Running head: Concept Maps

Using Concept Maps in the 21st Century Classroom

Judy Marsh
Candice Mayo
University of West Georgia

Running head: Concept Maps

The reason why Judy and Candice decided to further investigate concepts maps in the
classroom is because both researchers have used them in the classroom successfully and have
seen the positive changes of organizing information with text and within images. I believe if
students use them correctly and understand the information contained within them, this leads to
better information retention of concepts learned The goal of any school is to support and raise
student achievement and this is a simple method that teachers can use effortlessly that does not
require extensive planning.
The Halpern and Hakel (2003) article Teaching for Long Term Retention and Transfer
states that the purpose of formal education is transfer (p. 38). We are supposed to help
students with skills that they will use when they are in the real world. There is a big difference
between teaching for a test and teaching students valuable skills they will need once they exit
formal schooling. Students can score higher on an assessment and still not be able to use the
information in a real world situation. Large lecture classes and multiple choice tests are an easy
and inexpensive pedagogical model and are often used on college campuses but understanding
is an interpretive process in which students must be active participants (p. 40). Learning and
remembering involves multiple interdependent processes and this reminded me of how weve
discussed visual literacy and presenting information in text and images.
Thirty experts from different areas (cognitive, educational, etc.) of the learning sciences
validated the ten principles in the article. The author also embellished the findings from their
own experiences. Although this article was not conducted like an academic research paper, it
proved some valid points mentioned above and it seemed more applicable to teaching. There
were ten laboratory-tested principles for enhancing long term retention and transfer of learning:

Running head: Concept Maps

1. The single most important variable in promoting long-term retention and transfer is
practice at retrieval
2. Varying the conditions under which learning takes place makes learning harder for
learners but results in better learning
3. Learning is generally enhanced when learners are required to take information that is
presented in one format and re-present it in an alternate format
4. What and how much is learned in any situation depends heavily on prior knowledge and
experience
5. Learning is influenced by both our students and our own epistemologies
6. Experience alone is a poor teacher
7. Lectures work well for learning assessed with recognition tests, but work badly for
understanding
8. The act of remembering itself influences what learners will and will not remember in the
future
9. Less is more, especially when we think about long-term retention and transfer
10. What learners do determines what and how much is learned, how well it will be
remembered, and the conditions under which it will be recalled.
These could be made into an infographic as an overview for teachers to keep in mind while
teaching.
I (Candice) liked how this article was more reader-friendly and easier to understand. I
believe teachers are more apt to read articles like this one instead of getting lost in the numbers
and technical jargon of academic research normally conducted for university level. This article
addresses what should be the actual purpose of school to help someone learn something that they

Running head: Concept Maps

will use outside of school. Book smarts dont necessarily help graduates in the real world and
dont translate to real life skills.
Students need to be able to process information in their own way to retain information
and thats why teachers use a variety of instructional methods to reach all kinds of students.
Learning activities occur at multiple instances such as initial learning, retention interval and the
point of recall (p. 40). Students often selectively forget what they are not asked to recall on a test
resulting in only certain things being retained. Often times, all the information needs to be used
together to solve real world problems and multiple choice or simple recall tests do not assess this
ability nor encourage students to develop this ability. Recalling a list of facts or even processes
used to solve a problem will not help students solve a real world problem that isnt similar to the
test question. Students need to approach different problems with different tools and learn to
figure out their own solutions instead of following a set of rules. Transferring knowledge outside
of the classroom requires students to actively use the knowledge gained, not just select the
correct answer.

Running head: Concept Maps

Title and brief description of paper
The title of the research I read on the history of concept maps is The Origins of the
Concept Mapping Tool and the Continuing Evolution of the Tool, written jointly by Joseph D.
Novak, Professor Emeritus at Cornell University, and Alberto J. Canos, Associate Director at the
Florida Institute for Human & Machine Cognition (Novak & Canas, 2006).
Summary of the review of literature
A study at Cornell University studied first and second grade children, and how the
students learn basic science concepts. The study followed the students for twelve years, and this
study led to the need for a new tool to describe childrens conceptual understanding of new
information. This study in 1972, resulted in the invention of the concept map.
Analysis of methodology
The research began in 1971. It was centered on Jean Piagets study on cognitive
operational states. The questions for the study were:
1.

