Take 2 for Teaching & Learning: Concept Mapping
Concept mapping is a powerful, research-backed strategy to elevate university-level teaching by turning abstract disciplinary ideas into structured visual representations. It encourages students to see the structure of knowledge—how big ideas relate, where gaps exist, and how concepts evolve across time and context. As early as 2008, scholars Hay, Kinchin, and Lygo-Baker highlighted concept maps’ capacity to reveal students’ prior knowledge, support meaningful presentation of new material, and track conceptual change throughout a course. More recently, a 2023 meta-analysis by Izci and Akkoc confirmed that concept maps have a statistically significant impact on academic achievement.
This technique also aligns beautifully with active learning pedagogies, which are known to improve learning outcomes and reduce failure rates in STEM courses. Whether used during lectures, discussions, or assignments, concept mapping promotes deeper thinking, collaborative learning, and long-term retention.
How it works
Instructors can integrate concept mapping into teaching in a variety of ways:
- Pre-assessment: Uncover learners’ mental models and misconceptions.
- Lecture scaffolding: Structure and connect new content in real time.
- Post-unit reflection: Help students consolidate and visualize what they've learned.
Practical tips for instructors
- Start small: Introduce mapping with 3–5 core concepts and model the process.
- Use it regularly: Make mapping a weekly or unit-based routine.
- Pair with discussion: Ask students to justify connections or revise maps after class dialogue.
- Invite creativity: Encourage metaphors, visuals, or color coding to personalize meaning-making.
Bottom line
When thoughtfully implemented, concept mapping can shift your classroom from passive reception to active construction. It supports metacognitive growth, bridges theory with practice, and allows students to see their own learning take shape—making it a versatile and inclusive strategy across disciplines.
References
Hay, D., Kinchin, I. M., & Lygo-Baker, S. (2008). Making learning visible: The role of concept mapping in higher education. Studies in Higher Education, 33(3), 295–311.
Izci E, Akkoc EA. The impact of concept maps on academic achievement: A meta-analysis. Heliyon. 2023 Dec 6;10(1):e23290. doi: 10.1016/j.heliyon.2023.e23290. PMID: 38163243; PMCID: PMC10755297.
Kumar, A., & Kahle, D. J. (2006). VUE: A concept mapping tool for digital content. In Concept Maps: Theory, Methodology, Technology (Proceedings of the Second International Conference on Concept Mapping).
Tufts University, Academic Technology Group. (n.d.). Visual Understanding Environment. Retrieved from Tufts University website.
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