Abstract
In this article we describe concept maps, mind maps, and explain the differences between concept and mind maps. We also describe and their relative contributions to the process of assimilation and development of knowledge. We show with an example of motivation of students from a text to construct concept maps and mind maps and show how mind maps can take off from concept maps and reconstitute existing knowledge visually.
Highlights
In t rodu ct ion Concept Maps refer to an interlinked structure of knowledge presentation where you can link concepts with each other using key phrases
In the air pollution example, "pollution" would be an idea that is more generic, or "air" would be more generic and "criteria pollutants" that in turn refer to SOX, NOX, O3, PM10 are lower level concepts
In summary, constructing a concept map is based on identifying the concepts first, connecting the concepts using key phrases and rank ordering the concepts along a hierarchy
Summary
In t rodu ct ion Concept Maps refer to an interlinked structure of knowledge presentation where you can link concepts with each other using key phrases (referred to as linked words). T here must be appropriate linking phrases that will connect the hierarchically organised concepts With this in mind, linearly constructed concept maps, or concept maps that have many roots as nodes are not well designed. In summary, constructing a concept map is based on identifying the concepts first, connecting the concepts using key phrases and rank ordering the concepts along a hierarchy. Besides these simple rules, it is important to be mindful to not use linear concept maps and disjointed concepts with many root nodes
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