Are cognitive limitations the result of brain development, or the kind of education

they are receiving?

2.

With proper instruction, can six to eight year-old can enough understanding of a

subject, to retain and apply the information for later learning?

3.

Can the development of childrens learning be observed?

4.

Will the results from the study support Ausubels assimilation theory of learning?

David Ausubel believed that children made since of their world with knowledge they already
have.
The study was conducted in West Florida, with the same students for a period of twelve
years. The data was gathered through interviews, which were tape recorded, and the graduate

Running head: Concept Maps

students working on the study transcribed the childrens tape recorded answers. The interviewers
were looking to ascertain how much information the students were learning in two separate study
groups.
The study began in 1971. The students involved in the study were first grade children
(age 6). There were 191 children studied, who received 28 audio-tutorial lesson, and 48 children
who did not receive these lesson. The children were interviewed periodically through grade
twelve to ascertain how much they had learned. All students were interviewed on the concepts of
matter, energy and energy transformations. Over the years, random children were selected to be
interviewed because there were not enough staff to interview every child. The study was based
on young childrens ability to learn science concepts, and how prior learning impacted later
schooling.
Summary of results
The results from the study yielded that the 191 children who received audio-tutorial
lessons, as well as with lesson that contained pictures, manipulatives and other types of learning
materials, retained more information that could be used for later learning, and applied as prior
knowledge, performed better than students who did not receive differentiated instruction

Your opinion about research (what was good, what could be improved)
The research was good, however, the importance of the research was not the data from the
research, the research more importantly demonstrated how the concept map was developed.
However, the research did find that meaningful learning, facilitated by different stimuli and
media, is important in building knowledge for future learning by a student, and that rote learning
contributed little to helping a student acquire and retain information.

Running head: Concept Maps

What did you learn from study
Concept maps were born out of interviews conducted by the graduate students with the
children being studied. As the graduate students were transcribing the information, they found
that the interview could easily be turned into a concept map. It further showed that the interviews
in a concept map layout became a powerful knowledge representation tool. Additionally, I
learned that concept maps are arranged hierarchically, with the most general at the top. Further,
statements or propositions show a relationship between two ideas, and that there may also be
cross-inks demonstrating relationships between ideas.

Running head: Concept Maps

Title and brief description of paper
Effect of Novak Colorful Concept Map with Digital Teaching Materials in Student
Academic Achievement by Chei-Chang Chiou, Li-Tze Lee and Yu-Qian Liu studied four types
of instruction and increasing complexity and colors of concept maps.
Summary of the review of literature
This research mentioned Ausubels assimilation theory of cognitive learning and how the
human brain and nervous system are an information-processing and information-storing system.
Novak decided to create colorful concept maps in reference to assimilation theory. Colorful
teaching materials have been shown in several studies to help students retain more, learn better
and catch their attention.
Analysis of methodology
Participants were juniors in advanced accounting classes in a private technical university
in Taiwan. There were 120 students involved in the study (day and evening programs). Seventyseven percent were female and none of the students had experience with concept maps. There
were four kinds of teaching materials: conventional digital teaching materials (similar to a
textbook except for the format), monotonic concept maps (designed according to concept map
theory using black and white colors), hierarchical Novak colorful concept maps (same as
previous but with multiple colors), clustered Novak colorful concept maps / CCMDMs (coloring
is based on individual concepts). I liked how the study included the graphic below to help
understand the difference in the concept maps used.

See images below.

Running head: Concept Maps

The experiment consisted of six phases: 1. official class period where teacher lectured for
the first five weeks, 2. pre-test to measure prior knowledge, 3. students were randomly assigned
to four groups where three groups were given an explanation of how concept maps are used 4. all
students reviewed material by using their assigned review materials (above), 5. post test, 6. 2nd
post test to measure long term retention.
Summary of results (what they encountered)
Using the maps can reduce weaknesses in conventional linear teaching. The study results
indicated that graphic displays can significantly improve learning outcomes. Applying concept

