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CONCEPT MAPPING

I first learned about mind mapping and how it might help with learning when I was in my second PU (12th grade) in 1994. The mental mapping technique was somewhat helpful to me, especially when I had to focus more on Physics. It was also extremely fascinating.

A mind map is a diagram in which the associated thoughts are organised around the key idea and a visual depiction of it is placed in the centre. It expresses the viewpoint of the author on a certain problem or subject.

The realisation that the full set of physics notes might be displayed on a single large sheet at that time was really interesting.

I read about the concept of ‘Concept Mapping’ as a result of my further investigation on this subject. While mind maps concentrate on one thought, concept maps connect numerous ideas or concepts. Let's expand on our discussion of idea maps.

Concept maps are diagrams that represent information visually. Charts, graphic organisers, tables, flowcharts, Venn Diagrams, timelines, etc., are a few examples of how they might be presented. Though they are beneficial for all types of learners, concept maps are particularly helpful for kids who learn best visually. Because they enable you to view the big picture, they are an effective study technique:

Concept maps allow you to organise the course information in a way that makes the most sense to you. They are highly personalised.

The main goal is to create a diagram of all the key concepts from your course, along with terminology you add to explain the connections between the concepts. (Some students think that adding these "linking terms" is one of the most difficult parts of creating a concept map; don't skip the linking terms; consciously choosing how the ideas are related is crucial to the efficacy of concept maps.)

Utilising and creating concept maps:

One is simple to make. The process of creating a concept map is neutral. The one crucial step is to concentrate on the connections between ideas. Take out a piece of paper and try the following procedures to gain some ideas about where to begin:

Choose a concept. Try putting together a graphic organiser for this idea from memory. The best technique to determine what you already know and what needs review is to start from memory. To fill in any gaps, go over your lecture notes, literature, and other available resources. Pay close attention to the connections between concepts. Your finished concept map makes a fantastic learning aid.

When studying, try the following strategies:

Explain each section of the map in detail (verbally or in writing). When appropriate, list relevant examples for each region of the map. Without consulting the original, recreate your concept map, talking through each area as you go.

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