Reviews

Science Process Skills. Creating a Concept Map

Science process skills
Tara Brock, College Junior
Chemeketa Community College, Salem, Oregon

I like how this model breaks down the main ideas then connects them with lines and words to explain the relationship between all ideas.

At first you start out figuring out what the main ideas are and then organize them based on their importance. I very much like this style of visual note taking. Reading terms over and over and keeping them all straight can really just overload your brain. I will definitely be using this technique each time I am trying to understand something I may not be comprehending as much as I would want to .

Understanding mind mapping
Kelly Billings, College Freshman
Chemecketa Community College, Salem, Oregon

Out of all of the mind mapping sites that I have reviewed, this one made sense. The understanding of how to create and use it was well put together here. I like the format that is used and especially that it could be changed to fit any class.

Just 5 steps
Anna Magis-Agosta
Chemeketa Commmunity College, Salem, Oregon

This resource gives five steps to follow when creating a concept map. It introduces the reader by explaining that there are different ways of organizing ideas. One of the ways to do this is by creating a concept map. A concept map is where ideas are written inside a box. The concepts relating these boxes are connected by lines and words go with each line to explain the relationships.

Outlines and concepts maps are very similar in that they both show relationships between ideas. However, concept maps provide a better visual to see these relationships between ideas. The first step in creating a concept map is choosing the main concepts. These will be put into the boxes. Some examples include water, liquid, compound, hydrogen, and oxygen.

Second, deciding which concepts on the list are directly related to the main concept. An example would be that liquid and compound are both directly related to water. There can be many different ideas that are directly related.

The next step is showing how the ideas are related. On the concept map, the lines and words are what do this. An example is would be using the words is and composed of. The amount of lines can vary depending on what is needed to explain all of the relationships.

Lastly, the concept map will need to be expanded. This means that some of the boxes next to the main ideas will need to be connected. New ideas will need to be written next to the main ideas until all of the ideas have been mapped out and cannot be mapped out any further.

I think this website had some very help tips, including the visualization of the concept map. However, I think it needed to get a little more detailed by giving more visual examples to help the reader along. I did think that the site explaining that concept maps are better for visualization then outlines was very helpful.

For people who need more visual learning this process is a good way to start organizing ideas. Understanding that this method is for more visual learning enhanced my understanding of the way it was used because it can get very detailed if need be and still someone can see the entire layout and how everything connects together.


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