Running head: Concept Maps

maps helps students learn material better and color intensifies this effect. Hierarchical and
clustered CCMDMs can better enhance long-term memory in contrast to the other concept maps.
Your opinion about research (what was good, what could be improved)
I (Candice) think the article was more complex than it needed to be but the results were
not surprising. The more elements added to a concept map, the more retention of learned
concepts. I really liked how they included color as part of their research but they could have
included a wider variety of grade-levels.
What did you learn from study
I was surprised to learn that the students involved in this study had not had experience
with concept maps. It made me think of schooling in other countries and how we are not at the
top of the education race. I still dont understand why we dont look at other countries and
realize that if they are doing something different and are making gains, it might be worth
studying and investigating. Although American students are unique, I believe if what our
education system has been doing is not working, why not try something new instead of
continuing to have initiatives similar to each other but with new names.
I also liked how I have used various graphic organizers and concept maps in the past, but
have not necessarily color-coded them for the students. A lot of times, I color-code what is on
the screen to help them visualize the concept and differences better but I dont always take the
time to ask students to actually use different colors to differentiate between the information. I
liked how despite the language not being understandable in the graphic provided, the concept
was still clear and this is a great learning tool for me as I (Candice), teach another language.

Running head: Concept Maps

Title and brief description of paper
There are many uses for concept maps in the educational arena, as well as business,
medical and legal. There are also just as many online concept map tools to aid teaching and
learning. This paper investigates how concept maps were transformed by the advent of the
Internet. Once concept maps could be manipulated on a computer screen, concept maps became
a global educational tool. In the article, Effects of Touch Technology-based Concept Mapping
on Students Learning Attitudes and Perceptions (Hwang, Wu & Kuo, 2013), the researchers
discuss the impact concepts maps have on learners in a technology based environment opposed
to a paper and pencil learning environment.
Summary of the review of literature
Concept maps are rapidly evolving due to information technology. Two experimental
groups and one control group were used to study three types of learning strategies using concept
maps. The researchers sought to clarify if the students who learn with touch technology based
concept mapping show a significant better attitude toward learning natural science, compared to
students who learn with by traditional paper and pencil method.
Analysis of methodology - what kind of study conducted, how data was collected
To gather accurate data three variables were considered that could affect the outcome of
the research. The variables were: the instruction; amount of learning time; and the subject
students were studying.
The study was conducted in southern Taiwan in an elementary school. Ninety-two sixth
graders (ages 12-13) from three different classes participated in the study. Of the three classes
studied, one was controlled and the other two were experimental. Group One consisted of 31
students who learned with an Interactive White Board concept mapping approach, Group Two

Running head: Concept Maps

also had 31 students who learned with touch-screen based concept mapping, and Group Three (or
the control group) learned with a paper and pencil concept mapping approach.
The two measuring tools used in the study were a student learning attitude questionnaire,
as well as a questionnaire inquiring as to the acceptance by the students of concept mapping. The
students were asked to complete the questionnaires prior to the concept mapping instructional
activity. During instruction, two groups were introduced to computers based concept mapping
tools, and the other group was instructed using paper and pencil. Upon completion of the
instructional activities, all students were asked to complete another survey on their learning
attitudes toward concept mapping.
Summary of results
The outcome of the learning attitudes study was quite surprising. The group using an
Interactive White Board concept mapping approach showed significant improvement in learning
after the instructional activity, indicating the Interactive White Board positively impacted student
learning, however, the group using touchscreen-based learning show no significant improvement.
Further, the study revealed that students in the paper and pencil group showed a decline in their
attitude toward learning, which indicated that paper and pencil concept mapping could have a
negative impact on student learning.
Your opinion about research (what was good, what could be improved)
Studying attitudes to gather data is difficult, especially when working with children. There
are so many variables that could affect a students attitude the day of the study, such as hunger,
illness, fatigue, etc. Additionally, the research analyzed different types of data, analysis of
learning attitudes and perceived ease of use of the three different concept mapping approaches.
Contrary to the learning attitudes discussed above, the perceived ease of use study revealed that

Running head: Concept Maps

the students using the touchscreen concept mapping approach showed increased learning
achievement, and the students in an Interactive White Board learning environment decreased,
making a strong argument for allowing students practice time and interaction with new
knowledge.
What did you learn from study
Students in the 21st Century are accustomed to learning with technology, and that
technology does enhance student achievement. Students also need a balance of instructional
delivery styles. Students need less teacher talk and more practice and integration time of new
concepts to acquire new knowledge. In order for a meaningful learning environment to exist,
teachers need to be knowledgeable of student-centered, technology based concept mapping to
improve student achievement.

