{"id":529,"date":"2019-05-04T17:16:42","date_gmt":"2019-05-04T17:16:42","guid":{"rendered":"https:\/\/blogs.kcl.ac.uk\/activelearning\/?p=529"},"modified":"2025-05-28T14:21:45","modified_gmt":"2025-05-28T14:21:45","slug":"concept-maps","status":"publish","type":"post","link":"https:\/\/blogs.kcl.ac.uk\/activelearning\/2019\/05\/04\/concept-maps\/","title":{"rendered":"Concept maps"},"content":{"rendered":"<p>Students visually represent a concept in terms of its attributes and their connections, using pen and paper, software, or (in groups) post-its and string. Concept maps have similarities with some of the physical structures that take place in our brains when we learn something new.\u00a0 Concept maps can be used during a session to stimulate discussion. They show how well students have understood a topic, and can be assessed formatively, or to find out about students&#8217; prior knowledge. They have been used as summative assessment to assess students\u2019 developing framework of key concepts.<\/p>\n<p><strong>Guidance on concept mapping can be found on our \u2018<a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/students-directing-their-own-learning\/concept-mapping\/\">Assessment for learning at King\u2019s<\/a>\u2018 resource.<\/strong><\/p>\n<p><span style=\"color: #808080\"><em>Image source: <a href=\"http:\/\/Image taken from https:\/\/www.cooper.com\/journal\/2016\/8\/concept-mapping-for-designers-of-the-future\">Cooper Professional Education<\/a><\/em><\/span>.<\/p>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>Students visually represent a concept in terms of its attributes and their connections, using pen and paper, software, or (in groups) post-its and string. Concept maps have similarities with some of the physical structures that <a class=\"mh-excerpt-more\" href=\"https:\/\/blogs.kcl.ac.uk\/activelearning\/2019\/05\/04\/concept-maps\/\" title=\"Concept maps\">[&#8230;]<\/a><\/p>\n<\/div>","protected":false},"author":1342,"featured_media":530,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[52,32,34,43,45,46,24,53,48],"tags":[],"class_list":["post-529","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-10-minutes-or-less","category-experience-all-levels","category-independent","category-knowledge","category-large-group","category-medium-group","category-preparation-lower","category-small-groups","category-whole-group"],"_links":{"self":[{"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/posts\/529","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/users\/1342"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/comments?post=529"}],"version-history":[{"count":2,"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/posts\/529\/revisions"}],"predecessor-version":[{"id":535,"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/posts\/529\/revisions\/535"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/media\/530"}],"wp:attachment":[{"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/media?parent=529"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/categories?post=529"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/tags?post=529"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}