Mader/Human Biology, 6/e

Concept Mapping

Concept mapping can be recommended as another way to encourage critical thinking by students. It requires that students identify the concepts in, for example, an assigned chapter and arrange the concepts in such a way that any and all relationships between the concepts are shown. The map takes into account that concepts differ in the degree of their generality. The more general the concept the more likely it is to encompass other concepts.

A concept map has a hierarchical organization because the most general concepts are presented first--at the top of the map. Then, any subordinate concepts are listed sequentially below until perhaps a specific instance is given at the bottom of the page. Relationships are indicated by drawing connecting lines between concepts. Also, linking words can be used to show the nature of the relationships between the concepts.

There are no right or wrong concept maps. They represent one possible way of understanding the material by an individual at the time the map was made. It would be suitable, however, to suggest that a map could be redone in order to demonstrate a higher level of understanding.

The concept map given here pertains to the characteristics of life (fig. 1). This map suggests that living things (1) have levels of organization, (2) have adaptations, (3) undergo reproduction, (4) metabolize, and (5) are responsive. To the left the map shows that the individual has both lower and higher levels of organization. There is a connecting line between adaptations and ecosystems because organisms are adapted to living in an ecosystem. Cycling of materials and energy flow occur in an ecosystem (see the connecting line) and is dependent upon the metabolism of individuals (see the connecting line). Homeostasis within the individual is also dependent upon metabolism. Therefore a connecting line has also been drawn between metabolism and homeostasis.

For more information on concept mapping see: Novak, J. D. (1990). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27(10), 937-949.

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