Running head: Concept Maps

Title and brief description of paper
Helping students develop critical thinking skills is a global educational concern. As
technology and the digital age evolve, so are they ways our students think, evaluate, analyze and
make decisions. The article, Making Student Thinking Visible Through a Concept Map in
Computer-Based Assessment of Critical Thinking, captures what the studies above are seeking
to prove. Therefore, computer-based learning and thinking tools, such as concept maps, support
student achievement (Rosen & Tager, 2014).
Summary of the review of literature
Thinking tools, or concept maps, are a qualitative means to measure students complex
thinking skills. Identifying the role that concept mappings plays in helpful students achieve
critical thinking skills is important in developing learning tasks that will yield meaningful
learning. At this point, most students and households have access to a computer. This study was
conducted in four countries, the United States, Africa, United Kingdom and Singapore.
Computer-based instruction allowed for analysis of data from the different countries.
Analysis of methodology
The study was conducted in the United States, Africa, United Kingdom and Singapore.
The participants were 14 years old, and there were 190 participants involved in the study. The
study took place from November 2012 to January 2013. The schools invited to participate in the
study demonstrated that the school teaches and is involved in 21st Century learning and projects;
the students spoke English; and that the school had enough computers in the building, as well as
high speed internet, to support the study. Additionally, the participants all had similar GPA, ELA
and Math grades. The closeness of grade averages allowed for an equitable study of critical
thinking skills.

Running head: Concept Maps

Two computer-based strategies were used to study the students critical thinking
performance. A group of 102 students participated in the Evidence-Centered Concept Map
mode, and 88 students participated in the notepad mode. The students were given tasks in both
modes and no time limit was placed on the task. Teachers at the schools monitored the activity to
ensure students stayed on task. Student scores were collected and analyzed with rubrics
developed for the study.
Summary of results (what they encountered)
The study identified that students critical thinking skills significantly improved when
working in the Evidence-Centered Concept Map mode scored higher than students who were
assessed in the notepad mode. It also found that females scored higher than males in critical
thinking in the Evidence-Centered Concept Map mode, however, both male and females scored
similarly in the notepad mode.
Your opinion about research (what was good, what could be improved)
This was a very interesting study, particularly inasmuch as we often consider males to be
the higher users of technology. The study demonstrated that students who use concept maps to
organize their thinking experience higher achievement, synthesis of information, as well as the
ability to make connections between separate pieces of information.
What did you learn from study
The studies presented confirmed that concept maps are a powerful organizational learning
tool. Concept mapping supports, guides and extends student learning. Computer-based concept
mapping creates a plus-plus learning environment for students. Additionally, the studies
reviewed demonstrated from the invention of concept maps, to their history and uses, that
concept maps are educational tools which support higher order thinking. In conclusion, concept

Running head: Concept Maps

mapping facilitates the task of analyzing different pieces of information to solve a problem.
Efficient and effective critical thinking and problem solving will support our students as they
move through their academic and personal lives.

Running head: Concept Maps

References
Chiou, C., Lee, L., & Liu, Y. (2012). Effect of Novak Colorful Concept Map with Digital
Teaching Materials on Student Academic Achievement. Procedia - Social And
Behavioral Sciences, 64(12 th International Educational Technology Conference - IETC
2012), 192-201. doi:10.1016/j.sbspro.2012.11.023
Gwo-Jen Hwang1, g., Chih-Hsiang Wu2, p., & Fan-Ray Kuo3, r. (2013). Effects of
Touch Technology-based Concept Mapping on Students' Learning Attitudes and
Perceptions. Journal Of Educational Technology & Society, 16(3), 274-285.
Halpern, D. F., & Hakel, M. D. (2003). Applying the Science of Learning to the University and
Beyond: Teaching for Long-Term Retention and Transfer. Change, 35(4), 36-41.
Novak, J., & Canas, A. (2006). The origins of the concept mapping tool and the
continuing evolution of the tool. Information Visualization Journal, 175-184. Retrieved
June 23, 2015, from
http://cmpa.ihmc.us/publications/researchpapers/originsofconceptmappingtool
Rosen, Y., & Tager, M. (2014). Making Student Thinking Visible through a Concept
Map in Computer-Based Assessment of Critical Thinking. Journal Of Educational
Computing Research, 50(2), 249-270.