Concept maps as a dynamic tool for teaching scientific thinking

Abstract

Abstract Scientific thinking often involves understanding interrelated and multidimensional topics. We have employed the concept map as an active learning method for teaching a diversity of concepts in an undergraduate scientific thinking course. Here we describe our implementation of concept maps and how it can be used as tool for instruction, assessment and team building. A concept map is a diagram used to organize ideas and depict their relationships, typically constructed of information presented in boxes with labeled lines drawn between them to indicate connections. In our educational implementation, students write key concepts from assigned reading onto sticky notes and work in small groups using these notes and dry-erase markers to create a concept map on a white board. The modular nature of this approach enables students to dynamically edit and rearrange concepts both during the initial construction and throughout a class period to incorporate new ideas. Students have created concept maps on topics including the scientific method, the diagnostic process for physicians and scientific research articles. When students have disagreements on ideas, the collaborative and flexible nature of these concept maps enable a constructive resolution and the addition of alternative thoughts and ideas. Additionally, throughout the semester the sophistication of the concept maps evolves thus serving as qualitative assessment of student growth. Concept mapping enables students to collaboratively work towards understanding scientific ideas and to think critically about the relationships between them. Visualization of how students organize knowledge facilitates the assessment of student growth and the diversity of understanding within a class.