Concept maps as versatile tools to integrate complex ideas: From kindergarten to higher and professional education

Beat A Schwendimann

doi:10.34105/j.kmel.2015.07.006

Abstract

Knowledge is getting increasingly more complex. Learners, from Kindergarten to higher education, require powerful tools to connect complex ideas. This paper explores the range of studies that investigated concept maps as learning, metacognitive, collaborative, and assessment tools to support integrating complex ideas. Research suggests that concept maps can be successfully implemented in a wide variety of settings, from K12 to higher and professional education. However, the effectiveness of concept maps depends on different factors, such as concept map training and choosing a suitable form of concept map to match the task and learner. Developing proficiency in concept mapping takes time and practice and should not be first introduced in higher education. Concept map training could start as early as Kindergarten and include concept map generation, interpretation, and revision. This paper concludes that, if implemented thoughtfully, concept maps can be versatile tools to support knowledge integration processes towards a deeper understanding of the relations and structures of complex ideas and facilitate life-long learning.

Highlights

As the amount and complexity of knowledge increases at an unprecedented pace (Barnett, 2000), educators and students at institutes of higher education require powerful tools that support integrating complex ideas
This paper aims to provide educators and researchers with a structured overview of research on concept mapping as learning and assessment tools implemented with students from Kindergarten to higher education
To answer the question in which age group concept maps can be implemented, the rich literature on concept mapping suggests that concept maps can be implemented in a wide variety of settings, from Kindergarten to university level

Summary

Introduction

As the amount and complexity of knowledge increases at an unprecedented pace (Barnett, 2000), educators and students at institutes of higher education require powerful tools that support integrating complex ideas. Research suggests that in order to form more integrated knowledge, learners need to add and distinguish new ideas and connections to their existing repertoire of ideas rather than replace existing ideas (Strike & Posner, 1992; Demastes, Good, & Peebles, 1995; Linn, 2008). Instead of seeing existing ideas as obstacles that need to be replaced, knowledge integration seeks to add new ideas, and through application in different contexts, help learners develop criteria to distinguish which and when ideas are relevant (Linn, 2008)

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Conclusion