concept map

Examples of concept map in the following topics:

• Conclusion: Implications for Teaching and Learning

  • These tools are used to create concept maps.
  • Concept maps allow students (and the instructor) to see how their conceptions change over time.
  • Two recommended concept mapping tools are Inspiration (http://www.inspiration.com/) and IHMC Concept Mapping Software or C-Map (http://cmap.coginst.uwf.edu/).
  • Concept maps created in C-Map can be shared across a network.
  • Sample concept maps and background information about concept mapping are available at the C-Map web site.

• Clustering and Concept Mapping

  • Creating a concept map is an easy way to visually represent the relationships among your ideas.
  • This is a tactic in which you write down a very broad topic or idea and then make a concept map, in which you diagram smaller ideas or categories (clusters) that relate to the central topic.
  • Make sure that you don't censor yourself when you're making a concept map: add anything you feel is related to your topic and let it flow!

• Extemporaneous Speeches

  • There are two popular methods for creating a graphical representation for notes: outlining, and mind or concept mapping.
  • Mind mapping and concept mapping are visual representations of ideas and concepts.
  • Concept maps are more free-form, since multiple hubs and clusters can be created.
  • Unlike mind maps, concept maps do not fix on a single conceptual center.
  • You can also use a mind map as speaking notes.

• Introduction to Landscapes

  • Through this work we organize and compare lists of realizations (definitions) for mathematical concepts like Number.
  • What we intend to develop is the notion that mathematical concepts, such as number, can and should be defined differently depending upon the level of students that teachers are working with.
  • What we produce collaboratively throughout the context of the entire semester (or concept study experience) is a map of the curriculum and the across grade-bands about particular concepts.

• Conceptual Change Instructional Model

  • To elicit students conceptions, instruction begins with an exposing event.
  • They can write descriptions, draw illustrations, create physical models, draw concept maps, design web pages, or create any combination of these to evidence their understanding of a particular concept.
  • If computers and the appropriate software are available, students can develop presentations (using PowerPoint or other software), create models or simulations, or construct concept maps.
  • Each group selects one conception (or a different conception modified through evaluation), provides a rationale for the selection, and presents that rationale to the whole class.
  • The discrepant event is a phenomenon or situation that cannot be explained by the students' current conceptions but can be explained by the concept that is the topic of instruction.

• Perceptual Mapping

  • Many perceptual maps also display consumers' ideal points.
  • Perceptual maps need not come from a detailed study.
  • There are also intuitive maps (also called judgmental maps or consensus maps) that are created by marketers based on their understanding of their industry.
  • A combination map allows companies to find a space that has unmet consumer desires.
  • Evaluate the concept of perceptual mapping as part of competitive perceptual positioning

• Basic Map Types

  • Below are some of the most frequently used kinds of thematic maps.
  • Dot maps use dots to show comparative densities of features over a base map.
  • As do dot maps, graduated symbol maps use symbols that occur at points across a map.
  • Choropleth maps are the most common and easily recognized of the thematic maps.
  • Like graduated symbol maps, choropleth maps can be proportional or range-graded variations.

• Physical Maps and Integration with Genetic Maps

  • Physical maps display the physical distance between genes and can be constructed using cytogenetic, radiation hybrid, or sequence mapping.
  • There are three methods used to create a physical map: cytogenetic mapping, radiation hybrid mapping, and sequence mapping.
  • Sequence mapping resulted from DNA sequencing technology that allowed for the creation of detailed physical maps with distances measured in terms of the number of base pairs.
  • Genetic maps provide the outline and physical maps provide the details.
  • Describe the methods used to physically map genes: cytogenetic mapping, radiation hybrid mapping, and sequence mapping

• Mapping the Primary Somatosensory Area

  • It is a visual representation of the concept of "the body within the brain" -- that one's hand or face exists as much as a series of nerve structures or a "neuron concept" as it does in a physical form.
  • The homunculus is like an upside-down sensory or motor map of the contralateral side of the body.
  • This technique also allowed him to create maps of the sensory and motor cortices of the brain showing their connections to the various limbs and organs of the body.
  • These maps are still used today, practically unaltered.
  • The idea of the cortical homunculus was created by Wilder Penfield and serves as a rough map of the receptive fields for regions of primary somatosensory cortex.

• GIS

  • Making good maps can be challenging, time consuming, and expensive.
  • Recently, the development of cheap or free mapping tools has enabled almost anyone with a computer to easily make a map.
  • a map that serves as a visual representation of the database
  • John Snow's cholera map from 1840s London (see figure below).
  • One of the most important concepts associated with GIS and other geotechnologies is topology.