Frequently Asked Questions

What is concept mapping?

Novak-type concept mapping is a method for expressing one's cognitive structure, representing concepts and propositions involved in one's understanding of a topic. Concepts are arranged hierarchically on a page and connected with linking words to form valid statements related to a given topic or focus question.

Concept mapping (a term trademarked at one time by Dr. Joseph Novak) is often mistakenly interchanged with the terms mind mapping or "webbing." Additionally, other researchers/theorists have sometimes used the term concept mapping to mean something other than what Novak has specified. To help clarify any misunderstandings, this web site will specify "Novak-type concept mapping." See the References and Resources pages for works providing more detail on Novak-type concept maps. Also see a variety of definitions for concept map found by Google.

What is the relationship of Novak-type concept mapping to "webbing?"

Similarities
Concepts are depicted as nodes in the map.
Concepts are shown in some relationship ("linking") to other concepts.

Differences
Webbing typically starts from the center outward while concept maps start from the top downward
Concept maps are basically hierarchical whereas webs are not (decentralized by definition)
Novak-type concept maps form propositions which can be seen by reading concepts connected by linking words.

Progression
Webbing may be used as an initial step in concept map creation at the brainstorming stage, generating a lot of ideas (concepts and relationships between other concepts). See "What is the process by which concept maps are constructed?"

1. List/identify concepts/terms (preferably 10-20) [may be provided by someone else or assembled by the mapper]
   
2. Arrange broadest/most inclusive to most specific (think "outline")
   Families are clustered (approx 3-4 under each "head")
   
3. Connect concepts using linking words
   
4. Look for "crosslinks" (connections between concepts that aren't in the ssame immediate family
   
5. "Clean up" map if necessary (especially if hand drawn)
   
6. [Share?]
   
7. Continue to revise map over time if desired (adding new concepts; rearranging; adding examples; adding crosslinks; etc.)

See Appendix I in
Novak, J. (1998). Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations. Erlbaum: Mahwah, NJ.

What tools can be used to construct concept maps?

• It depends...
  • How permanent does the concept map need to be?
    
  • Does it need to be shared?
    
  • Who will it be shared with (and what tools do they have?)
    
• See examples
  

• Understandings can be refined/made richer when compared with unique understandings of others
  
• Receive feedback from others
  
• Communicate an example/overview to others

• Express her/his understanding of a topic
  
• Share/compare her/his understandings with others
  
• Feel more "in charge of" her/his own learning
  
• Recognize that there is more than one right answer
  
• Recognize viewpoints other than what is presented in the textbook or by teacher
  

• Provide students with a model against which to compare their maps
  
• Provide students with an overview of a topic
  
• Focus on higher level thinking rather than recall/memorization
  
• Facilitate students' critical thinking
  
• Prepare for paper/essay
• Provide students with a structure to memorize (not recommended; assumes that there is a knowledge structure that is "completely objective")
  

• Understandings can be refined/made richer when compared with unique understandings of others
  
• Receive feedback from others
  
• Communicate an example/overview to others
  

• Does the sharing depend on people being in the same place, at the same time?
  
• See example list