Concept/Mind Mapping
This library guide provides resources for the why and how of concept mapping.
Subject Guide
Donna Ziegenfuss
Contact:
Liaison to Biological Sciences and Bioscience (SOM), Lead Liaison to the College of Education
Email: donna.ziegenfuss@utah.edu
Office: 2nd Floor Library, Room 2110M
Orcid: http://orcid.org/0000-0002-9981-5757
Email: donna.ziegenfuss@utah.edu
Office: 2nd Floor Library, Room 2110M
Orcid: http://orcid.org/0000-0002-9981-5757
801-585-0542
Website Skype Contact: dziegenfuss
The Theory Behind Concept Mapping
Figure 1. A concept map showing the key features of concept maps. Concept maps tend to be read progressing from the top downward. (from the article below)
Novak, J. D. & A. J. Cañas, The Theory Underlying Concept Maps and How to Construct Them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition, 2008", available at:
Additional Links to Introduce Concept Mapping
Various introductions to what concept mapping is can be gleaned from the following links:
- Basics of Concept/Mind Mapping
- Links to Concept Mapping resources
- A youtube video about concept maps from the University of Waterloo in Canada (An excellent overview of what concept maps are, how students learn using concept mapping and theoretical foundations for concept mapping; a 27 minute vidoe)
The following links explain the difference between concept mapping, mind mapping, advance organizers and other types of visual learning representations. Although these are slightly different, they all have one thing in common: presenting knowledge in a visual format)
- Concept maps vs. mind maps
- Article: A Difference between Concept Maps, Mind Maps, conceptual diagrams, and visual metaphors as complementary tools for knowledge construction and sharing
- Article: Concept mapping, mind mapping and argument mapping: what are the differences and do they matter?
- Mind mapping resources (included chart and examples of the different types of maps)
