Students can create concept maps either on paper or by employing a variety of computer software programs. Key words or phrases encased by circles or boxes are the main components of a concept map. Components that are interrelated are connected via lines or arrows; broader or general concepts are at the core of the map and more specific concepts develop with each layer or level. The visual representation of a concept map represents a network of knowledge and ideas.
Spider, hierarchy and flow chart maps are three examples of concepts maps.
Spider maps start with the main topic or concept in the middle of the diagram, with more specific or related terms radiating from it.
With hierarchy maps, the main or broader concept is located at the top of the diagram, with more specific or linked ideas connected to it on lower levels.
A flow chart map demonstrates a proper step by step sequence of events or phases of a particular plan or procedure.
It is when students become critical thinkers that they actually begin to gain knowledge. According to Carol Johnston of the University of Melbourne, students can use concept maps to develop critical thinking, to remember an extensive amount of curriculum over the long term, to find deeper meanings and relationships in course work and to interactively learn.
Creating a concept map allows students to not only memorize the surface layer of information, but to genuinely learn and understand that information. Johnston suggests that economics students, for example, draw a concept map after reading a chapter in their textbook. By initially writing the major key concepts down and then connecting those to related terms, students will comprehend even more the information they just read. Also, by physically drawing a visual diagram, students will have an easier time remembering this information as well.
The very essence of a concept map is drawing connections between components of information. By connecting previous knowledge to new information, students can more effectively study for exams or organize a research paper; these connections also contribute to a deeper level of understanding or an analysis of the information's accuracy.
When students look at their completed creative maps, they sometimes can identify areas where more information is required. This aspect of critical thinking is integral for nursing students, for example. Dr. Peggy Wros points out an example when nurses are creating maps to describe patient profiles. The identification of information that has not yet been discovered may assist in effective treatment down the road.
There is a creative aspect to concept mapping as it involves brainstorming. Students not only include components from the text, lecture or resource they are studying, but ultimately end up adding their own new ideas. Concept maps can also be dynamic. By revisiting their visual diagrams, students can add new components and modify connections between concepts.