes. Linking lines with linking phrases are called
labeled lines. Two nodes connected with a labeled line are called a proposition. Moreover, concept
arrangement and linking line orientation determine the structure of the map (e.g. hierarchical or non
hierarchical).

Building on the spoke, chain, and net structures proposed by Kinchin (2000), researchers from
Stanford University (Yin, et. al., 2005) propose five possible structure types that could be used to
describe concept maps:
a) Linear b) Circular

linking phrase

concept

c) Hub Spokes d) Tree

e) Network / Net

Concept Maps: Pedagogical Implications

The main idea behind concept mapping is that expertise or understanding can be assessed by asking
a student to construct a map by relating concepts in a hierarchical structure using prepositional
statements as the links or connectors. This resulting map reflects the students mental structure
related to the concept(s) presented.

Concept maps provide the educator a glimpse into the learning of the student, in particular with the
qualitative aspects of students learning. They reveal students cognitive structures due to prior
knowledge and experiences. They also reveal errors, misconceptions, and alternative frameworks
(Edmondson, 2000). Kinchin (2000) emphasized pupil-produced maps as the ones that are most
beneficial in the learning process, arguing that concept maps are able to reveal students
misconceptions in learning that are not captured by traditional assessment tools.

Although much research has still yet to be done on students facility in using concept maps, Good
(2000) notes that the process of concept mapping is recognized by most science educators as a valid
way to assess understanding and as a useful instructional tool. Mistades (2003) described the use of
concept maps both as an advance organizer for a chapter and as an assessment instrument (both for
diagnostic and summative purposes) for an Introductory Physics class for Liberal Arts students.
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Concept maps have allowed the researcher to determine what particular concepts the students have
clearly grasped and which concepts would need a little bit more polishing.

Edmondson (1995) discussed the positive effect of concept maps in the development of a problem-
based veterinary curriculum. In a study that implemented concepts maps as a methodology to teach
and evaluate the critical thinking of senior clinical nursing students, Daley, et. al. (1999) showed that
there is a statistically significant increase in concept map scores possibly indicative of the increase in
students conceptual understanding and critical thinking. First-year college chemistry students who
were taught the use of concept maps to help them understand the concepts involved in the
experiments they performed responded very positively toward the use of concept maps. They felt
strongly that constructing the maps helped them understand the conceptual chemistry of the
experiments (Markow & Lonning, 1998).

Concept Maps: Scoring Schemes

Several schemes for scoring concept maps have been suggested. McClure, Sonak, and Suen (1999)
compared six different scoring methods of concept maps and found them all to be correlated with each
other. Shavelson and Ruiz-Primo (2000) presents a scoring scheme adapted from the outline
developed by the Cornell University (Novak, 1990) group:
(a) score the components found in the students map, focusing on three components:
(i) propositions (concepts and content)
(ii) hierarchy levels (relationships, links, and cross-links)
(iii) examples
(b) compare a students map with an experts map
(c) a combination of map components and comparison with an experts map

The scoring scheme devised by Markham, Mintzes, and Jones (1994) utilized six observed aspects of
a students map:
(1) number of concepts presented,
(2) concept relationships,
(3) branchings,
(4) hierarchies,
(5) cross-links, and
(6) examples.

Concept Maps Prepared by Introductory Physics Students

The following figures represent concept maps in Physics prepared by students of De La Salle
University Manila in their Introductory Physics course. Notice the varying level of sophistication in
each sample, by looking at the number of concepts placed in the map, links and cross-links involved,
prepositions used to link the various concepts, and examples that were given.

Figure 1 shows the various components looked into when scoring a students concept map. An
analysis conducted by Johnson et. al. (1991) of the growing body of research on collaborative learning
showed that when students work in small groups and cooperate in striving to learn subject matter, the
end result is a positive cognitive and affective outcome. Figures 2 and 3 are sample concept maps
created by a group of students in class. Figure 4 depicts a concept map with a lot of branchings,
examples, and cross-links involved in the diagram.

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 branching

examples

concept major concept

relationship hierarchies
crosslink

Figure 1. Students Concept Map in Electricity

Figure 2. Group Concept Map in Electricity

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 Figure 3. Group Concept Map in Introductory Physics

Figure 4. Students Concept Map Relating Work, Energy, and Power

Figure 4. Students Concept Map Relating Work, Energy, and Power

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