Given a selected domain and a defined question or problem in this domain, the next step is
to identify the key concepts that apply to this domain. Usually 15 to 25 concepts will
suffice. These concepts could be listed, and then from this list a rank ordered list should be
established from the most general, most inclusive concept, for this particular problem or
situation at the top of the list, to the most specific, least general concept at the bottom of the
list. Although this rank order may be only approximate, it helps to begin the process of map
construction. We refer to the list of concepts as a parking lot , since we will move these
concepts into the concept map as we determine where they fit in. Some concepts may
remain in the parking lot as the map is completed if the mapmaker sees no good connection
for these with other concepts in the map.
The next step is to construct a preliminary concept map. This can be done by writing all of
the concepts on Post-its
TM
, or preferably by using the IHMC CmapTools (Cañas et al. ,
2004b, http://cmap.ihmc.us ) computer software program described below. Post-its allow a
group to work on a whiteboard or butcher paper and to move concepts around easily. This
is necessary as one begins to struggle with the process of building a good hierarchical
organization. Computer software programs are even better in that they allow moving of
concepts together with linking statements and the moving of groups of concepts and links
to restructure the map. When CmapTools is used in conjunction with a computer projector,
two or more individuals can easily collaborate in building a concept map and see changes
as they progress in their work. CmapTools also allows for collaboration between
individuals in the same room or anywhere in the world, and the maps can be built
synchronously or asynchronously, depending on the mapmakers’ schedules.
It is important to recognize that a concept map is never finished. After a preliminary map is
constructed, it is always necessary to revise this map. Other concepts can be added. Good
maps usually result from three to many revisions. This is one reason why using computer
software is helpful.
Once the preliminary map is built, cross-links should be sought. These are links between
concepts in different segments or domains of knowledge on the map that help to illustrate
how these domains are related to one another. Cross-links are important in order to show
that the learner understands the relationships between the sub-domains in the map.
It is important to help students recognize that all concepts are in some way related to one
another. Therefore, it is necessary to be selective in identifying cross-links, and to be as
precise as possible in identifying linking words that connect concepts. In addition, one
should avoid “sentences in the boxes”, that is, full sentences used as concepts, since this
usually indicates that a whole subsection of the map could be constructed from the
statement in the box. “String maps” illustrate either poor understanding of the material or
an inadequate restructuring of the map. Figure 6 shows an example of a string map.
Students often comment that it is hard to add linking words onto the “lines” of their
concept map. This is because they poorly understand the relationship between the concepts,
or the meanings of the concepts, and it is the linking words that specify this relationship.
Once students begin to focus-in on good linking words, and on the identification of good
cross-links, they can see that every concept could be related to every other concept. This
also produces some frustration, and they must choose to identify the most prominent and
most useful cross-links. This process involves what Bloom (1956) identified as high levels
of cognitive performance, namely evaluation and synthesis of knowledge. Concept
mapping is an easy way to encourage very high levels of cognitive performance, when the
process is done well. This is one reason concept mapping can also be a very powerful
evaluation tool (Edmondson, 2000).