Concept Map

Teaching and Learning Strategies

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Analogy | Case Study | Concept Map | Debate | Jigsaw | Problem Based Learning | Role Playing | Role Playing Example | Simulation | Selected Journal Articles

Debate involves the construction of argument to defend a position. This is an excellent critical thinking teaching strategy because it requires reasoning skills, analysis of multiple relationships, and consideration of multiple perspectives. This teaching strategy is best applied to topics involving controversy or dilemma particularly ethical or legal problems.

Example of Using a Concept Map

An example of a concept map .  Requires Adobe Acrobat Reader.

Developing and Implementing Concept Maps

  1. Instructor first establishes concept map parameters for students. Parameters include:

    • What items should be represented (this can vary significantly from instructor to instructor)
    • Universal colors/symbols/labels for various types of problems/data
    • Universal symbols to indicate type of relationships between concepts/data

  2. Student identifies the concepts/problems (based on established criteria such as data collection)

  3. Student places concepts/problems on a page and uses appropriate symbol (as directed by the instructor) to show the relationship between concepts

  4. Ideally student should present map (individually or in small group) and explain the problems/relationships; this allows opportunity to assess and clarify connections and relationships made by the student

Advantage

Disadvantage

  •  Concept maps can significantly improve student critical thinking abilities (Daley, Shaw, Ballistrieri, Glasenapp, & Placentine, 1999; Wheeler & Collins, 2003).

  • Shows cause, effect and relationships to patient problems far beyond what a traditional nursing careplan allows

  • Focus is on multiple problems (as opposed to one or two problems common to the typical nursing careplan format) 

  • Time consuming to get layout of map to work; may require redrawing several times in order to optimize presentation of concepts.

  • Concept maps can become so complex and “cluttered” that it is difficult to see the bigger picture.

  • Grading can be challenging.

References:
Daley, B.J., Shaw, C.R., Ballistrieri, T., Glasenapp, K., Piacentine, L. (1999). Concept maps: A teaching strategy to teach and evaluate critical thinking. Journal of Nursing Education, 38, 42-47.

Wheeler, L.A., Collins, S. (2003). The influence of concept mapping on critical thinking in baccalaureate nursing students. Journal of Professional Nursing, 19, 339-346.