Saturday, November 3, 2007
Concept Maps: Different Kinds, Different Applications
|Learning Objective #1: differentiate among the various types and uses of concept maps to facilitate multisensory learning, interactive learning, and critical thinking.|
|Learning Objective #2: expand and refine his or her use of concept mapping as a teaching and evaluation strategy.|
Many nurse educators use concept mapping as a teaching strategy. It is popular because concept mapping has high visibility at conferences and in the nursing literature, and because educators recognize and understand the following:
• the need to include interactive activities in their repertoire of teaching strategies
• the importance of incorporating multiple-sensory activities that appeal to various types of learners
• the value of activities that encourage critical thinking
Unfortunately, concept mapping often fails to achieve its full potential as a learning strategy, and many educators fail to recognize the wide variety of learning applications for which it is appropriate. This may occur because the teacher does not have a full and clear understanding about:
—what a concept map actually is (and is not)
—the different types (hierarchical and nonhierarchical) of concept maps and their differences
—how concept maps work to facilitate learning
—the variety of purposes for which they can be used
This presentation will define the term “concept map,” describe and illustrate differences between hierarchical and nonhierarchical maps, and summarize their many educational benefits and uses. Use of concept maps for clinical preparation will specifically be discussed.
A variety of ways to create both hierarchical and non-hierarchical maps (including care planning maps) will be illustrated. Participants will work together in small groups to create a map of their choosing. This session is especially useful for teachers who wish to expand and refine their use of concept mapping as a teaching/evaluation strategy.